Section 5: Physical Fitness

                                                                  Section 5:  Physical Fitness

                                                                                       Erica Wilford

                                                                                              Educ 1005

                                                                                     

·         Write an introductory paragraph or at least five bullet points that explain why physical fitness is so important for young children. Include at least three developmental skills that children are learning at this age, and describe how physical activities can help children toward mastery of these skills. Be sure to cite evidence from the learning resources or, if desired, use other resources to support your claims.

                Physical fitness can make a difference in the health of many children.  Children can do many physical activities to encourage good health.   Many children are not getting outside play time because they are substitute that time to watch television.   It is vital for parents and teachers to encourage some form of outside and inside play that helps to improve their children health.  Physical fitness is important for all children of all ages.  Physical fitness can improve children developmental skills such as:

·         Large motor skills

·         Fine motor skills

·         Social and emotional  skills

·         Movement  skills

·         Cognitive skills (manipulative)

·         Indicate how adults can help children develop good fitness habits. Describe at least two activities, such as specific games or movements, which are appropriate and enjoyable for children of this age. At least one of the activities should involve gross-motor (locomotor) skills, and another should involve fine-motor (manipulative) skills. Remember, the activities you recommend should be developmentally appropriate, which includes noncompetitive.

Large motor skills should be included in preschoolers and school-aged student’s daily activities because it helps to strength their muscles and bones.   “As part of their 60 or more minutes of daily activities children and adolescents should include muscle-strengthening physical activity on at least three days of the week” (Robertson 2013, p. 272).”  There are many activities that can encourage physical growth for preschool and school-aged children as touching toes with hands, playing volleyball, hang from bars, walking beam, playing hopscotch, and jumping jack.  These activities can also promote health bones growth for young children. 

Fine motor play can be used to encourage a health growth for all ages especially infants.  Working with infants for many years encouraged me to encourage them to use their small muscle skills for learning and physical development.  They were encouraged to hold their bottles, grasp toys, to beats on toys, mesh play (cook grits), and to reach for toys.  “Infants should interact with parents and/or caregivers in daily physical activities that are dedicated to promoting the exploration of their environment.”

 Parents and teachers can encourage physical fitness to improve young children social and emotional development.  There are many physical activities such as center time and outside time that can helps to improves young children social and emotional skills.  Teachers can allow their infants, toddlers, and preschoolers time to play in small groups as housekeeping, block building,  dress-up play,  setting-up, and clean-up time  to encourage social skills and physical fitness.  “When you plan an activity that two or three children need to do together, it’s not just getting the job done, it’s about structuring for social growth” (Jones 2008, p. 37).”  They can also promote social and physical skills by encouraging their children to play outside games together.   

Movement and cognitive skills can be used to enhance physical fitness and learning development.  “Literacy and mathematic concepts can be easily taught in an active manner and physical active can be incorporated into any theme” (Goodway 2006, p. 5).”  There are different movement’s activities as stacking blocks, playing with puzzles, stringing beads, singing, and dancing to encourage physical and learning skills.  Blocks can be used for stacking and count.  Puzzles can be used to improved fine motor skills and cognitive skills.  Children can sing and dance to the number and alphabet song to promote physical, language, and cognitive skills.
·   Explain what can happen when children do not engage in healthy fitness activities. Be sure to consider the impact on children of being overweight or obese, including implications for health and self-esteem.

  Physical education can help make a difference in whether some children are label as obese.   Some children that are obese are facing health risks as high blood pressure, strokes, and heart diseases.  There are young children that are facing obesity because of not eating healthy meals or snacks and not participating in physical activities.   “The problem of childhood obesity can be imposed by an increase in physical activity, diet management, and behavior modification” (Robertson 2013, p. 268).”  There are many foods that are contributing to obesity as fast foods, too much sugar intakes, too much sodium, and fats.  Some children that are overweight have low self- esteem which can contribute to them eating more unhealthy food.  “Early intervention that uses the whole-child approach has been especially effective in helping obese children lose weight and improve their level of self-esteem” (Robertson 2013, p. 269).”

·  Based on your readings, include at least one inspirational, thought-provoking quote that captures your attitude and/or philosophy about fostering children's healthy growth and development.

                The theory behind every good teachers are good students is so true to me.  “Teachers may have to guide some children into participating in more physical activities” has inspired me to interact more with my students during outside and inside playtime (Robertson 2013, p. 276).  When I worked with preschoolers, I notice that some of them did not participate; they just sat around on the playground while the other children played.    To promote good health the playground should not be a place for just sitting.

·  For your fact sheet, draw on the information in the fitness articles from this week's Required Resources and your own research to provide evidence about the positive impact that physical activity has on children's health, both now and in the future. Be sure to cite your sources.

Physical activities can help improve children‘s health.   “The United States is experiencing a dramatic increase in the number of children who are overweight and a significant decline in children’s overall physical activity” (Goodway 2006, p. 1).”  Many children needs to be more involved in outside and inside play activities to help control their weight problems.   Teachers can make a difference in their student’s health by encouraging them to participate in outside and inside play.  “By encouraging all children to be physically active and providing daily large motor activities to ensure this, teachers promote good health and well-being for children in their care” (Robertson 2013, p. 280).  Toddlers and preschoolers can be encouraged to set-up and clean-up their play centers.  By encouraging children to participate can teach them organization skills, responsibilities, and respect which can help them now and in the future.

References

Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children on the Web. Retrieved from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

Jones, P. N., (2008). 2,4 or 6? Grouping Children to promote social and emotional development:  Retrieved from www,naeyc.org/files/tyc/file/TYC_V3N1_Jones.pdf

Robertson, C.  (2013). Safety, Nutrition, Health in early Education.  (5th ed). Belmont: Wadsworth/Cengage Learning.

National Association for Sport and Physical Education. (2006, May). Active start: Physical activity guidelines for children birth to five years. Beyond the Journal: Young Children on the Web. Retrieved fromhttp://www.naeyc.org/files/yc/file/200605/NASPEGuidelinesBTJ.pdf

                                                            

                                                                           

                                                   

                                                                     

Section 4: Healthy food and Nutrition

 Section:4    Healthy food and Nutrition

                                                                      Erica Wilford

                                                                        Educ1005

•   Summarize why good nutrition and eating habits are so important to children in each age group. Cite evidence from Chapter 6 in your text and/or other resources to support your claims.

  

        Good eating habits and nutrition are vital to children of all ages.  There are many risks for children that have poor eating habits as obesity, hypertension, strokes, anemia, diabetics, and many more health problems because of poor nutrition.  Majority of adults and young children is dealing with obese.   “American are eating too much saturated fat, sodium, and added sugar, but too few fruits, vegetables, and whole grains” (Robertson 2013, p. 224).”  It is vital for children to avoid eating unhealthy food that contributes to overweight, high blood pressure, heart disease, irritable, and high cholesterol.

 Many children are not eating proper can sometimes interfere with their academics, emotional and social development.  Well-balanced meals are essential for providing children with a safe and healthy growth. “ Children need good basic nutrition for normal growth and development, cognitive function, immunity, and energy expenditure” (Robertson 2013, p. 228).”  In order, for a child to do well in school he or she needs to eat a well-balanced meal.  Caregivers and parents need to provide their children with meals that will enhance their developmental skills.   “Children need to be offered meals and snacks that include foods that meet their essential nutritional needs and help them to maintain a healthy body weight” (Robertson 2013, p. 229).”

•  Refer to Chapter 8 in your course text and explain why adults could actively help children develop healthy eating habits and at least two ways this can be accomplished.

        Caregivers can make a difference in how some children’s eat and what they eat.  “Just as in toddler hood, preschool children need a positive environment that will help them eat, support their growth, and make mealtime a time that will nourish all parts of their development” (Robertson 2013, p. 313).”  It is vital for toddlers and preschool’s teachers to conduct family style meals.  Family styles will allow the teachers the opportunities to encourage children to try food that they wouldn't normally try.  “Teachers and friends at school also influence preschoolers” (Robertson 2013, p. 313).”

Many toddlers and preschool’s children are influenced by the media on what to eat.  “Children of this age are also easily influenced by television advertising of foods that are poor nutritional choices” (Robertson 2013, p. 313).”  My three years old are always watch television advertisement and screaming for everything he sees.   Television commercials are good at providing many episodes of many unhealthy snacks.

•  Provide three nutritious recipes that family members can prepare with preschoolers and explain the nutritional value of each. (To locate recipes, look through the various suggested Web sites or do research as needed.) Offer strategies and suggestions to make cooking together an enjoyable learning experience for children.

        A fresh fruit salad will be a great dish to prepare for preschoolers because it will be easy to make and full of nutritional.    The recipe calls for 1 sliced apple, 1 sliced orange,  2 cups of blueberries, 2 cups of fresh strawberries, 1/3 cup of honey, and 1/3 cup of fresh lemon juice.   This recipe will provide the children with one serving of fruits that they need for a healthy diet.   “Children need fruits every day as a part of their meals for a health growth” (Robertson 2013, p. 302).”

Second, recipes will be fresh fruit and vegetable salad which includes ½ pound asparagus spears, cut into bite-size pieces, 2 cups thinly sliced carrot, 8 cups mixed salad greens, 1 cup (4 ounces) crumbled goat or feta cheese, 2 cups sliced strawberries, ½ cup light balsamic vinaigrette, ½ cup pecan halves toasted.”  Vegetables are a great way to provide children with the essential iron they bodies are needed for proper growth.  “As a child grows, more sources of iron, such as meats, fish, poultry, green leafy vegetables, and whole grains, are necessary to prevent iron deficiency” (Robertson 2013, p. 240).” 

Last recipes is “apple and walnut oatmeal (not instant), 1 cup low-fat milk, 2 apples-cored and peeled and diced, ½ cup crashed walnuts, 2 tablespoon maple syrup, teaspoon cinnamon.”  Oatmeal is a great such of fiber.  Children need fiber to promote healthy growth.   Food such as oatmeal, fiber bars, grits, and cheerios can product fiber for the body.     “Offering these types of food is very important because it has been found that dietary fiber from fruits, vegetables, and whole grains are missing from many young children’s diets” (Robertson 2013, p. 306).”

References

Robertson, C. (2013). Safety, Nutrition, & health in early education. (5th ed.).Belmont: Wadworth/Cengage Learning.

Retrieved on September 26, 2013,from www.mrbreakfast.com/subcategory.asp?

Retrieved on September 26, 2013, from www.food.com/recipes/fruit-salad

Section 3: CPR and Emergencies

                                           

  

Section 3:  CPR and Emergencies

             Erica Wilford

          Educ 1005

• Create two scenarios:  One in which a child is choking and another in which a child needs CPR. In each of your scenarios, include who is involved and where it is occurring (for example, a 5-year-old in a preschool setting has stopped breathing and is apparently choking on a piece of food).  Then outline the proper emergency procedures for dealing with each situation (see pages 179-180 in your text).

       The first scenario was on this particular day at work, an 11 months old pulled-up on the side of a crib and felt backward.  He felt so hard on the cement floor that he lost conscious.    Therefore, I checked the infant to see if he was responsive by “tapping and flicking the soles of his feet” (Robertson 2013, p. 181).” So, next I asked the teacher in the room with me to call 911.  I was alone, I would have attended to the child first and then call 911.

        After, checking and discovering that the child was not responding then I proceed to do CPR.  First thing, I did was held the child’s “forehead gentle pressure to keep the air way open” (Robertson 2013, p. 181).” Secondly, I used “two fingers on the breastbone directly between the infant’s nipples, compress the chest 30 times with a 1/3 to 1/2 depth of the chest at the rate of 30 times” (Robertson 2013, p. 181).” After, during CPR for two minutes the child was still unresponsive. Since I have my child CPR certification and the child was not responding, I did “30 more compressions, cover the baby’s entire mouth and gently breathe into the infant’s mouth and nose” and then his chest started to rise (Robertson 2013, p. 181).”  It is vital during CPR to make sure the person’s body is on a “firm, flat surface, and if, you are alone to attend to the person first then calling 911,” and to continue CPR until the person is responsive or 911 arrive (Robertson 2013, p. 181).”

        The second scenario was when I was working at a head start with four years old. The four year old was running, while eating a hard piece of candy. I first notice that the child stop running, place his hand on his throat, and collapse onto the floor.  I ran over to the child and begin to shake him, but he did not respond so, I called his name and he still did not respond.  So, I asked my assistant to call 911. After, realizing that the child was not conscious and child CPR certified, I began to perform CPR.  I made sure that the child was laying firm on the floor on his back before starting CPR.  I placed the “heel of my hand on the lower half of the child’s breastbone between the nipples” (Robertson 2013, p 182).” Then, I “push straight down about two inches and let the chest all the back up,” and “repeated 30 times, twice per second” with both hands (Robertson 2013, p. 182).”  Being license to perform CPR on a child, I resumed to give “two rescue breaths” and continued to do “five more groups of compressions” of CPR until helped arrived or the person respond (Robertson 2013, p. 182).”

•   Next, summarize why advance planning is often the best way to respond to prevent an emergency situation and the kinds of training (e.g., CPR or first aid training) you believe are needed in order or positively resolve such emergencies.

         It is vital to have your CPR and First Aid training while working with children and adults in case of a crisis.  CPR and First Aid can be used to save a person life.   Working in the early childhood fields requires that one caregiver at a work place must be trained in CPR.  It is also vital to keep a first aid kit in hand.  The first aid kit should include alcohol, “bandages, thermometer, antiseptic wipes, gauze, antibiotic, cold packs, gloves, duct tapes, and eye wash, charcoal suspension, and pads for eye injuries” (Robertson 2013, p. 178).” First aid can be used in case of mild incidents. “There are many minor emergencies, such as scraping a knee or bumping a head, which can be taken care of easily first aid” (Robertson 2013, p. 183).”  First Aid can be used to prevent farther injuries.  Teachers should always put her children’s safety first by keeping First Aid Kits present, up-to-date every month, and out of the reach of children.  It is important that early childhood teachers renew their First Aid certifications every two years in the state of Florida.

         CPR can be used for resuscitation. “Every teacher should be able to recognize the symptoms and be able to perform rescue breathing” (Robertson 2013, p. 180.”  Working in early childhood fields requires that one caregiver at each work place must be trained in CPR.   “All teachers should have training in basic first aid and rescue  breathing, and at least one teacher per site must be certified in CPR” (Robertson 2013, p. 180).”   It will be great if, all employees can be certified in CPR; in case the one that is certified is absent someone else will know what to do.  It will be great to post the steps of CPR on the board for a reminder of what to do.  It will also be great to have a refreshment class every six months at the work site.  It will train the teachers on how to respond fast and how to stay calm. Teachers in the state of Florida should have their CPR renewed every two years.

•   Finally, describe any other steps adults must take to ensure they are prepared to handle these kinds of crisis, including such information as first aid supplies, family emergency contact information and so on.

        It is important to keep small objects away from infants and toddlers to avoid choking.  It is also important to prevent infants, toddlers, and preschoolers from food that can cause choking as grapes, popcorn, small candy, and hot dog.  I can recall a toddler that passes away several years ago because of eating popcorn.  The mother did not know what to do, so she took her child to the emergency room.  The child died on the way to the emergency room.  I believe it will be great if, parents can be certified in CPR and First Aid, and maybe situation like this one would not have taking place.  I will encourage my student’s parents to be CPR and First Aid certified. 

        Teachers need to keep a telephone present and their children parent’s name with their phone numbers. “Emergency and contact numbers for all children and adults present” (Robertson 2013, p.178).” It is vital for teachers to post emergency information on the board as the fire department number, family children services number, health department number, hospital, and poison control. There should be a flash light and bottle water in every classroom and homes in case the light goes out.  An emergency back- up plan should be ready to take place in case a teacher has to depart.  “An updated and current list of backup helpers should be available in case teachers must accompany a child to the hospital, away from the early childhood environment” (Robertson 2013, p. 176).”  Fire drills at daycare and schools should take place once every month.  Tornado and lock-down drills should also take place once every three months.  Teachers should always take their classroom attendance with them during drills practices and call roll to make sure everyone is safety.

Reference

Robertson, C. (2013). Safety, Nutrition, & health in early education. (5th ed.).Belmont: Wadworth/Cengage Learning.

Section 2: Emergency Preparedness Natural and human-Generated Disasters

                                                                 

Section 2: Emergency Preparedness Natural and human-Generated Disasters

Erica Wilford

Educ 1005

 Describe each of the disaster scenarios you have chosen (such as a hurricane that has quickly developed in your area) and a real or hypothetical early childhood setting (such as a Head Start program housed on a university campus near the coast). What are the main dangers posed by these situations? Who is at risk?

    Explain why you and your colleagues should be prepared. What are the consequences of not being prepared?

    Describe each of the disaster scenarios you have chosen (such as a hurricane that has quickly developed in your area) and a real or hypothetical early childhood setting (such as a Head Start program housed on a university campus near the coast). What are the main dangers posed by these situations? Who is at risk?

•   Explain why you and your colleagues should be prepared. What are the consequences of not being prepared?

         Fire disaster at homes, daycare's, and schools can be dangerous for everyone involve.  So, therefore it is vital to always be prepared.  Several years ago a fire started at a nearby daycare center where a child was left behind and died.  The teacher did not even notice when she got outside that the child was missing.  It is vital for teachers to take the roll every day and should take the attendance record with them during a fire drill and a real fire.  The teacher need to check the roll immediately after getting to safety, to make sure that all of her children are safe.  Just a few years ago a fire started at a head start where I used to work.  I am thankful for the once a month fire drills because it helped to prepared my students and I, in case of a fire.  The fire drills mostly took placed during the children’s naptime.  They also required everyone to use alternate evacuation route.  There should be a plan of evacuation posted in each room.  The plan shows the teacher the correct ways to exit the building.  The main dangerous time for a fire for my children was during nap-time because I had to wake-up each child and some of them were hard to awaken.  Some of the children was also terrific because of being awaken that they did not want to walk.  It was a time when I had children outside without any shoes on so; I decided to make sure that my children kept their shoes on during napping.  When a fire occurs I will make sure all of my students are out of the building and far away.  I will take my students emergency contact numbers and the attendance.  I will check the attendance again after, leaving the building and call the parents to pick-up their children.   I will call 911 and will not return in the building until the fire chief gives permission.   I will also keep and fire extinguisher on the wall and make sure it is constantly checked.  A fire inspector will take place once a year.  First Aid kit will always be kept near in my room in safe place away from the children.  The family will be involved in parent’s day that will give them the opportunity to experience some of the fire drills and lock-down drills.

•   Summarize the appropriate steps you would take to develop a plan in advance for this disaster and how you would deal with it if it occurs.

        A lock-down drill is something that should always be taken serious because it can make a difference of life and death.    My pass job used to have lock- down drills once every two months.  I can recall when a prisoner had broken out of prison and was seemed behind the head start building where I was working.  The director had to make sure all of the doors and windows were locked and everyone had to go in a room without windows.  It was vital to keep the children calm and quiet.  So, what I decided to do was play a game with the children by telling them who can be the quietest will win a price.  When it comes down to lock-down everyone’s life can be at risk.  There have been cases where students and teachers were saved because of the property lock-down procedure.  During a lock-down a teacher should always take his or her attendant or sign in sheet and to check off the list after, getting all the children to safety.  The lock-down room should be somewhere without windows.  A teacher should always put the safety of their students first.

                                                           

Section 1: Healthy food and Nutrition

                                                                             
                                             

Section 1:  Safety Practices and Polices

Erica Wilford

Educ 1005

September 8, 2013

Section 1

Begin Section 1 of your course project (which will become your first blog entry) by choosing whether you are going to focus on infants/toddlers or preschoolers. In your entry you must demonstrate an understanding of the risks for injuries associated with the developmental level of your selected age group. If you are currently working with children, you may use your program's safety policies as one of your resources. Also, draw on Chapters 2, 3, and 4 in your course text for recommended safety policies and specific safety issues associated with your selected age group.

For this section of your blog, complete the following:

•  Identify at least five potentially hazardous situations/safety threats common to your age group.

         I have had the pleasure of working with infants and toddlers for many years.  I enjoyed working with infants and toddlers.  To identify five potentially hazardous for infants and toddlers will be small objects, poisons, unsafe playground, falls, and pools.  The safety of children should be our first propriety.  “A parent of friend choosing a toy for child must consider several things.  A good toy should be safe for child’s age, well-constructed, and durable, appealing and interesting to the child, suited to the child’s physical capabilities, and suited to the child’s mental and social development” (Goodson, 1993).”  So, therefore small objects should be kept out of their reach.  Parents and caregivers should only allow children to play with toys that are appropriate for their ages.  Small toys can become a choking hazardous for small children.  There are also foods that are not appropriate for infants and toddlers that can cause them to choke to death.  For example, parents and caregivers should not feed infants and toddler’s grapes, peanut butter, hot dogs, balloons, and popcorn.  I can recall being small and getting choked off of peanut butter and my sister had to hit me in the back.  I had a friend who lost her two year old because of popcorn.  For some reason the seed of the popcorn got caught in the child throat and my friend did not know it.

• Describe measures that should be taken to prevent and/or deal with these situations/threats.
•   Indicate what families can do to ensure the safety of the child at home.

        “Keep poisons up high and locked” (Robertson, 2013, p.143).”  Poisons have caused the life of small children. Chemicals as bleach, medications, ammonia, insect sprays, playground chips, and housing cleaning should be kept up high and under lock.  It is vital that parents and caregivers watch what their children places in their mouths at all times.  Infants and toddlers are so curiosity of objects that they cannot resist placing them in their mouths.  I can recall one of my infants placing outdoor chips in his mouth.   It is also vital to keep medication out of infants and toddlers mouth because if, the medicine is sweet they can overdose on it.  I can recall when my two year old son found my bottle of vitamins and tried to eat one, but it was so bitter that he spit it out. After, that I decided to make sure all of my medicines and chemicals was locked away.

         According to Robertson we should “check playground equipment for rough edges, rust, loose parts” (2013, p.142).” A day center where I used to worked was giving a citation because of some of the playground equipment was rusted.  The director had to remove the toys from the playground and replaced them with new ones.  It is also important to check the playground every day before the children entry for unsafe toys and insects.  So playground needs to be sprayed constantly because of ants.  The grass also needs to be mowed constantly during the summer and spring. “Wood chips or soft sand are best ground coverings under playground equipment” (Robertson, 2013, p. 142).”

Some accidents occur on the playground because of falls.  Wood chips and soft sand can help prevent severe falls. “Outdoor areas should be monitored, and equipment intended for older children may need to be modified for children under 2 years” (Robertson, 2013, p.142).”   I have seen a two years old fall from a swing because the swing was too high.  It is important for parents and caregivers to adjust swings suitable for two years old.  To help prevent falling children should only be allowed to climb on toys that are appropriate for their ages.  “Carefully watch while climbing on outdoor equipment.  Teach child safe play practices” (Robertson, 2013, p. 142).”

“Always supervise a child near anybody of water” (Robertson, 2013, p. 143).”  There have been many accidents because infants and toddlers are not being supervised near water.  My son felt into a swimming pool on his second birthday.  I am so glad that many people were watching after him because I was so involved in the party, that I was not watching him.   It is so vital for parents and caregivers to always keep their eyes on their children at all times especially when they are around water.  Robertson stated, “cover, fence, and lock gates for pools” (2013, p. 142).”

References

Robertson, C. (2013). Safety, Nutrition, & health in early education. (5th ed.).Belmont: Wadworth/Cengage Learning.

Goodson, B, & Bronson, M. (1993).  Which toy for which child: A consumer’s guide for selecting suitable toys (ages birth through five) [Pamplet]. Retrieved from U.S. consumer Product Safety commission: htttp://www.cpsc.gov/cpscpub/pubs