Section 5:Physical Fitness

Section 5: Physical Fitness

     We all want our children to be healthy and we would do anything to make sure that they are. 

One part of making sure children are getting what they need to be healthy is encouraging physical

activity.  Physical fitness plays a huge role in a child’s health and for many reasons. The following are

just a few reasons.

·        Physical activity reduces stress and calms kids, making them happier and more attentive in the classroom. (Rolzen MD., 2010)

·        Physical fitness is one of the best ways to battle childhood obesity.

·        Physical fitness also develops and improves flexibility, strength, coordination, and balance. 

·        Physical fitness helps with the development of fine motor and gross motor skills. 

·        Physical fitness can also be a beneficial factor in a child developing a healthy sleeping pattern. 

        

      Physical fitness plays a huge role in the process of a child’s development skills.  One of these

skills that is affected is social and emotional development which is the ability of the child to interact

with their peers and adults. Studies show that children to do not engaging in healthy fitness

activities are less likely to block distract themselves from negative thoughts and worries, which

contributes to low self-esteem and not easily socializing with others (Robertson, 2016).  Gross

motor skills are the ability of the child to use their large muscles properly and in an effective

manner.  Through running, skipping, jumping, and climbing a child’s large motor skills are

developed.  A child also develops their hand eye coordination through activities such as throwing

and catching balls, skipping rope, and playing hop scotch.

      Early childhood obesity has the potential to start a child on a path to health issues such as high

blood pressure and high cholesterol, which are risk factors for cardiovascular disease (CVD). In one

study, 70% of obese children had at least one CVD risk factor, and 39% had two or more.

(Freedman, 2007).  Childhood obesity can also lead to the development of type 2 diabetes,

breathing problems like asthma and sleep apnea. Another aspect of childhood obesity that many

people don’t think about is the effect that it can have on a child’s self-esteem.  When a child is

overweight it can cause them to withdrawal from being socialable due to the embarrassment they

feel because of their weight and also they often become victims of bullying due to their weight. 

They can develop low self –esteem, stress, depression, and behavioral problems at home and

school.

     Parents and family members can play a huge role in a child’s view on physical activity. “Parents

who exercise with their children are not only teaching them how to live a healthy lifestyle, they are

also reinforcing the family bonds and creating wonderful family traditions. It’s fantastic for super-

busy parents who wouldn’t get as much exercise as they need without incorporating their kids in

the process.” (Howard, 2003).  You can encourage your child to get physically active by doing simple

things such as instead of riding in a car to places you can walk with them or even ride bikes.  Also

going to the park, batting cages, or even putt put golf can make getting the needed daily physical

activities fun.  One of our most favorite activity is our family dance party.  After the kids have been

watching TV or plugged into their games, tablets, and other devices we stop and turn on some

music and all get up and dance.  We jump around, sing and just act silly. It is one of the best ways I

have found to involve us all and get them moving and they have a great time and they have even

been known to start the dance parties themselves.  Adults can play so a major role in how children

view physical activity, what they eat, and their whole basic outlook on being healthy. “So, while

children are still young, let us help them develop motor skill competence and a love of being

physically active. All it takes to encourage an active start is a little time and imagination and a

commitment to a healthy lifestyle.” (J. Goodway, L. Robinson, 2006).

    “Being physically active early in life has many physical, social, and emotional benefits and can lead

to a reduced incidence of chronic diseases in adulthood. Health professionals, families, and

communities need to make a concerted effort to increase the physical activity levels of children and

adolescents.” (Georgetown University, 2000).  Physical activity along with a healthy diet has the

ability to not only enable a child to develop properly but also to continue that healthy living into

their adult life. When a child grows up in a home where health is valued and they are taught what

they need to know to lead a healthy life they want to continue on that path.  Adults need to lay the

foundation and lead by example o that children can get a head start on a healthy life because being

healthy is the key to mastering their development skills.  “Single sessions of and long-term

participation in physical activity improve cognitive performance and brain health. Children who

participate in vigorous- or moderate-intensity physical activity benefit the most.” (National

Academy of Sciences, 2013).  Physical activity effect a child in the following ways. 

·        Children respond faster and with greater accuracy to a variety of cognitive tasks after participating in a session of physical activity.

·        A single bout of moderate-intensity physical activity has been found to increase neural and behavioral concomitants associated with the allocation of attention to a specific cognitive task.

·        And when children who participated in 30 minutes of aerobic physical activity were compared with children who watched television for the same amount of time, the former children cognitively outperformed the latter.

·        After-school physical activity programs have demonstrated the ability to improve cardiovascular endurance, and this increase in aerobic fitness has been shown to mediate improvements in academic performance as well as the allocation of neural resources underlying performance on a working memory task. (National Academy of Sciences, 2013). 

References;

Michael Rolzen MD. 2010, “Why is physical activity important for children?” Retrieved on July 1, 2016 from https://www.sharecare.com/health/fitness-exercise-children/physical-activity-children

Robertson, C. 2016, Safety, Nutrition, and Health in Early Education (5th ed.). Belmont, CA: Wadsworth.

Freedman DS, Mei Z, Srinivasan SR, Berenson GS, Dietz WH., 2007.  Cardiovascular risk factors and excess adiposity among overweight children and adolescents: the Bogalusa Heart Study. J Pediatr.

Pam Howard, 2003. “Encouraging Family Fitness & Healthy Habits”, Retrieved on July 2, 2016 from http://www.pbs.org/parents/food-and-fitness/sport-and-fitness/family-fitness/

Jacqueline D. Goodway and Leah E. Robinson, 2006. “SKIPing toward an Active Start Promoting Physical Activity in Preschoolers”, Retrieved on July 2, 2016 from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

Georgetown University, 2000. “Physical Activity in Children and Adolescents”, Retrieved on July 3, 2016 from https://www.brightfutures.org/physicalactivity/intro/006_011.html

National Academy of Sciences, 2013. “Educating the Student Body: Taking Physical Activity and Physical Education to School”, Retrieved on July 3, 2016 from http://www.ncbi.nlm.nih.gov/books/NBK201501/

Section 4: Healthy Food and Nutrition

Section 4: Healthy Food and Nutrition

      Good nutrition and eating habits are so important to children of all ages.  When children have

healthy eating habits their physical, mental, and emotional development are greatly improved. 

When we have good nutrition and healthy eating habits it promotes growth. This is very important

to children who are in their early stages of development. “Nutrition should supply nutrients and

energy, (Robertson, 2016). As an infant, proper nutrition is vital for them to thrive and reach

milestones. Children are influenced by what they see others in their lives eat. Things such as illness,

disease, and obesity are things that can be combatted by making sure children eat healthy and

nutritious meals.   

     Encouraging children to eat fruits and vegetables in place of unhealthy snacks is just one of many

ways we as adults can contribute to the healthy eating habits our children develop.  This can be

done by creating fun healthy snacks such as ants on a log or giving your child healthy dips for fruits

and vegetables.  Letting them help prepare the snacks will encourage them to eat healthier as well. 

But one of the best ways to ensure your child eats healthy is by modeling healthy eating behaviors.

  Modeling healthy eating habits can go a long way in influencing your child to eat healthy foods. A

child watches and often mimics what they see.  When an adult not only choices but joys healthy

foods, a child is more likely to try and like them as well.    

     The following are three healthy recipes that kids can help make with their parents or family to

not only teach them to cook healthy food but that cooking healthy food can be fun.  Learning to

cook and making it fun can encourage your child to want to make their own food as opposed to

going for fast food and junk food.

Strawberry Salad With Grilled Shrimp

Salad:

2 cups baby spinach, rinsed and dried

2 cups arugula, rinsed and dried

2 cups strawberries (about 1 pt), hulled and sliced

2 oz crumbled goat cheese

3 tbsp pecans, toasted and chopped

2 small green onions, sliced

1 lb shrimp, cleaned and deveined

Dressing:

2 tbsp balsamic vinegar

1 tbsp honey mustard

1 tbsp olive oil

1 tbsp fresh chopped basil

Pinch of salt and freshly ground pepper

•Combine all salad ingredients (except shrimp) in a large bowl. Toss gently.

•Make the dressing: Whisk the vinegar and mustard together in a small bowl; slowly whisk in olive oil. Add basil and season with salt and pepper.

•Grill the shrimp: Heat and oil an outdoor or stove-top grill. When hot, add shrimp and grill 3 to 4 minutes on each side until slightly charred and cooked through. Remove from heat. (Parents do this part)

•Divide salad among four plates. Arrange grilled shrimp on top.

•Drizzle dressing over each and serve.

Per serving: 251 calories, 23 g protein, 12.5 g carbohydrate, 12.8 g fat (4 g saturated fat), 177 mg cholesterol , 2.5 g fiber, 306 mg sodium. Calories from fat: 45%.

(Gabrick, 2008)

English Muffin Pizzas

What You Need

•1 whole-grain English muffin

•1 jar of pizza sauce

•Shredded, reduced-fat mozzarella cheese

•1 red bell pepper

•1 tomato

•Broccoli

•1 tablespoon

•Plate

Instructions

1) Wash your hands.

2) Wash and dry the red pepper, tomato, and broccoli.

3) Get help to open the jar of pizza sauce.

4) Open the package of cheese.

5) Take an English muffin out of the package. Ask a grown-up to help you pull the top apart from the bottom. Put the top and bottom of your English muffin on a plate. Now you have two halves. Each half can be a little pizza. Each little pizza is enough for one person.

Cut up veggies (Parents will need to help with this part)

1) Cut the red bell pepper into long strips.

2) Cut the tomato into small pieces.

3) Break off small pieces of broccoli.

Build your veggie pizza.

1) Use the spoon to get 1 tablespoon of pizza sauce from the jar. Use the spoon to spread it on top of one of your English muffin halves. Do the same thing to the other half. 

2) Sprinkle cheese on top of the sauce

3) Now you're going to make a face on the pizza using veggies. Put 1 or 2 red bell pepper strips on the English muffin for a mouth.

4) Put 1 or 2 tomato pieces in the center of the English muffin for a nose.

5) Put two pieces of broccoli on your pizza for eyes.

Cook and eat your pizza.

1) Have a grown-up bake your pizza in the oven at 350 degrees for about 5 to 10 minutes until the cheese melts.

2) Let the pizza cool before you eat it. Yummy!

Per serving: 270 calories, 16 g protein, 24 g carbohydrate, 10 g fat, 5 g fiber

(Bhargava, MD, 2014)

 

Banana Dog

Ingredients

1 medium banana

1 Tbsp natural peanut butter

1/2 Tbsp honey 

1 whole wheat tortilla

Directions

1.Mix peanut butter and honey until combined.  Spread mixture evenly down center of tortilla.

2.Place whole banana on top of peanut butter spread.  Top with blueberries.  Fold tortilla and enjoy!

Nutritional Information

Calories:    331

Carbohydrates:    65g

Total Fat:    9g

Cholesterol:    0mg

Saturated Fat:   1g

Dietary Fiber:    7g

% of Calories from Fat:    25%

Sodium:    233 mg

Protein:    8g

(University of Iowa Student Health, 2008)

Reference

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

Andrea Gabrick, 2008. “Nutritional Benefits of the Strawberry”, Retrieved on June 23, 2016 from http://www.webmd.com/diet/nutritional-benefits-of-the-strawberry

Hansa D. Bhargava, 2014. “Fit Jr”, Retrieved on June 23, 2016 from http://fit.webmd.com/jr/food/videos/default.htm

University of Iowa Student Health, 2008. “Eat More! Fill Half Your Plate with Fruits & Veggies”, Retrieved on June 26, 2016 from http://www.fruitsandveggiesmorematters.org/main-recipes?com=2&recid=1408

Section 3: CPR and Choking Emergencies

Scenario #1 Choking

     A 3 year old girl is playing with a toy when a small piece of the toy comes apart.  The child then

places the small part in her mouth.  The teacher notices the girl standing up and grabbing at her

throat.  She rushes to her and ask if she is alright.  The little girl continues grabbing at her throat and

is unable to talk and is beginning to turn red in the face.  The teacher yells to the assistant to call

911.  The teacher then moves behind the child and leans her forward slightly while holding her

across the chest with her forearm.  The teacher then uses the palm of her hand and between the

shoulder blades gives five hits to the back. The toy is still in the child’s throat so the teacher then

stands the child up and makes a fist and places it above the belly button.  She then places her other

hand on top of the first and pushes in and up five times.  Finally, the toy is expelled and the little girl

takes a deep breath and begins crying.  The EMT arrive and assesses the child and gives her the all

clear.  The teacher then calls the parent of the child to inform them of what happened and gives

them the option of picking the child up or allowing her to continue the day.

Scenario #2 CPR

     A 5 year old boy is playing on the playground when he suddenly collapses.  The teacher grabs the

first aid kit that she takes with her every time they go outside the classroom and runs to the child

and sees that he is unresponsive and yells to the assistant to call 911.  The teacher puts her ear to

the mouth and nose of the child and realizes he is not breathing. The teacher lays the child flat on

his back and opens his air way by slightly tilting his head back.  She grabs the barrier mask from the

first aid kit and places it on the child.  She then gives two quick breaths and watches the chest to see

if it rises, which it does. Then the teacher places the palm of her hand in the center of the chest

between the nipples and begins compressions.  She completes 30 compressions on the child and

gives 2 more quick breaths.  The child begins to cough and move.  At this time the EMT unit arrives

and takes over.  The child is taken to the hospital and the teacher immediately calls the parents. 

     Advance planning is key to a greater outcome of an emergency situation then no preparation at

all.  When you and others are prepared for emergencies and have the knowledge and tools to face

whatever situation that may.  I’ve been in situations where I have been the only one who has

training to handle emergencies and it can be very frustrating.  We were at a family event and my

uncle cut his hand pretty bad on a knife.  The chaos that happened from those who didn’t know

what to do was just overwhelming.  I started first aid procedures on him but had to constantly tell

others to step back and calm down.  And had to ask repeatedly for someone to call 911.  The

situation could have been a lot worse if someone hadn’t known what to do. 

     Taking first aid, CPR, and other emergency training courses are vital so the person in need can

not only be giving immediate care but also to help the person performing these lifesaving

maneuvers the skills and confidence to perform them.  When a person has had training they are less

likely to lose their composure which would lead them unable to help the person in need.  Training

and education gives a person all they need to help in a life and death situation.  Knowing what steps

to take and procedures to perform can give the person in need a greater chance of survival.

   Along with trainings, being prepared in other ways are also very important.  Having first aid kits in

one way you can be prepared.  Along with the normal things like bandages and tape, having things

such as CPR face barriers is essential so that you are ready to not only help someone in need but to

also protect yourself.  Also, having an emergency kit can be a lifesaving tool in many cases.  Being

prepared for emergencies and all that come with it.  Having emergency contact information posted

and making sure everyone knows where it is also can save lives.  Numbers such as ambulance, fire,

and poison control are very important to have posted.  As an early childhood professional, I would

also encourage parents and family members to take a first aid and CPR class.  I would even go so far

as to arrange for one to be taught in the classroom and invite them all to attend.  Making parents

and family aware of the importance of these life saving techniques is something that can one day

save the life of their child or loved one.

Section 2: Emergency Preparedness: Natural and Human-Generated Disasters

Section 2: Emergency Preparedness: Natural and Human-Generated Disasters

Scenario 1

Tornado

     Around 11am storms start to develop in our area and by 12pm they have become stronger and

tornado warnings have been issued.  As the teacher, I keep checking weather reports and as I check

again the weather reporter is advising area residents to take cover.  Prior to this emergency we have

practiced tornado drills monthly so that the children would be ready in case of such an emergency. 

I inform the children that because of the weather we must do the tornado drill and head to a safe

place.  Because we have done this drill so many times previously they all know what to do and stay

calm through the process.  We head to the lowest floor (the basement) and the children then sit on

the floor lined against the south west part of the basement.  In the basement we keep an

emergency kit that contains a battery operated radio, flashlights, first aid kit, and water.  Keeping

the children calm is the most important thing once we have reached the safety of the basement.  In

order to do this, we sing songs and I have also brought several books to read to them.  I keep

checking my cell phone to see what is happening and see that a funnel cloud has been spotted close

to the school. The wind is very strong and we can hear things blowing around outside.  The lights

flicker then go out.  I immediately grab flashlights and hand them out to the other teachers.  The

children are becoming a little frightened so we continue to sing and do activities to take their minds

off of the weather.  We can then hear a very loud rumbling noise and things crashing around

outside.  I instruct the children to take the position of kneeling with their head down and their

hands over their heads.  As fast as the rumbling noise started, it has ended.  I check my phone and

am lucky enough to still have service.  I look at the weather report and see that a tornado has

touched down in our area but has now moved on.  I go up to the classroom to see if there is any

damage and we are very lucky that there is no structural damage but outside play equipment has

been damaged and several trees are down.  I instruct the other teachers to bring the children back

up and begin making calls to the parents to let them know that their children are fine.  The majority

of the parent want to come pick their children up immediately. I advise them to wait to make sure

the roads are safe to travel because of downed trees and power lines. After a couple hours the

parents are able to come pick up their children. I encourage the parents to tell their child what a

good job they did and to not talk about obsessively about the tornado so as not to scare the

children.

Scenario 2

Fire

     Today was baking day in the classroom and we were making muffins.  The children were all

gathered around the table each doing their jobs. Some were measuring, some were mixing, and

others were putting things away. Our first batch of muffins were ready to go into the oven. After I

put the muffins in the oven we began clean up.  As we were cleaning I could hear a sizzling noise but

couldn’t find where it was coming from.  Then several of us began to smell something burning. I

went to check the muffins and then saw smoke coming from the back of the stove then suddenly a

flicker of flames.  I instructed my teachers assistant sound the fire alarm and to get the children out

and once outside to call 911.  I located the fire extinguisher then turn off stove and began to dowse

the fire.  I then left the classroom and went outside to our meeting place. The aid had already taking

count to ensure everyone was there.  Prior to the fire, we had performed monthly fire drills.  We

taught the children to stay calm, line up, get outside and get to our meeting place.  The fire

department arrived and found that it was caused by an electrical short in the wall socket.  Power to

the socket was turned off the fire department gave us the all clear to continue with the day.  I let

the children go outside to play while I contacted parents to let them know what had happened.  All

parents felt comfortable leaving their children in school.  When the children came back in we talked

about what happened and I praised them for doing such a great job and remembering everything

they were supposed to do.

Section 1: Safety Practices and Policies

Section 1: Safety Practices and Policies

     Preschool aged children are faced with hazardous and dangerous situations every day.  Their curiosity and youthful braveness tend to lend greatly to these situations.  Choking, poisoning, being left unattended, falls, and drowning are among the most serious hazards they can face.

Choking Hazard

     Preschool aged children have a high rate of choking incidence.  At this age almost everything they

pick up ends up in their mouth at some point.  Also, choking can occur when food is not properly

chewed or they are hurrying to eat so they can go play.  Taking steps to help prevent choking is

vital. Instructing the child to eat slowly and remind them to chew well.  We used to have a little

song when my children were younger where I would sing “Chew, chew, chew.  Chew your food” and

they would smile and sway back and forth while they chewed.  As for other choking habits, making

sure there are no small toys or objects in arms reach of the child.  Also, making sure you are trained

in the Heimlich maneuver so in case there is a choking incident you can perform this life saving

rescue.

Poisoning

     Across the United States, around 800,000 kids are rushed to the emergency room each year

because of accidental poisoning. Of these, around 30 children will die, according to the Consumer

Product Safety Commission. (Global Children’s Fund, 2015).  Children don’t see danger when they

look at pills and chemicals.  They see pretty colors and shapes and what looks like candy or juice.

  There are several steps you can take to prevent poisoning.  First, talk to your child about the

dangers of medicines and cleaners. Next and most importantly, put medications and chemicals up

and away from a child’s reach.  Install safety latches to prevent a child from being able to open

drawers and cabinets.  Also, have the poison control number listed in a spot where everyone knows

and it is readily available.

        

Children Left Unattended

     As adults we have all walked out of a room where are children are playing and think “Oh they will

be fine, I’ll just be a minute.”   And in most cases that is true unless there are safety hazards that a

child can find before you return.  My niece stuck a spoon in a light socket and was shocked and it

happened within a few seconds of her mom leaving the room.  Now it is impossible to watch a child

all the time and they do need to learn to play on their own but there are things that can be done to

keep your child safe.  First, it is vital to safe proof your home.  Use socket covers, make sure there

aren’t electrical cords that could be trip hazards, keep items that could be choke hazards up and

away from there reach, and also continually check in on your child.  Using things like baby monitors

or even video monitors can also be beneficial in helping an eye on your child.

Falls

     Let’s face it, kids fall.  It is something that is just going to happen but taking steps to help prevent

as many falls as possible is relatively easy.  Making sure you child has shoes with good grip soles can

help them maintain traction and prevent falls on wet or slippery surfaces.  Putting down mats or

carpet in slip areas of your home can also help a lot when trying to prevent falls.  Encouraging your

child to pick up play areas and keeping high traffic areas to keep them free from tripping hazards

such as toys, shoes, and other items they may leave laying around.

Drowning

     Drownings can occur in mere minutes and in ways that you may not even realize.  Drowning can

occur in just a few inches of water.  Supervision is vital and is the main precaution you can take to

prevent drowning.  Never leave your young children alone in the bathtub, swimming pool, or other

areas where there is a body of water.  Small children should use life preservers to ensure their

safety.  Fencing in a pool area and making sure there is a lock on the gate to the pool.  Also, an

alarm on the gate is an added precaution that can greatly reduce the risk of drowning.  Take the

time to educate your child on water safety and start at a young age.  Children who have been

educated on the do’s and don’ts are less likely to be involved in drowning incidence. 

References

Global Children’s Fund, 2015.  “CHILD SAFETY IN THE HOME, Parent’s Guide to Child Safety”, Retrieved on June 4, 2016 from http://www.keepyourchildsafe.org/child-safety-book/child-poisoning-facts-and-statistics.html