Physical Fitness

In young children, physical fitness is very important to ensure a healthy lifestyle. Physical fitness in young children helps to prevent childhood obesity. Time spent in physical activity also creates neural connections in the brain. The preschool years are especially important for gross motor and locomotive development. Physical fitness helps children build endurance, flexibility and strength. When offering opportunities for and encouraging physical skill building, it helps children become physically fit (Robertson, 2010, pp265-266).

When children do not engage in physical activities, the risk of obesity is even higher. Preschool children should have at least 60 minutes of physical activity daily (Robertson, 2010, p265). This play can be either structured or unstructured. Running, hopping, walking, skipping, climbing and jumping are skills that come naturally to preschool children. These activities not only keep them physically fit, but also helps them build endurance, flexibility and strength (Robertson, 2010, p267).

Activities such as bicycle riding and playing catch are two activities that contribute to the physical development of preschool children. They are fun and involve the use of the children’s muscles to keep them physically fit. Bicycle riding helps to develop gross motor skills because it involves major movement of the arms and legs. Playing catch with a small ball, such as a baseball, helps to develop fine motor skills because it involves hand-eye coordination where the child has to watch the ball and use their hands to catch it.

As an early childhood educator, it is important to make sure that the children are staying physically fit. You have to devote at least an hour of physical activity daily in order to make sure that the children stay physically fit. Whether the play is structured or unstructured, the children still benefit from the activities. I believe that the teacher should also do his or her part and involve themselves in the activities. It not only benefits the teacher, but also encourages the students to stay physically active, thus beginning them on the path to a healthy lifestyle. Early childhood teachers are the beginning step to ensuring that children follow a healthy lifestyle. If they show an initial interest, then the children will develop the same interest and do what it takes to continue that path to a healthy lifestyle.

References

Robertson, Cathie. (2010). Safety, nutrition and health in early education. Belmont, CA: Wadsworth Pub Co.

Healthy Food and Nutrition

For infants, toddlers and preschoolers it is very important for them to develop good eating habits. By beginning good habits at such a young age, the children will learn to carry these habits with them to ensure good health in their futures.

For infants, it is important t keep them at a diet that their stomachs can handle. Their growth and development is directly related to their nutrition. During the first four to six months their bodies can only digest breast milk or formula. Infants do not have teeth to chew and cannot use their tongues to push solid foods. The kidneys are too immature to handle the wastes of solid food and they cannot digest solid foods. If they are introduced to solid foods before they are ready, allergic reactions, cramping, and crying can occur (Robertson, 2010, p295).

For toddlers, good nutrition is important because it allows a child to grow, learn, and play (Robertson, 2010, p306). However, around this age, it becomes difficult to ensure the child’s good nutrition because of their development of a sense of self and self-rule, or autonomy (Robertson, 2010, p306). Encouraging the children to try new, healthier foods such as vegetables can help the child develop a healthier diet. Also, during meal time in the early childhood setting, when children are allowed to self-select and serve themselves, they are less likely to overeat and be hungry afterwards (Robertson, 2010, p264).

Lastly, preschoolers rely on a good, healthy, well-balanced diet to provide energy for their bodies. During this age group, children are growing and developing, becoming more physically active. A healthy diet helps to keep them full of energy. During the preschool age, the children do what they see others doing and are more willing to try new things together. This makes them more likely to eat more servings of the basic food groups (Robertson, 2010, p314). In this case, the adult becomes an active role model in making sure that the children eat healthy meals.

As an adult in the life of a child, it is important for the adult to be a role model and ensure a good, healthy, well-balanced meal for the children. In the early childhood setting tow ways this can be accomplished is by sitting with the children during meal time and by eating the same meals they are. During meal times, teachers who sit and eat with children and talk to them about what they are eating can increase the children’s intake of good foods; improving their nutrition (Robertson, 2010, p324). Also, when the teacher eats the same meal as the students, he or she is modeling that the food is just as “acceptable” to them as it is for the children (Robertson, 2010, p309).

One nutritious recipe that family members can make with preschoolers that is not only healthy, but also fun, is called “Ants on a Log”. It consists of celery cut about 3 inches long or apples cut in quarters. The children then spread peanut butter or cream cheese on the log. They then top with raisins to make the bugs. The adult has the celery or apples already cut in advance and assist the child in spreading the peanut butter or cream cheese with a plastic knife or spoon. The child can put the raisins on themselves. The celery or apple resembles the log and the raisins the ants. This snack provides foods from the vegetable or fruit group, and protein from the peanut butter.

A second nutritional recipe is Strawberry Yogurt Crepes, which consists of fresh strawberries, yogurt (flavor of your choice), and prepackaged crepes. Show your toddler how to but the strawberries using a plastic knife. Allow them to try on their own, assist as necessary. Have the preschooler lay the crepe flat on a plate, then spread the yogurt in a line from one corner to the other, next sprinkle the cut strawberries along the yogurt. Have the preschooler wrap the crepe closed by folding outside corners across the yogurt and fruit. They may add whip cream and more fruit to the top of finished product. This is nutritious because they are being provided foods that contain dairy and fruit.

The last nutritious recipe is Banana Pops; this is a very simple recipe. Have the children put a skewer through the banana, they can then dip it a yogurt of their choice. Lastly, roll it in nuts, coconut, or granola. Have them place in the freezer and take out for later for a cold healthy snack. This recipe is again nutritious because it is providing fruit and dairy. If using the nuts or granola you are providing a source of protein also.

Cooking with preschoolers can be made a fun learning experience by first and foremost allowing plenty of time to prepare the recipes. You also should have everything ready before starting. All the ingredients and supplies are already out and ready for your preschooler, keeping in mind that preschoolers still have short attention spans. Then most importantly take the time to teach your preschooler, for example show your preschooler how to slice the fruit you chose and then let them try slicing it themselves. Involving your preschooler throughout the entire process will prove to be a better learning experience.

References

Robertson, Cathie. (2010). Safety, nutrition and health in early education. Belmont, CA: Wadsworth Pub Co.

CPR and Choking Emergencies

In the first scenario, a child who is four years old is choking on a small toy. The people involved are two teachers and a group of 14 children. As one teacher attends to the other children; making sure that they are calm, the teacher, who is trained in first aid and cpr, attends to the child who is choking.

First, the teacher ask if the child if they can breathe or cough. If they could you should leave them alone if they become unable to breathe or cough then proceed to give subdiaphragmatic abdominal thrusts (the Heimlich maneuver). First, place yourself slightly behind the child and place your arms around the child’s waist. Make a fist with one hand and place your thumb toward the child, just above his or her belly button. Then grab your fist with your other hand, delivering five upward squeeze-thrusts into the abdomen. You continue to give these thrust until the object is expelled or the child becomes unconscious. Once, the object is dislodged and expelled reassure the child that they are fine and that everything is going to be okay.

In the second scenario, a five year old from the same group above is in the pool. The same teachers and children are involved as well as a trained lifeguard. Suddenly a 5-year old becomes unresponsive at the side of the pool. While the lifeguard clears all the children of the pool area, a trained teacher attends to the child while the second teacher calls 911. The trained teacher tilts the child’s head and chin back to open the airway and check for breathing. After assessing that there is no breathing, I pinch the nose closed and completely cover the child’s mouth blowing twice so that the chest rises. Then I pump the child’s chest 30 times with the heel of my hand on the lower portion of the sternum and the other hand on top of it keeping the fingers together. If the child has not begun breathing or coughing, you continue to give 2 rescue breaths and 30 compressions until the child comes around. When the child comes to be sure to assure them that everything is okay and stay calm until the ambulance arrives (Robertson, 2010).

Advanced emergency planning is important in order to make sure that if either of the above situations occurs, the adult present knows what they must do in order to save the life of the child involved and make sure that the other children are calm and safe. Foremost, CPR training and knowledge of the proper way to perform the Heimlich maneuver is needed so that if any of theses situations occur, the involved adult can help the child who is at risk. At the very least posters can be placed in the classroom so that the teacher has procedures outlined for them to follow.

In addition, emergency kits should be kept in every classroom to aid a teacher when there is an emergency. Emergency kits should include water, a flashlight and various medical supplies to assist in an emergency. Emergency contact information should always be kept for each child that includes who to contact, their doctors numbers and any allergy or medical information that will assist in the care for the child.

References

Robertson, Cathie. (2010). Safety, nutrition and health in early education. Belmont, CA: Wadsworth Pub Co.

Emergency Preparedness: Natural and Human-Generated Disasters

Two disaster scenarios that could happen in an early childhood setting located in an urban city could be a fire or break-in situation. In either situation, everyone is at risk and it is important that the children and adults in the situation are prepared for what could possibly happen.

In terms of a fire, which could be caused by a faulty outlet, plans of escape should be posted and known by all providers in the building. Each month, fire drills are to be enacted in order to prepare everyone for the situation if it were to occur. During these drills at the center I work, we evacuate our class to the front parking lot. There we count heads and account for all the children who were present in the class. Since we are a large center, the office staff handles the emergency contact information for the families. If everyone is not prepared for the event, then confusion could occur and people may be harmed. When everyone knows what to do in case of a fire, everything runs smoothly and little or no harm is caused. The families of the children in the setting are advised to go over the safety plans for fires such as stop, drop and roll in the event that anyone’s clothing should catch fire. They should also discuss the safety concerns such as listening to surrounding adults and staying close to the ground.

In the case of a break-in, a lockdown of the building would occur. A lockdown consists of the entire building locking, classroom doors shut and locked, windows covered and students staying quiet and together out of sight such as in a closet or bathroom. This prevents the intruder from gaining access to the children and causing them harm. During the lockdown, the office handles contacting the families with appropriate information. The teachers are strictly responsible for keeping the children safe and calm. It is important for the adults to remain calm, which helps to keep the children calm and quiet. Similar to fire drills, lockdown drills are also practiced in so that the children also are aware of what to do if the situation were to occur. If drills are not practice on a regular basis chaos may erupt, causing harm to the children. It is also important for the families to be aware of these drills so that they may talk with children about the importance of listening and following directions so that they may remain safe.

In both disasters, it is crucial to have a plan posted around the building. It is also equally important to participate in monthly drills in order to inform the children of what needs to happen in case of either emergency. The families also play an important role in helping the children understand the importance of the disaster. When handled correctly, disasters can be contained and injuries or harm can be minimal or eliminated.

Safety Practices and Policies

When dealing with infants/toddlers, there are many risky situations associated with the age group that often cause injury. These injuries are often caused because of curiosity, limitations in their thought process and most importantly them not being properly supervised. Potentially hazardous situations causing injury among this age group are: jumping/falling off furniture or playground equipment, playing with electrical sockets, playing with hazardous chemicals, and drowning in swimming pools.

Infants/toddlers are easily influenced and curious, so if they see someone jump off something, they believe that they can also without injury. Quite often, they are unfortunately mistaken and end up hurting themselves and others. In order to prevent this type of situation, it is best to encourage the children not to engage in this type of activity. Offer alternatives to jumping that do not include furniture. They should also still be talked with about the consequences of jumping off of objects, such as getting scraped knees or bruised elbows. If the child understands the risks of their behavior they may avoid it all together.

Toddlers are more mature than infants; however, their curiosity often stops them from processing the cause and effects. Electrical outlets look interesting and toddlers love to stick toys in everything. So sometimes they put objects in them or even their fingers. As a result of their curiosity they are met with a nasty and sometimes fatal shock. To prevent this it is always good uses covers and continue to remind the child to leave them alone and talk about the injuries involved with playing with an electrical outlet. Although talking to them is not always effective so it is always best to use outlet covers and try to block their access to the outlets.

Poisonings are accidental, but nonetheless, they do occur in all age groups. The children should be taught not to put anything into their mouths that is not food but for an infant/toddler this is a concept not easily grasped. Chemicals used for cleaning, such as bleach should always be kept out of reach of children. They should be place up high and/or in a locked cabinet at all times. Children of this age will put anything in their mouths and if it looks like something to drink they will drink it.

Biting often occurs a lot in the toddler classroom. When a child bites another, that children should be separated. While comforting the child who was bitten the child whom the biting should know that biting is wrong and that it hurts their friends. They should also help in comforting the child they bit.

Lastly, children often horseplay around swimming pools, fall in, and drown because of their inability to swim. The best way to prevent this is to always have an adult supervising the kids when around water. The main reason for drowning in pools is due to children being unsupervised. Another way to keep this from happening is to make sure that there are rules in place. Most importantly is to keep infant/toddlers away from the pool at all times unless with an adult.

In order to further keep the children safe, it is best for the parents to also go over rules and guidelines with the child. If rules are put in place at an early age and enforced the older the child gets the more likely they are to follow them. Even an older toddler can tell you what the rules are if they are constantly reminded what they are and enforced. As the caregiver you have to remember that they are still at a curious and impressible age and even though they know the rules they are not always going to follow them. So children need to be supervised at all times to ensure that the risk of them getting injured is reduced.