Running head: HEALTH, SAFETY AND NUTRITION 1 The accident that occurred to Tyler can be said to be impactive to his growth and development. We can speculate that the occurrence of the accident was major as a result of the high speed with which Tyler was cycling. At this point, there is no clarity if this was out of ignorance or negligence. It is also certain that as a result of the accident, the health, safety and nutrition of Tyler will have to be affected. It is worth noting that the status of each of the three has a direct impact on the quality of the rest (Robertson, 2002). As a result of this accident, Tyler’s health has been impacted as the body disease-preventive mechanism will have to work more for the healing of the injuries got by Tyler. It is also worth noting that more focused health care is required for Tyler, failure to which the injuries may develop to more serious cases as far as the health of Tyler is concerned. Therefore, the other spheres of his development will be affected as more focus is on his health. This should not, however, be the case as this should affect his emotional, psychological development. It is, however, worth noting that the physical development activities that are important for the growth and development of Tyler have been halted for some time (Marotz, 2014). This is to pave a way for his healing from the injuries. For instance, Tyler will not be able to participate in vigorous exercise activities which are well known to be important for his physical development. The safety of Tyler is also at risk given that he is not in a position to take maximum care as a result of the limitation due to the accident. He, therefore, requires more assistance from his parents and teachers, if at school. He also has to take precautions for the prevention of an accident as a result of the effects of the accident (Dare & O'Donovan, 2000). There is also an obligation of making necessary adjustments to his diet. This will involve majoring on a diet which will facilitate tissue repair in his body. His parents have a significant role to play in this matter as well as his teacher. HEALTH, SAFETY AND NUTRITION It is also worth not noting that the teacher to Tyler had a significant role to play for his safety before the injury as well as after the injury. The teacher is obligated to educate Tyler on the safety practices that he ought to exercise as well as the precautions he ought to take so as to be safe. Given that Tyler has already been injured, the teacher ought to teach Tyler the proper safety measures which he ought to take so as to ensure he does not get more injury. This can be done either directly to him or indirectly through his parents. There are several roles that are attached to safety. One of these is that safety helps in the enhancement of living standards of child and individuals. This can be concerning health as safety enhances healthy living. Safety is also required for the participation in activities that are important to the growth and development of an individual. Such activities include body building physical exercises (Robertson, 2002). Before the injury, the health of Tyler was in good condition. We can term him as having been in good health given that he could even make to ride a bicycle at a high speed. However, after the accident, his health status deteriorates due to the exposure of his body tissues. This exposure leads to high risk of attack by germs and, therefore, he is needed to take more health precautions than the time before the accident. Nutrition played a very critical role in the body of Tyler before the injury as it helps in building the body, supplying energy as well as enhancing its protection against disease-causing microorganisms. These are the same roles played by the nutrients which are taken into the body after the injury. However, due to the intensiveness of the activities of the body and high nutritional requirements after the injury, more nutrients are required to cater for the needs (Marotz, 2014). HEALTH, SAFETY AND NUTRITION References Dare, A., & O'Donovan, M. (2000). Good practice in child safety. Cheltenham: Stanley Thornes. Marotz, L. R. (2014). Health, safety, and nutrition for the young child Robertson, C. (2002). Safety, nutrition, and health in child care. Albany: Delmar Thomson Learning. Chapter 16 Feeding Toddlers & Young Children ©2015 Cengage Learning. Toddler Development and Eating Behaviors • Developments that influence toddlers’ eating behaviors: – Physical changes • Rate of growth slows considerably • Choking remains a hazard • Appetite decreases – Motor skills improve; toddlers can use utensils and drink from a cup, but need much practice Toddler Development and Eating Behaviors • Social development – Experience frequent mood swings – Struggle with autonomy and asserting their independence – Still experimenting with strong taste and texture preferences; not uncommon for toddlers to spit out food or use their hands to remove it from their mouth – Enjoy adult attention and approval Preschool- and School-Age Children: Development and Eating Behaviors • Developments that influence older children’s eating behaviors: – Physical changes • Growth continues at a slower pace and often in spurts • Appetite is good, but children prefer smaller meals and eating often Preschool- and School-Age Children: Development and Eating Behaviors – Motor skills • Are able to feed themselves independently; may still have many spills and accidents • Enjoy helping with food preparation Preschool- and School-Age Children: Development and Eating Behaviors – Social development • Younger children commonly dawdle during mealtime; older children are often in a hurry to finish and return to their activities. • They imitate the food preferences of others. • Older children are often eager to try new foods. Supporting Positive Feeding Practices • Adults are responsible only for providing nutritious foods and meals for children to eat. – Follow MyPlate recommendations (Figure 16-1; http://www.choosemyplate.gov). – Consider variety, flavor, texture, color, and temperature when planning meals (Figure 16-2 and 16-3). Supporting Positive Feeding Practices • Children determine what they will eat and how much food they are willing to eat. – Serving sizes should be appropriate for child’s age. – Expect skipped meals and picky eating. – Avoid letting children fill up on milk if they won’t eat. • Respecting these roles reduces power struggles and helps children develop trust and independence. Supporting Positive Feeding Practices • Children are in the process of establishing lifelong eating and activity habits, so it is important to: – Be a positive role model. – Encourage children to try new foods and activities. • Watch this beautiful story for children by clicking on the link: http://cdc.gov/CDCTV/KneesLifted/index.html Children with Special Feeding Needs • Children who have developmental delays or medical conditions may also have special feeding needs. They: – May not recognize when they are hungry or not be able to express hunger – Have a tendency to overeat – Are more prone to choking – May be taking medication that interferes with nutrient absorption or increases the need for certain nutrients – Have an increased tendency toward food allergies Mealtime Environments • Time meals and snacks so children will feel hungry. Encourage physical activity to improve their appetite. • Consider the ease of eating foods, especially with younger children. • Warn children 5 to 10 minutes before a meal so they have time to anticipate and prepare for a change in activity. Mealtime Environments • Maintain regular times for meals. • Make mealtime a pleasant and relaxed experience. • Don’t use food as a reward. • Acknowledge desirable eating habits. • Provide chairs, tables, and eating utensils that are comfortable for children to use. • Involve children in meal preparation. Snacks • Snacks can make a positive contribution to children’s diets by supplying nutrients that may be lacking. • Snacks should be nutrient-dense foods. High-fat, highsugar items fill children up but also replace essential nutrients. • This is a good time to introduce new foods for children to try. • Avoid letting children eat whenever they are hungry. Chapter 19 Nutrition Education: Rationale, Concepts, and Lessons ©2015 Cengage Learning. Nutrition Education • Children can begin to learn fundamental nutrition concepts including: – Growth and health are dependent on having access to healthy, nutrient-dense food. – Nutrients are obtained from food. – A variety of foods must be consumed to get all nutrients needed for healthy growth and development. – Food safety and sanitation are especially critical as they relate to young children. Family Participation • Family involvement in children’s nutrition education is essential to achieving success. – Explain what this statement means and why it is true. – In what ways can schools get families more involved in children’s nutrition education? Children’s Nutrition Education • Teachers have many opportunities to weave nutrition education throughout children’s daily learning experiences. – Describe how teachers can achieve this goal. – Explain how children benefit from this approach. – What other developmental areas can be reinforced through nutrition education experiences? Basic Considerations • Learning activities should be developmentally appropriate. • Real foods should be used in activities whenever possible (check for allergies). • Only nutrient-dense foods should be used in learning experiences. • Children should be able to eat the end product. • Children learn best when they participate in an activity. Principles of Instructional Design • Select a topic: – Choose topics that are developmentally appropriate, based on children’s interests, and respectful of cultural differences. – Develop long-range plans that build children’s understanding and skills (scaffolding). – Take advantage of teachable moments when opportunities present themselves. Principles of Instructional Design • Develop behavioral objectives to: – Guide content and organization – Identify expected outcomes – Help in deciding how a topic or theme should be presented – Evaluate the lesson’s effectiveness (in achieving learning objectives) Principles of Instructional Design • What is a behavioral objective? – Provide several examples of measurable objectives. – How would you change the following statement into a behavioral objective? • “The children will know that nutritious food is good for them.” Principles of Instructional Design • Consider children’s safety: – Always check for children’s food allergies. – Teachers and children must wash their hands before starting an edible project. – Avoid using foods that are a choking hazard. – Always have children sit down to eat. – Use only unbreakable equipment. – Avoid sharp objects that could injure children. – Provide enough equipment so that children do not have to wait. Principles of Instructional Design • Consider and select instructional methods that: – Reflect children’s developmental interests and abilities – Focus on only one or two main concepts – Take children’s attention spans into account and are appropriate for presenting content in a limited amount of time – Are infused with visual media – Involve children in hands-on activities Principles of Instructional Design • What instructional methods would be engaging and effective to use with: – Infants? – Toddlers? – Preschool-age children? – School-age children? Principles of Instructional Design • Evaluation should: – be ongoing – be based on the learning objectives – assess the effectiveness of all aspects of the learning experience – yield information that can be used for improvement Information Sources That Influence Children’s Eating Habits • Where do children typically learn about food and nutrition? • How do these sources influence children’s eating habits? Chapter 14 Nutrients That Promote Growth & Regulate Body Functions (Proteins, Vitamins, Minerals, and Water) ©2015 Cengage Learning. Growth • Growth is the result of: – An increase in the number of cells – An increase in the size of cells Proteins • Yield amino acids • Are either complete or incomplete – Complete proteins yield all the essential amino acids. – Incomplete proteins are lacking one or more essential amino acids. Proteins • Incomplete proteins can be combined to provide all of the essential amino acids: – Supplementary proteins = incomplete protein plus a small amount of complete protein – Complementary proteins = two or more incomplete proteins, when combined, form a complete protein Proteins as Regulators • Proteins are involved in a variety of regulatory processes: – Energy metabolism – Fluid distribution – Hormone production How Much Protein Is Needed? Infants: 0 to 6 mo. 7 to 12 mo. Protein Needed 9.1 g/day 11.0 g/day Children: 1 to 3 yr. 4 to 8 yr. Males: over 18 yr. Females: over 18 yr. 13.0 g/day 19.0 g/day 56.0 g/day 46.0 g/day Vitamins • Vitamins are needed in small amounts (Table 14-3). • Large doses of some vitamins can be toxic. • Vitamins are classified as: – Water soluble – Fat soluble Vitamins • Water soluble vitamins: – are not stored in the body and must be consumed daily – include Vitamin C, thiamin, niacin, riboflavin, vitamin B6 and B12, pantothenic acid, folacin, and biotin. • Fat soluble vitamins: – are stored in the body and can be toxic if consumed in large supplement doses – include vitamins A, D, E, and K Vitamins • Vitamins support growth – DNA and RNA production – Cell division – Bone and blood formation • Vitamins are involved in regulating body functions – Bone development – Energy metabolism – Neuromuscular function Should Children Take Vitamin Supplements? • Families should always check first with the child’s physician. • Vitamin supplements provide small amounts of many vitamins, but not always in the amounts required. For example, only 10 percent of a child’s calcium requirement may be met with a vitamin supplement. This may give parents false assurance that children’s intake is adequate. Should Children Take Vitamin Supplements? • Vitamin supplements may be helpful for some children who are picky eaters. • Essential nutrients, such as protein and fiber, accompany the vitamins found in food sources but are absent in supplements. Minerals • Provide no energy • Are inorganic substances that are only needed in small amounts • Are essential for: – building of body tissues (e.g., bone, teeth, blood) – regulating body functions (e.g., energy metabolism, neuromuscular function) Bone and Tooth Formation • What minerals are required for healthy bone and tooth formation? – Calcium – Phosphorus – Fluoride • What food sources supply each of these minerals? Calcium • Most children today do not get enough calcium in their diet. – What factors may be contributing to this change? – What sources other than milk supply calcium? Calcium • Factors that increase the absorption of dietary calcium: 5 adequate vitamin C and D 5 increased need • Factors that decrease the absorption of dietary calcium: ▼ large dose high dietary fiber ▼ high intake of protein ▼ Iron • Iron plays a critical role in the formation of blood cells. • Inadequate iron can contribute to irondeficiency anemia. • Dietary iron is not well-absorbed by the body. Iron absorption is improved when vitamin C is present in a meal. Water • Water plays important roles in the body: – Fluid replacement – Temperature regulation – Building body tissues • A child’s need for water is influenced by: – Environmental temperature – Body surface – Activity
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