PHYSICAL FITNESS (#5)

Physical Fitness

Physical fitness is so very important for young children for many reasons. Growing children are still building on developing and improving their developmental skills. To improve developmental skills, activities that practice the skill is necessary to master it.

Without physical fitness, a child will suffer from underdeveloped brain growth, weak muscles and strength, tend to be off balance, and will not build immunities to some illnesses. Children will become more prone to serious illnesses like diabetes, osteoporosis cardiovascular disease. (Medical & Life Sciences) Without physical fitness, children tend to become obese and muscles become inactive. Obesity will, in turn, create poor eating habits and malnutrition. Such habits that lead to obesity can also lead to low self-esteem and depression.

The term motor behavior describes all movements of the body, including movements of the eyes (as in the gaze), and the preschooler’s developing control. Gross motor actions include the movement of large limbs or the whole body, as in walking. Fine motor skills include the smaller and more precise movements allowing fine motor behaviors such as the use of fingers to grasp and manipulate objects. Motor behaviors needed for reaching, touching and grasping are forms of exploratory activity (Adolph 1997). Other ways to enhance fine motor skills are playing with Playdoh, writing with sidewalk chalk or even putting puzzles together.

Parents and professionals may have observed young children exploring a slope, such as a slide, by touching it with their hands or feet before they decide whether to slide down it or not. Research by Adolph, Eppler, and Gibson (1993) suggests that learning plays a part in young children’s decision making in physically risky situations, such as navigating slopes, and that exploratory behavior may be a means to this learning.

Gross motor development includes the attainment of physical activity skills such as running, hopping, walking, skipping, climbing, jumping, and dance which can help a preschooler master their gross motor skills. Gross motor behavior enables preschoolers to move and thereby attain different and varied perspectives on the environment. Behaviors such as jumping and climbing present children with new learning opportunities. When preschoolers push a toy stroller or shopping cart, they are also engaging in processes related to cognitive development, such as imitation. The gross motor behaviors involved in active outdoor play with other children are related to children’s development of social skills and an understanding of social rules.

While reading it seems we always cross at least one thing that impacts our thoughts and it just sticks with you. Just one inspirational, thought-provoking quote that captures your attitude and/or philosophy about fostering children's healthy growth and development. I heard a quote said by Mr. Rogers years ago that is always my inspiration for my healthy kids. It is a reminder that play is as important as lessons. Mr. Rogers said, “Play gives children a chance to practice what they are learning”. I believe that even adults can use play to practice what they are learning, especially if you are like myself, where I learn much better by hands-on contact. It is just a great way to learn and communicate.

References

Adolph, K. E. 1997. “Learning in the Development of Infant Locomotion,” Monographs of the Society for Research in Child Development, Vol. 62, No. 3, Serial No. 251.

Adolph, K. E.; M. A. Eppler; and E. J. Gibson. 1993. “Crawling Versus Walking Infants’ Perception of Affordances for Locomotion over Sloping Surfaces,” Child Development, Vol. 64, No. 4, 1158–74.

NUTRITIONAL NEEDS (#4)

Nutritional Needs and Eating Habits

Childhood is a time of critical growth in which proper nutrition is necessary. It is crucial for an infant’s development from birth to six months to receive proper nutrition from breast milk or formula due to their organs inability to digest solid foods. Even infants can communicate when they are hungry or full through grunting, fussing, spitting out milk/formula, or even falling asleep (Robertson, 2016). 

Children who have poor diets, whether it’s because of a lack of food or because of patterns of eating that lead to inadequate intake of nutrients, are prone to significant short-term and long-term health impacts and diseases. Children afflicted by sustained poor nutrition are at greater risk for obesity, mental and emotional health problems, and a failure to thrive academically. (Robertson, 2016)

Poor nutrition is one of the leading causes of obesity in children, a condition which can be very dangerous and lead to a lifetime of health complications. The children in families with insufficient access to nutritious foods are significantly more likely to be obese. This is the result of calorie intake of foods that have high levels of fat, sugar and sodium. This is especially true of children who regularly consume fast food. Once the groundwork for these habits is formed, children tend to perpetuate them. Obesity in children can lead to a variety of health problems, negative self-image, eating disorders. (Fleck)

Children who do not have access to proper nutrition are much more likely to suffer from psychological disorders, such as anxiety or learning disabilities. Children with poor nutrition are more likely to miss days of school and be required to repeat grades. When a child does not get the required amounts of vitamins, minerals and other nutrients for health, it could lead to lethargy, a lack of energy and a general failure to thrive. (Fleck)

Teachers should use role modeling and supervision methods to manage the practice of good nutrition. Every teacher should practice good nutrition in the early childhood education environment. Teachers should have nutritional policies that cover early infant feeding, food and the toddler, the preschool child, school-aged children, and children with special needs. Teachers should use participatory activities to help preschoolers develop an awareness of the best nutritional choices. Building a curriculum for children to help them understand about the importance of eating balanced diets can help them be more likely to understand, and provide them with the opportunities to expand their food acceptance patterns. They should work with families for greater nutritional awareness so that children can have the same protective factors at school and at home. (Robertson, 2016)

Cooking and eating can be a fun family experience. Involving your children in the kitchen will empower them to prepare fresh and healthy food for themselves when they move out on their own as young adults. (Workman, 2017)

Here are three kid friendly nutritious recipes that do not have to be separated at the breakfast or dinner table from everyone else. From adult food to kid food, these recipes appeal to everyone in the family.

Eggs in the Basket is our first recipe. Depending on the kid, you can play with the recipe’s nickname, for instance, “toad in the hole” can be a fun nickname to call it if you have a playful, outdoorsy type child.  But for squeamish kids, “eggs in a basket” is a perfect name for this dish. Any child should be able to help create this recipe by using a cookie-cutter to make a design in the center of the bread where the egg will be placed in and cooked. It's quick and easy and a fun way for you to surprise other family members with something a little special.

What You'll Need

• 2 slices whole wheat bread
• 1 tablespoon butter
• 2 large eggs
• Kosher salt and pepper to taste

How to Make It

1.      Heat an electric griddle to 350 degrees or heat a large frying pan over medium-high heat.

2.      Place 1 teaspoon of butter on the griddle.

3.      Use a cookie cutter to cut out your favorite shape in the center of each piece of bread.

4.      Butter one side of each piece of bread, including the cutout pieces, with the remaining butter.

5.      Place the bread, butter side down on the griddle.

6.      Break one egg into a small dish. Gently slide it into the hole of one of the bread slices.

7.      Repeat with the remaining egg and bread slice.

8.      Cook until the egg is golden on the bottom, a minute or two. Gently flip to cook on the other side, about 1 minute.

9.      Flip the cutout pieces of toast to cook on the other side until toasted, another minute or so.

Place in a dinner plate and Serve immediately.

Let’s switch it up a bit and make Bugs on a Log. By substituting almond butter for peanut butter (or even sunflower butter for kids with nut allergies). Then get even more creative by topping them with all different kinds of delicious toppings such as raisins, dried cranberries ("ladybugs"), walnuts ("frogs"), coconut (“snow”), and more. Use your imagination have a blast making them with the kids. Let the kids come up with their own names for whatever they may choose to sprinkle on top of their logs. There's no end to the fun you can have no matter what your healthy "bugs" of choice are!

This recipe makes about 12 logs. Preparation time is next to nothing and since this a non-cook recipe, you can make it and eat it immediately. It is egg free, gluten free and dairy free when you use the base recipe. But remember, be creative and have fun inventing new ways to eat healthy.

What You'll Need

• 1/4 Cup almond butter (peanut, sunflower or cashew butter)
• 4 Celery Stalks

How to Make It

 

1. Cut celery into 3-inch logs.

2. Spread 1 teaspoon of almond butter into the logs until it is evenly distributed.
3. Top with desired toppings.
4. Eat and serve with a giggle

Fresh fruit is always a delicious breakfast, dessert, and snack choice. Fresh Fruit and Yogurt Cones are delicious and nutritious cones for kids of all ages. The can be served immediately after preparing or frozen for a great summer time treat. This great treat is only about 126 calories and you can use whatever fresh fruit you have on hand that is in season. Kids have a blast creating this easy to make treat for themselves. The ingredients below are enough for one serving.

What You'll Need

• 2 oz. vanilla yogurt
• 4 T. mixed fresh fruit
• 1 Keebler Ice Cream Waffle Cone

How to Make It

 

1. Fill a waffle cone with a spoon full of vanilla yogurt, then a layer of mixed fruit. Add another    spoonful of yogurt, then top it off with fruit.

2. Enjoy!.
3. FRESH FRUIT SUGGESTIONS: Sliced strawberries, raspberries, blackberries, blueberries, sliced bananas, pineapple, mandarin oranges, kiwi and grapes.

WE need to make it easy for kid to understand what healthy choice snacks are. Make it a point to keep fruits and vegetables on hand for a ready to eat treat. Make sure snacks include low-fat yogurt, and sources of protein such as eggs, beans or leans meats. Try a tuna sandwich with sweet potatoes chips for a lunch. Strive for nutritious foods and make time to eat healthy with the whole family.

References

Fleck, A. (n.d.). Children With Poor Nutrition. Retrieved from Healthy Eating: http://healthyeating.sfgate.com/children-poor-nutrition-6555.html

Robertson, C. (2016). Safety, nutrition, and health in early education (6th ed.). Boston, MA: Wadsworth/Cengage Learning.

Workman, K. (2017, October 03). 10 Fun and Easy Recipes for Kids. The Spruce.

CHOKING AND CPR (#3)

Choking and CPR Procedures

At any time during a day in a school or child care facility accidents or emergencies may happen at any time.  Staff preparedness is the first and foremost factor involved in an emergency. Children’s health records are a must. All emergency information and health records for the children should be available and easily accessible. This information should include contact information for the child’s parents and/or anyone else authorized by parents in case of an emergency. These health records should include contact information for the child’s health care providers and the name of the preferred hospital used for the child. A child’s health record should also contain and information about allergies the child has and what to do in the event of an allergic reaction. (Robertson, C. 2016)

A first aid kit should be well stocked and able to handle most emergency situations.  The Staff members must be completely prepared to act quickly and correctly to save a child or even another staff member’s life by using CPR or first aid. The America Red Cross and The American Heart Association focus on training staff members from many different professions on saving lives in an emergency.  The school or child care center should also have an (AED) automated external defibrillator as well. All staff should be trained to perform CPR on infants, children, and adults as well as how to use an AED unit to resuscitate a victim.

A list of back up helpers or substitute teachers should be available in any case a child has to be taken to a hospital. The backup teacher should be familiar with the child care center and the children. and should be competent in handling the children and managing the classroom in the teacher’s absence. (Robertson, C. 2016)

If a scenario arises, such as a four-year-old girl eating lunch at her child care facility when she has stopped breathing and is apparently choking on a piece of food. The first thing the teacher needs to do is respond quickly and remain calm. Other staff should keep the rest of the children calm and out of the way. Any other team staff member should quickly respond by calling 911 and be sure and to notify the parents or guardians immediately too. 

Since this scenario is dealing with a small child, the proper procedure for the teacher should be to lean the child forward and give 5 back blows with the heel of the palm between the child’s shoulder blades. The teacher should then give the child 5 quick upward abdominal thrusts. This should be done by placing the thumb side of your fist against the middle of the child’s stomach just above his navel. The teacher should grab their fist with their other hand and apply upward thrusts. This procedure of 5 back slaps and 5 abdominal thrusts should be repeated until the food is forced out or the child can forcefully cough on his own. (Cross, 2017)

In a second possible scenario, the child could become unconscious, it is then when the teacher will have to begin performing CPR. The child should be lying flat on her back and her head should be tilted back and the chin lifted to help open the airway. The teacher should then do a finger sweep to try to dislodge the object in the throat. When the object is removed, the teacher should check for breathing. If the child is not yet breathing on her own, the teacher should continue with CPR. If the child is very small, such as an infant, you will slightly tilt back the head, place your mouth over both the nose and mouth proceeding with two breaths and chest compressions necessary to resuscitate a younger child. The child’s head should be tilted back with chin up to open her airway. The nose should be pinched so air doesn’t escape through the nose. With a micro shield in place, a seal should be formed over the child’s mouth and two breaths should be given, watching for the chest to rise as an indicator that air is going into the lungs. If the child’s chest does not rise, there may still be an object in the throat. The teacher should give 30 chest compressions and do another finger sweep then another two breaths. This should be continued in sequence until rescue workers arrive on the scene. When the rescue workers arrive, let them take over. (Cross, 2017)

Most teachers are trained and up to date for Heart Saver CPR (2017) and know exactly how to respond in an emergency such as this.  All teachers and aides must know where the AED is located even though it is not used in most situations.  Teachers and aides must know how to contact parents quickly to have them in route, no matter if it is to the hospital or facility, to meet with their child.  The preparedness of the staff and the ability to work so well together will make an emergency become a calm, tolerable lifesaving event.

References

Cross, A. R. (2017, February). First aid for choking and CPR: An illustrated guide for children 12 months and older. Retrieved from Babycenter LLC.

Heartsaver First Aid, CPR & AED. (2017). Retrieved from American Heart Association, Inc.: http://cpr.heart.org/AHAECC/CPRAndECC/Training/HeartsaverCourses/HeartsaverFirstAidCPRAED/UCM_473177_Heartsaver-First-Aid-CPR-AED.jsp

Robertson, C. (2016). Safety, nutrition, and health in early education (6th ed.). Boston, MA:       Wadsworth/Cengage Learning.

EMERGENCY PREPAREDNESS (#2)

Emergency Preparedness: Natural and Human-Generated Disasters

Earthquake and Fire disasters are disasters that are next to impossible to be aware of but preparing for them can be accomplished. South Texas experiences earthquakes on a weekly basis, they are just weak enough we do not suffer the repercussions from them, but it is better to be aware and prepared than lost and in danger.

In a daycare center located in South Texas, it is not likely to be devastated by an earthquake, but there is always that possibility. Fire, on the other hand, is likely in any instance of any establishment, especially one that utilizes a kitchen for food service. The center houses forty pre-school age children and a staff of six. The staff includes teachers and cooks.

Staff must be prepared always.  Monthly, the staff must be involved in an intensive meeting to discuss the possibilities of natural and man-made disasters, the type of natural and man-made disasters that can occur and the necessary procedures for handling the disasters, including an evacuation plan for children and staff.  Specific responsibilities during a disaster must be given to each staff member, as it is necessary to maintain a needed calmness so not to worry and overly excite the children. Preparedness must include posted maps for evacuation on designated walls and regularly scheduled earthquake and fire drills to keep the children aware of procedures for their own safety.

Role-playing helps prepare children to act in unsafe or dangerous situations. It is a preventive tool that allows children to be better equipped in a real emergency. Drills for fires, earthquakes, and other types of disasters must be practiced on a regular basis.

The preparation of the staff includes an easy and portable list of parents and their contact phone numbers. The emergency forms should be accurate, current, copied, and ready for a fast response by being in a fireproof file. (Robertson, 2016)

Phone numbers for needed safety departments such as the fire department, police department and ambulance in case 911 is unattainable. The list must also include a medication list for the children that must ingest medication for health reasons as prescribed by a physician, any equipment for any special needs children, and a daily list showing morning and afternoon attendance of students in the class.

It is also wise to carry and maintain a safety bag near the emergency exit that includes a flashlight and extra batteries, battery-powered radio, candles, and an emergency cell phone or walkie-talkie, water bottle, first aid supplies.

All staff and children must be aware of the procedures of where to go in case of an emergency, depending on the disaster at hand. Awareness would include practicing a drill and making sure that the drill practice is acceptable of a timeline necessary for the staff and children’s safety. Once a month is acceptable for drill practice, but each drill must be practiced individually because each disaster is treated differently. For instance, fire disasters require evacuation of the premises to a safety zone. (Roszak, 2016) An earthquake disaster would require the staff and children to remain in the building and getting under a sturdy desk and covering their heads for protection until all signs of danger are gone. (FEMA, 006)

There is always a possibility of complications during a natural and man-made disaster. By being prepared and preparing the staff and children, injuries can be avoided, and lives can be saved. The staff must be aware that complications can involve falling debris, fallen power lines, broken gas lines, closed roads, burns, broken and sprained limbs and a shortage of food and water.

References

FEMA. (006, April). Earthquake Preparedness What Every Child Care Provider Needs to Know. Retrieved from https://www.fema.gov/media-library-data/20130726-1452-20490-2572/fema-240.pdf

Robertson, C. (2016). Safety, nutrition, and health in early education (6th ed.). Boston, MA:       Wadsworth/Cengage Learning.

Roszak, A. (2016, October 14). Getting Serious About Fire Safety. Retrieved from Health and Safety, Preparedness, Safety: https://usa.childcareaware.org/2016/10/getting-serious-about-fire-safety/