Section 5: Physical Fitness

With all the statistics out there concerning childhood obesity, we need to change and inform the many families who are uneducated or ignorant about the issue. As early childhood education professional we have the opportunity to help conquer the issue of the importance of daily exercise in our own communities. Our own First Lady, Michelle Obama, understands the importance of this issue, especially in the urban neighborhoods of America. She states, "Urban sprawl and fears about safety often mean the only walking they do is out their front door to a bus or a car." This quote reflects one mentality about exercise, especially in our large urban neighborhoods where many children reside. Mrs. Obama's passion is the cornerstone to the movement of children's health and fitness today.

But, the role of early childhood education professionals is important because they are incorporating physical activity and exercise for children into their lesson. Along with teaching educational skills, part of the responsibility of the teacher is to also provide lessons on proper nutrition and include activities to promote physical activity and exercise as part of a daily routine to help maintain healthy habits.

According to the article "Growing Up Fit" distributed by early childhood education professionals at Iowa State University, the world of a child "is a physical one". The article also states that regular physical activity for preschool children may improve a child's fitness in health and skill related areas while building fundamental motor skills which aid in the development of growth and increases the awareness of the body in space. This routine of physical fitness can also strengthen language and social skills since most outdoor games require participation and turn-taking, such as in games of tag or duck-duck-goose. Being active while working on being flexible and building endurance and strength is imperative to a child's healthy growth.

Children who do not participate in a routine regimen of physical activity while consuming empty calories run the risk of being obese. Childhood obesity is usually a precursor to other chronic diseases such as Type 2 Diabetes. According to the CDC's website, "Childhood obesity has more than tripled in the past 30 years. The prevalence of obesity among children aged 6 to 11 years increased from 6.5% in 1980 to 19.6% in 2008". Children who suffer from childhood obesity may also suffer from low self-esteem, causing them to not want to participate in activities, creating a vicious cycle of lack of exercise and poor body/self image. This vicious cycle can lead obese children to become obese teenagers and adults. At later ages, there are far more health risks such as cardiovascular disease and the risk of strokes. For this reason, it is important for adults to educate children about the necessity of physical activity and exercise while facilitating fun activities to keep their interest in fitness piqued.

The text, Safety, Nutrition and Health in Early Education by Cathie Robertson, "In 2000, a new guideline was added to the Dietary Guidelines for Americans reflecting the fact that physical activity is needed to balance food intake" (p. 265). Adults can help create physical activities that help children focus on fitness and should include gross-motor and fine-motor skills at a developmental level. For preschoolers, children should focus on the development of locomotor skills such as running, jumping and hopping. One activity that can involve all three of these actions is the creation of an obstacle course. A teacher can create a course that involves running around cones, then jumping over a small object such as blocks, then hopping into hula hoops that have been placed on the floor. These activities will create an understanding of a child's movement in space.

An activity to help facilitate the development of fine-motor skills can be bowling. Using a small ball, which is small enough for a child to grasp with his/her palm and wrap his/her fingers around will assist the smaller muscles in the hand to develop as he/she catches and releases the ball to knock down the pins. Beanbag activities that involve tossing and catching are also fun for the children and also aid in the development of fine-motor skills as well as coordination.

With these kind of activities a child will be engaged and can create a routine of fitness and fun! It is important as early childhood education professionals that we incorporate physical activity and exercise into our programs to help aid in the creating of healthy children in their formative years.

Have a Blessed day!

**References**

Childhood Obesity - DASH/HealthyYouth. (n.d.). Centers for Disease Control and Prevention. Retrieved April 12, 2010, from http://www.cdc.gov/HealthyYouth/obesity/

Henderson, N. (n.d.). Michelle Obama speaks frankly about race - Nia-Malika Henderson - POLITICO.com. Politics, Political News - POLITICO.com. Retrieved April 12, 2010, from http://www.politico.com/news/stories/0210/33162.html

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education [IMPORT] (4th ed.). n/a: Cengage.

Rupnow, A. (n.d.). Growing Up Fit. Preschool Fitness Activities. Retrieved April 11, 2010, from www.extension.iastate.edu/Publications/PM1359B.pdf

Section 4: Health and Nutrition

Good nutrition and eating habits are important to children from birth to adolescence because the various nutrients that are needed must be ingested in a healthy routine in order to maintain a rapidly growing body. As a rule, the basic food pyramid at MyPyramid.gov, which is typically used for children aged 6 - 11, can be easily modified to fit a preschooler's recommended diet. According to Cathy Robertson in Safety, Nutrition, and Health in Early Education, "MyPyramid for Kids was created to help children improve their food intake choices and the amounts to eat to help them meet nutritional guidelines" (p. 219). Robinson adds the recommended daily diet MyPyramid suggests should include 6 ounces of grains "with 3 ounces being whole grains. . . 2 1/2 cups of vegetables. . . 1 1/2 cups of fruits. . . 3 cups milk or equivalent. . . 5 ounces of protein. . . and know sources of fats so that they can make healthier choices from fish, nuts and vegetable oils" (p. 219, 221, 223).

It is important that adults in the early educational field actively help children develop healthy eating habits because children can develop conditions that range from malnutrition to childhood obesity and suffer from various ailments associated with both these conditions. Two ways that an adult can help to develop healthy eating habits is by providing a quality program and by educating parents about the necessity of nutrition. A director in an early childhood educational program should follow the state mandated recommended nutritional information while providing the proper food groups in their proper recommended proportions. It would be helpful to work with a nutritionist to devise a menu that is balanced, offering a variety of healthily prepared foods that differ in color, texture and various states of preparation. As part of the parent meetings, home visits or parent conferences, an instructional nutrition lesson can be provided the parents which showcase the preparation of a healthy and well-balanced meal or snack.

Three recipes that can be a part of a healthy and well balanced meal or snack include turkey and cheese rollups, celery and peanut-butterflies and a smoothie. The first way a parent can make the consumption of healthy meals easy and fun for children is by getting them involved. A child who helps to prepare the meal can be educated about the ingredients while creating an interest in new foods, increasing the probability of tasting and enjoying. This time also serves as a great way to interact and spend time with a child, making the meal or snack time a family experience instead of something on go.

In order to make the turkey and cheese rollup for a hearty preschool lunch, you will need:
(1) whole wheat tortilla
(1) slice of turkey breast
(1) slice of cheddar cheese and
(1) leaf of dark green lettuce.

To make this, place a slice of turkey breast, cheddar cheese and the leaf of lettuce onto the whole wheat tortilla and simply rollup. This hearty meal, coupled with an 8 ounce glass of water will provide a child with one serving of enriched grains, 2 ounces of protein, one serving of a milk alternative and one serving of vegetables.

To make this recipe interactive, a batch of tortillas can be made at home by mixing 1 cup whole wheat flour, 1 cup all-purpose flour, 1/2 tsp salt, 2 tbsp canola oil and 3/4 cup water. Combining these ingredients to a dough, kneading it and then separating it into 12 equal pieces which are rolled flat and cooked until browned will yield 12 tortillas that aren't process or contain excess amounts of oils or preservatives. Making the tortillas also offers an opportunity to have your child knead the dough and roll it out which will aid in the development of large motor skills while providing an interactive activity for the child and parent.

Another recipe, which can be made as a snack are celery and peanut butterflies.
You will need:
(1) rib of celery - washed and dried
(2) tablespoons of creamy peanut butter
(6) raisins and
(6) pretzels.

To make this, cut the washed and dried celery into thirds. Place an equal dollop of peanut butter on each rib of celery, allowing a child to spread the peanut butter inside the celery. Then, place two raisins at one end of the celery rib and press them into the peanut butter to create eyes. Press two pretzels into the peanut butter, rounded sides out, at a diagonal angle in the middle of each rib of celery to create wings. This will allow the child to have an interactive experience while making a healthy snack. This healthy snack accompanied with an 6 ounce glass of milk provides one serving of protein, ones serving of vegetables and one serving of milk. The recipe may be altered by providing colorful dried fruit, such as craisins and dried pineapples to decorate the body of the butterfly.

Another simple recipe that can be part of a healthy breakfast is a Raspberry Banana Tofu smoothie. You will need:
(1) 12-ounce package of silken tofu
(1) cup fat free soy milk
(1) banana
(1) cup raspberries and
(1/4) cup orange juice.

This healthy smoothie yields 4 servings and provides a full serving of fruit in each 6 ounce glass. This recipe also provides a half-serving of a milk alternative and offers a crafty way to sneak a full serving of protein for a child who may be a picky eater. This recipe is simple and with hardly any prep time, is a great way to provide a healthy start to day without feeling the rush of preparing a full breakfast. Simply blending the listed ingredients in a blender until smooth will provide a healthy breakfast.

Have a Blessed day!

**References**

All Recipes - Raspberry Banana Tofu Shake. (n.d.). All recipes: complete resource for recipes and cooking tips. Retrieved April 4, 2010, from http://allrecipes.com/Recipe/Raspberry-Banana-Tofu-Shake/Detail.aspx

Chevaux, K. (n.d.). PreschoolRock.com - Preschool Recipe - Homemade Tortillas. PreschoolRock.com - Preschool Nutrition. Retrieved April 4, 2010, from http://nutrition.preschoolrock.com/index.php/recipes_for_preschoolers/preschool-recipe---homemade-tortillas

Easy kids meals ideas, tips and recipes to make life a little simpler with kids.. (n.d.). Kids Cooking Activities helps teach kids to cook while they have fun learning.. Retrieved April 4, 2010, from http://www.kids-cooking-activities.com/easy-kids-meals.html

Robertson, C. (2009). Safety, Nutrition and Health in Early Education (4 ed.). Albany:Delmar Cengage Learning.

Section 3: CPR and Choking Emergencies

The first and most important rule in any emergency is to remain calm! Here is the basic knowledge for CPR and Choking emergencies.

C.P.R

Following the proper Red Cross first-aid procedures for rescue breathing, tilt the child's head back; lifting from the chin and pushing the forehead back in order to open the airway. Then, pinche the child's nose, take in a regular breath and place your mouth over the child's and give him/her two breaths, watching to see if the chest rises and falls. If it doesn't, check for a pulse again and if there isn't one, immediately start CPR and continues rescue breathing.

During CPR, place the heel of her hand on the lower part of the sternum, while using the other hand to tilt the head back to open the airway. Compress the chest 30 times at a depth of 1/2 an inch at a rate of 100 per minute, giving two rescue breaths in between chest compressions. Continue this for five cycles then check for a pulse. This should continue until emergency response teams arrive.

Choking Emergencies

If a child is choking and the object is not immediately dislodged, call 911 and carry out the following procedure until emergency response teams arrive. According to the Red Cross's first-aid procedures, immediately lean the child forward and deliver five back blows with the heel of the hand in between the child's shoulders. If the object isn't forced out, the person performing the procedure will position him/her self to administer the Heimlich maneuver, standing behind the child placing the thumb side of his/her fist against the middle of the abdomen just above the belly button. Grasping with the fist with their other hand give five quick and upward abdominal thrusts in hopes of forcing the air in the body to dislodge the candy from the child's throat. The assistant keeps performing sets of back blows and abdominal thrusts until the item becomes dislodged or until emergency response teams arrive.

In order to administer either first-aid maneuvers for a choking child or CPR, it is advisable to obtain certification in FIRST-AID and CPR. For more information click the following link: http://www.redcross.org

This site for The Red Cross will allow you to search where First-Aid and CPR courses are offered. Be advised, some organizations require a small fee for participants in their certification classes.

Have a Blessed day!!

**References**

American Red Cross. (n.d.). American Red Cross. Retrieved March 28, 2010, from
http://www.redcross.org/

Section 2: Emergency Preparedness

With emergencies often being unforeseeable there is more risk of chaos and injury if ill-prepared. Whether it be natural or human-generated disasters, preparedness is key to recover from these events.

Natural Disaster: EARTHQUAKE PREPAREDNESS

With the recent seismic activity that has devastated Haiti and Chile, communities prone to earthquakes should be reminded of the necessity of preparedness. Any earthquake, big or small, can cause emotional stress, sparking fear in our children. Children are very aware of the devastation, panic and fear a quake can cause by simply turning on the news or by reliving their own recent experience with the temblor. This fear might impede a child's sense of security so it is important to prepare them for such a disaster. In a preschool setting, conduct earthquake drills so children can know what to do during an earthquake. In association with the Red Cross's plan for preparedness follow three simple steps to be prepared: get a kit, make a plan and be informed.

During an earthquake drill, designate a word, such as "DROP", which would signal the children to duck and cover under the nearest table, pulling their knees under them and covering their heads with their hands to avoid debris that may fall as a result of the quake. Once given the all clear signal from the person in charge swiftly exit the building and take a quick head count to determine who may be trapped or missing. Set up areas that offer a quick sign-out of children to their guardians, offer first aid and deliver emergency supplies as necessary. If someone is missing and the building is okay to re-enter, sweep the building to try to evacuate missing/trapped persons. It is important to stay calm in order to avoid further chaos and panic among the children.

To further assist staff in allowing for a child to be prepared, upon registration, supply a packet, to the families served, that includes emergency procedures. Update your emergency supplies monthly. It is also helpful to have community workers, such as firemen and policemen come to your class to help reinforce the safety procedures during an earthquake.

In a home, secure large items and shelves to prevent them from falling during a quake. Conduct a monthly family earthquake drill and show your children designated areas in the home that can be used to duck and cover. Store all your supplies in one convenient location. Also, allot a designated evacuation plan and a specific, safe meeting place outside the home to meet after an earthquake occurs.

For a suggested list on how to make your own preparedness kit visit the following link: http://www.sfgate.com/cgi-bin/article.cgi?f=/earthquakes/archive/ready.dtl

Human-Generated Disaster: VIOLENCE PREPAREDNESS

If your home or child care center resides in an area where violence, specifically gang-violence, occurs, you must also be prepared for this type of disaster. There have been cases in some communities where individuals evading police have circled neighborhoods where preschool centers exist during high speed chases. These individuals are often unpredictable in their own behavior, so your center can devise a plan to be as prepared should you encounter a violent individual or individuals.

One of the simplest ways to keep your safety during a violent act is to impose a lock-down procedure. If children are outdoors, quickly usher them indoors. Once all the children and staff are secure in their respective buildings, one designated person in each buildings will then lock all the doors, to prevent anyone with violent intent from coming in. Make use of walkie-talkies to communicate with each other instead of tying up the phone lines should there be a need to call 911 or to correspond with other emergency personnel. Also, during this procedure, make sure all surrounding gates are locked by security staff to secure your center. No one, whether it be staff or parents, should be allowed into the center until an all clear is given from local police department or it is deemed safe by the person in charge.

If a violent situation like this occurs while at home, gather all the family into a secure room. Make sure a phone is handy to call the proper emergency personnel. Do not leave the secure room until the emergency personnel have deemed it safe.

It is also important to remember the emotional state of your children during and after any disaster. There is never a way to predict the behavior or reaction of the children during any emergency situation or how they will deal with after. According to Cathie Robertson in Safety, Nutrition, and Health in Early Education, “Adults often tend to ignore the emotional needs of a child once safety has been established” (p. 201). One specific complication that could occur during these situations is panic. A child may become overly anxious and succumb to a panic attack. It is important for everyone to remain calm and to have a designated area for the person suffering to be treated away from the group in order to avoid mass hysteria.

After any disaster, natural or human-generated, it is important to follow through with extra help and care to the children, if needed. Crisis counselors are important individuals during time of disasters. It is also beneficial to keep the routine and providing positive experiences after a disaster in order to keep stability and reduce stress in a child's environment. Hopefully these preparedness strategies and your dedication to the children will help to maintain a healthy and safe environment for the children no matter what disaster should arise.

Have a blessed day!

**References**

American Red Cross. (n.d.). American Red Cross. Retrieved March 21, 2010, from
http://www.redcross.org/

Robertson, C. (2010). Safety nutrition and health in early education (4 ed.). Albany: Delmar Cengage Learning.

Section 1: Safety Practices and Policies

Prevention is key concerning possible safety threats/safety hazards you may encounter while a preschool child is in your care. Here are five potentially hazardous situations you might encounter and some safety rules to keep in mind.

1) Rules and Supervision for Play Equipment

A child is carefree and sometimes can feel invincible during the exciting times of play. According to Cathie Robertson in Safety, nutrition and health in early education (2010), "Children's developmental behaviors such as lack of fear, curiosity, inattention, poor impulse control, and going beyond physical capabilities can easily put them at risk for injury" (p. 139). Though minor scrapes and bruises may be hard to eliminate, broken bones can be prevented by providing proper supervision during play as well as learning safety rules about play equipment. A child will likely learn safety rules regarding play equipment at school, but it is imperative as a parent to reinforce these rules in regards to rules of the house and while on other play equipment, such as those at parks. Also, keep in mind that some park equipment is meant for a wide span of children to play on and may not be age appropriate. It would be advisable to check the labeling on the apparatus that a child may be using at parks to make sure it is age-appropriate.

2) Pedestrian and Car Safety

Pedestrian safety is imperative to your child's well-being. According to Robertson (2010), "In the United States, motor vehicle accidents are the number one killer and crippler of children younger than 4 years" (p. 151). A child should be properly seated and secured in a car seat in the back seat of the car for maximum safety. If walking, whether it be in the parking lot during a shopping trip or simply across the street, pedestrian safety rules should always be used. Model walking in a crosswalk and looking both ways before crossing a street while minding safety signs. Be mindful of traffic signals and signs and explain them to your child. Firm discipline about keeping away from streets and driveways will help to reinforce pedestrian safety as well as make your child more aware of the danger of cars.

3) Water Safety

Drowning is another hazard that takes many lives of children each year. Robertson (2010) explains it is important to remember that "any body of water can pose a threat, so screening the outdoor environment for hazards that may lead to the risk of drowning should be thorough" (p. 159). It is important that a child is taught water safety, especially if a pool of any kind is owned or if you live around a body of water. Swimming lessons are often offered at low rates through community parks and recreation programs. However, even while teaching water safety, it is important that a child is attentively supervised during water play. Supervision of children during water play should take place at arm's length to allow for sufficient action time should a mishap occur.

4) Choking

To avoid choking, serve foods in proper portions and model a natural pace to chew and swallow foods. Also, make a daily note to monitor the things your child is playing with. Make sure toys are age-appropriate because these toys are made bigger to prevent swallowing. Keep small toys, such as mini-legos or marbles out of reach of small children. Do not allow your child to keep change in their pockets to prevent them from putting it in their mouth.

5) Poisoning

To avoid a child from putting other harmful things in their mouths, such as poisonous materials, make sure that all chemicals are properly stored, preferably locked behind a cabinet. It is a regulation for childcare centers in California, in accordance with Title 22 Division 12, to keep all chemicals, soaps and cleaning supplies out of the same area in designated food preparation and eating areas. It would be extremely helpful to check your own state's regulations for suggestions regarding the storage of chemicals in your home or preschool center. Should a child ingest a poisonous substance, call Poison Control Center right away! It is advisable to keep the number for poison control (1-800-222-1222) in a visible place near the phone.

NOTE: These potential safety hazards I've mentioned are not meant to scare you as parents or early childhood education professionals but to inform you. If you have any questions or concerns, your child's pediatrician can often inform you of resources about safety. Also, community helpers, such as teachers, fireman and policeman welcome families of their community to visit their station, with an appointment. These community helpers are often the best resources to help reinforce these simple safety rules that will help maintain your child's health and well-being. Have a blessed day!

**References**

American Association of Poison Control Centers. Retrieved March 16, 2010, from
http://www.aapcc.org/DNN/

National Resource Center for Health and Safety in Child Care and Early Education.
n.d.). National Resource Center for Health and Safety in Child Care and Early Education. Retrieved March 16, 2010, from http://nrckids.org/STATES/CA/california.htm

Robertson, C. (2010). Safety, Nutrition and Health in Early Education(4 ed.).Albany:
Delmar Cengage Learning.