MODULE I

FOUNDATIONS FOR
WELLNESS IN YOUNG
CHILDREN

Lesson 1 Importance of
Nutrition and Health in
the Early
Years
Lesson 2 Current Trends and
Relationships Between
Children’s Health,
Safety, and Nutrition

Lesson 3 Factors that influence

children's health safety
and nutrition

Lesson 4 Nutrition and the

Healthy Child
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Module I

FOUNDATIONS FOR WELLNESS IN YOUNG CHILDREN

 Introduction

Health is more than merely the absence of disease—it is an

evolving human resource that helps children and adults adapt to the
challenges of everyday life, resist infections, cope with adversity, feel
a sense of personal well-being, and interact with their surroundings in
ways that promote successful development. Nations with the most
positive indicators of population health, such as longer life expectancy
and lower infant mortality, typically have higher levels of wealth and
lower levels of income inequality. In short, children’s health is a
nation’s wealth, as a sound body and mind enhance the capacity of
children to develop a wide range of competencies that are necessary
to become contributing members of a successful society.

As a child care provider, you have an important role in children’s

lives by helping them learn and grow. As a Child Care Food Program
provider, you help children get the nourishment and energy they need
to learn and grow by providing healthy meals. In addition,
preschoolers who eat a variety of healthy foods and play actively
several times every day are less likely to be overweight or obese.
Early Childhood Obesity Prevention Policies, recommends that for
children ages 2-5 child care centers: 1) provide healthy meals and
snacks that meet the Dietary Guidelines, 2) serve meals family-style
to be responsive to children’s hunger and fullness cues, and 3) teach
children about healthy eating and physical activity. This module will
show how you can easily and effectively implement these “best
practices” for providing healthy meals and promoting healthy eating
in your child care facility.

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OBJECTIVE
S
When you have read this module, you will able to:
- analyze the impact of the early years on children's life-long
health and nutritional status
- explain how health, safety, and nutrition are interrelated
- describe current trends affecting health, safety, and nutrition;
- describe the factors that influence children's health, safety, and
nutritional status based on research;
- explain the basics of early childhood nutrition
- prepare meal plans and snacks that meet children's nutritional
needs
- interpret the quality and developmental appropriateness of meal-
time environments for infants
- explain the quality and developmental appropriateness of meal-
time environments for toddlers, preschoolers, and school-age
children

 DIRECTIONS/ MODULE ORGANIZER

There are three lessons in the module. Read each lesson
carefully then answer the exercises/activities to find out how
much you have benefited from it. Work on these exercises
carefully and submit your output to your tutor.

In case you encounter difficulty, discuss this with your tutor

during the face-to-face meeting. If not contact your tutor at the
DMMMSU-NLUC, College of Education office.

Good luck and happy reading!!

Lesson 1

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 IMPORTANCE OF NUTRITION AND HEALTH

IN THE EARLY YEARS

Health is the complete physical, mental and social well-being and

not merely the absence diseases merely the absence of diseases or
infirmity. It is achieved through a variety of healthful practices that
seek to prevent and minimize illness or disease.
Nutrition and Health are closely related to each other. Health of
any country to great extent depends on the health of its citizens. Man
has always been searching of better health and longer life. Most of us
can stay healthier and live longer by being better informed about
healthful living and scientifically acting on that information. Many
unfounded beliefs and prejudices can be effectively countered by
inculcating scientific temper. Understanding is the best weapon against
fear. By proper care, preventive measures and timely treatment, many
untimely deaths and serious disabilities of children can be eliminated.
Many Accidents can be averted by intelligently utilizing the preventive
information available about them. Illness among children is often
caused by infections due to unhygienic conditions. It is within our
power to prevent or reduce most of these.
The Importance of Nutrition
Nutrition can be defined as food at work in the body. It can also
be defined as the process by which the organism ingests, digests,
absorbs, transports and utilizes nutrients and disposes of their end-
products. Nutrition is an important aspect of each individual’s life. It is
imperative to ensure that each one of us gets a balanced nutritional
diet with all components that are needed in our stage of life. Hence it
is important to consult a nutrition expert to ensure that you are on the
right nutritional track.
A famous saying “you are what you eat”. A healthy diet consists
of a wellbalanced diet composed of all-important nutrients in right
proportion. It prevents malnutrition and onset of diseases like obesity,
diabetes, heart diseases, cancer & stroke to name a few.
Most people know good nutrition and physical activity can help
maintain a healthy weight. But the benefits of good nutrition go
beyond weight.

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1. Good Nutrition Improves Well-Being

Eating a poor diet reduces physical and mental health because
eating healthy allows people to be more active. Two-thirds of people
who eat fresh fruit and vegetables daily report no mental health
issues, as reported by the Mental Health Foundation. Compare this
to those who do have some level of mental health problems and
have generally reported eating less healthy foods and more
unhealthy foods. Feelings of well-being can be protected by ensuring
that our diet is full of essential fats, complex carbohydrates, vitamins
and minerals.

2. Helps You Manage A Healthy Weight

Eating a nutritious diet filled with fruits, vegetables, whole
grains, dairy and protein will help maintain a healthy body weight.
“There is no one diet, no diet pill and no surgery that lets people eat
whatever they want and still expect weight loss and improved
health. Maintaining a healthy diet and exercise program will be what
is needed to achieve those goals. Use food for its purpose:
Nourishment.

3. Maintains Your Immune System

Our immune system is our defense against disease, but poor
nutrition is the most common cause of immunodeficiencies worldwide.
Maintaining your immune system requires an intake of proper vitamins
and minerals. Eating a wellbalanced diet, including fruits, vegetables
and food low in fats, will help support a healthy immune system.

4. Delays the Effects of Aging

Foods like tomatoes, berries, avocados, nuts and fish all contain
certain vitamins and minerals that are good for the skin. For example,
tomatoes contain vitamin C, which helps build collagen, in turn making
your skin look firmer and slow premature aging. Berries are full of
antioxidants and vitamins and eating them promotes cell regeneration
for new skin.

5. Gives You Energy

Our bodies derive energy from the foods and liquids we consume.
The main nutrients our body uses for energy are carbohydrates, fats
and protein. Carbohydrates such as whole-grain breads and starchy
vegetables are the best for prolonged energy since they are digested
at a slower rate. Water is necessary for transport of nutrients, and
dehydration can cause a lack of energy. A deficiency in iron may cause
fatigue, irritability and low energy. Food rich in iron includes seafood,
poultry, peas and dark green leafy vegetables such as spinach. To

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better absorb iron from these foods, it is best to consume vitamin C at

the same time.

6. Reduces the Risk of Chronic Disease

According to the Centers for Disease Control and Prevention, risk
factors for chronic diseases, like type 2 diabetes, have been
increasingly seen at younger ages as a result of unhealthy eating and
weight gain. Among adults ages 20 to 74, diabetes remains the leading
cause of kidney failure, blindness and nontraumatic lower-extremity
amputation. Dietary habits are typically established in childhood and
carry on into adulthood, making it crucial to teach children the
importance of eating a healthy diet early on.
7. Healthy Eating Positively Affects your Mood
Diets low in carbohydrates increase feelings of tension whereas diets
high in carbohydrates have a more uplifting effect on mood. A diet rich
in protein, moderate in carbohydrates and low in fat will have a
positive effect on mood because it leaves an adequate supply of iron,
omega-3 fatty acids and iron. As much as food affects our mood, mood
affects our food choices. When we experience feelings of sadness, we
are more likely to choose unhealthy foods. People feeling happier
feelings are more likely to choose healthier foods.
8. Increases Focus
Food has an impact on the way we think. When the body is low on
glucose, the brain is not receiving the energy it needs to remain
focused. Diets high in fat and cholesterol can seriously damage the
brain by building up plaque in brain vessels, damaging brain tissue and
causing strokes. Eating fruits and vegetables throughout the day helps
keep the mind healthy and engaged.
9. Healthy Diets May Lengthen Your Life
Your body needs food in order to survive, but the process of
breaking down food nutrients, or metabolizing, causes stress on the
body. Overeating creates more stress on the body and could lead to a
shorter lifespan. Diets that are rich in nutrients and do not contain
processed foods have been found to have a positive effect on life
expectancy.

Good nutrition means your body gets all the nutrients, vitamins, and
minerals it needs to work its best. Plan your meals and snacks to
include nutrient-dense foods that are also low in calories.
Importance of Health
The human development is a function of three critical dimensions:

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longevity – the ability to live long and healthy life; education – ability to
read, write and acquire knowledge; and command over resources – the
ability to enjoy a decent standard of living and have a meaningful life.

Health is Multidimensional such as:

Mental Physical

Health

Spiritual
Social/Emotional

Figure 1. Health is Multidimensional

Physical – implies the notion of perfect functioning of the
body.

• All the body parts should be present.

• All of them in their natural place and position.
• None of them should have any pathology.

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• All parts doing their physiological function properly.

• All parts work with each other harmoniously

Mental – one who is free from internal conflicts, firm sense of self
identity, good sense of self control, deals with the needs and problem
with balanced mind.

• Mental aptitude near or above social average.

• The ability to perceive things as they are, and not as one thinks
they are.
• The ability to understand the social structure and ability to
comprehend vocal and other forms of communication within that
social structure.
• A reasonable ability to make judgments regarding good and bad
or right and wrong.
• The ability to remember and reproduce information collected
through various senses or through learning to a reasonable
degree.

Emotional/Social- implies harmony and integration with in the

individual, between each individual and other members of the society
and between individuals and the world in which they live.
Emotional/Social

• Able to show correct emotional response based on the stimulus.

• Able to express his/her emotions (actually, able to express the
thoughts generated as a result of emotions).
• Able to regulate the mental and physical response generated due
to an emotion.

Spiritual Dimension – it refers to that part of individual which reaches

out and strives for meaning and purpose in life.
Being healthy is clearly one of the most important objectives of
human beings. According to Nobel Laureate Amartya Sen, health is
among the basic capabilities that give value to human life. Health also
includes the ability to lead a socially and economically productive life.
Health is a state of complete physical, mental and social well-
being. For a healthy life cycle, a person needs to have a balanced diet
and has to regularly exercise. One must also live in a proper shelter,
take enough sleep and have good hygiene habits. So, how do we
ensure that we are doing all the right things to have a good health?
Let’s spread the awareness for the importance of health:

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 The health of all organisms depends on their surrounding or their

environment. Our social environment is an important factor in
our individual health.
 Public cleanliness is important for individual health. Therefore,
we must ensure that we collect and clear the garbage regularly.
We must also contact an agency who can take the responsibility
of clearing the drains. Without this, you could severely affect
your health.
 We need food for health and for food, we will have to earn money
by doing work. For this, the opportunity to do work has to be
available. Good economic condition and jobs are, therefore,
needed for individual health
 We need to be happy in order to be truly healthy. If we mistreat
each other and are afraid of each other, we cannot be healthy or
happy. Social equality and harmony are important for individual
health.

THINK!

Comprehension Check
-Up Act Activities

Test I.

1. Discuss the following benefits of good nutrition go beyond weight

1. Good nutrition improves well-being

2. Maintains your immune system.
3. Delays effects of aging.
4. Gives you energy.
5. Reduce the risk of chronic diseases.
2. Explain the saying “You are what you eat”.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________.
Test II. Draw a diagram showing health as Multidimensional and
explain each.

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Lesson 2

 CURRENT TRENDS AND RELATIONSHIPS BETWEEN

CHILDREN’S HEALTH, SAFETY, AND

NUTRITION
Understanding Current Issues That Impact Children’s Health
There is general awareness that health and well-being are
founded on the prevention and treatment of illness, yet many children
continue to have insufficient access to basic health care services.
Current efforts are focusing on ways to address this problem. These
include identifying the indicators of wellbeing, exploring disparities in
health care, understanding the role of children’s mental health, and
addressing the needs of including children with significant health
concerns in early childhood classrooms.

1. Health Insurance
Health insurance coverage is an important indicator of whether
families can access preventive care and treatment for their child if the
child is sick or injured. In 2010, 7.3 million children ages 0 to 17 (nearly
10% of the age group) had no form of health insurance at some time
during the year (FIFCFS, 2012). Without health care insurance families
are more likely to forgo preventive health care due to its high cost and
may delay obtaining medical treatment until an illness is in an
advanced stage.

2. Access to a Usual Medical Provider

Families who have an identified and accessible source for health
care services (sometimes called a medical home) are more likely to
obtain the preventive and treatment services needed to ensure
good health. In the absence of a usual medical provider, families
may obtain services at an emergency room or other sources where
medical records and familiarity with the child’s health history are
not available as a resource. In 2010, 5% of children did not have a
usual medical provider (FIFCFS, 2012).

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3. Oral Health
Oral health care, including regular brushing and professional
dental care, is an important indicator of general health. The new
standards involved limiting children’s screen viewing, serving
reduced fat milk, and reducing sweetened beverage consumption
while also increasing daily physical activity.
A need for training to address overall child wellness was
recognized. Local organization collaborated to provide training
seminars for early child care providers. Trainers facilitated
brainstorming and discussions about managing challenges related
to health and wellness. Topics discussed included motivating
providers to be healthier role models, the accessibility and
affordability of healthy foods, high crime activity in neighborhoods,
and perceived apathy of parents. The seminars resulted in an
engaging and comprehensive curriculum designed to positively
influence providers’ knowledge and behaviors regarding nutrition,
physical activity, health, and overall well-being in children.

4. Childhood Immunizations
Children and teens can get 13 vaccines that protect them against
16 vaccinepreventable diseases, including diphtheria, tetanus,
pertussis, measles, mumps, rubella, polio, varicella, pneumococcal
disease, hepatitis A, hepatitis B, meningococcal disease, HPV,
rotavirus, Hib, and flu.
This is a big increase from the seven diseases kids were protected
against in 1980 when kids were still at risk to get epiglottitis, Hib
meningitis, and Pneumococcal meningitis, etc.
Vaccines are one of the greatest public health achievements, but
there is still work to be done, including:

• A universal flu vaccine

• A vaccine that combines all of the Neisseria meningitidis
serogroups in one shot
• Development of new vaccines that can prevent Ebola, Zika, RSV,
HIV, and Lyme disease, etc.
• A pertussis vaccine that offers more long-lasting protection
• Getting everyone vaccinated - intentionally unvaccinated kids
and adults still cause outbreaks of vaccine-preventable diseases

5. Mental Health

Mental health includes our emotional, psychological, and social well-

being. It affects how we think, feel, and act. It also helps determine

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how we handle stress, relate to others, and make choices. Mental

health is important at every stage of life, from childhood and
adolescence through adulthood.
Over the course of your life, if you experience mental health
problems, your thinking, mood, and behavior could be affected. Many
factors contribute to mental health problems, including:

- Biological factors, such as genes or brain chemistry

- Life experiences, such as trauma or abuse
- Family history of mental health problems
We often hear that mental health issues are on the rise. Is
that true? According to the latest statistics:

• "A little more than 5 percent of children ages 4–17 were reported
by a parent to have serious difficulties with emotions,
concentration, behavior, or being able to get along with other
people," which is unchanged since 2001
• The percentage of teens with a Major Depressive Episode (MDE)
during the past year did increase from nine percent in 2004 to 11
percent in 2013, however, "the percentage of youth with an MDE
in the past year receiving treatment for depression, defined as
seeing or talking to a medical doctor or other professional about
the depressive episode and/or using prescription medication for
depression in the past year, declined from 40 percent in 2004 to
38 percent in 2013"
• Rates of ADHD in children have been increasing steadily since
1997, from 7.8 percent in 2003 to 11 percent in 2011, although
the rate and increase in kids taking ADHD medication is much
lower, increasing from
4.8 percent in 2007 to 6.1 percent in 2011
• From recent highs in 1994, suicide rates in boys and young adult
males continue to slowly increase from their low points in 2001
(females) and 2007 (males)
Areas targeted for improving children’s health include the
following:
• physical activity and fitness • maternal and infant health
• nutrition—overweight and • access to health services
obesity • health education
• substance abuse • vision, hearing, and
• sleep communication disorder
• elimination of lead poisoning • injury and violence
prevention

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THINK!
Comprehension Check
-Up Act Activities

Essay.
1. List down the 5 Current Issues That Impact Children’s Health
then give example on each.
2. As future educator, list down five (5) ways on how can you
help in improving the child’s health. Explain each.

Lesson 3

 FACTORS
SAFETY AND NUTRITION
THAT INFLUENCE CHILDREN'S HEALTH

Many factors affect children’s well-being and ability to learn.

Some add interest and richness to children’s experiences while others
may put children at risk for poor development. Some influences have a
general or overarching impact while others encompass trends that are
causing changes in how nutrition, health, and safety are addressed in
early childhood classrooms. These influences can be complex, and are
important for teachers to consider. Teachers have the capacity to
enhance the positive potential of desirable influences. They also have
the opportunity to mediate or reduce the damaging effects of negative
influences, helping children gain the capacity for success that they
may not otherwise achieve.
Many factors combine together affect the health of individuals and
communities. Whether people are healthy or not, is determined by
their circumstances and environment. The social and economic
environment, the physical environment, the person’s individual
characteristics and behaviors and availability / access and utilization of
health care services have considerable impact on health.
Social and Economic Determinants

• Income and social status - higher income and social status are
linked to better health.

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• The greater the gap between the richest and poorest people, the
greater the differences  in health.
• Education – low education levels are linked with poor health,
more stress and lower self-confidence.
• Social support networks – greater support from families, friends
and communities is linked to better health.
• Culture - customs and traditions, and the beliefs of the family
and community all affect health.
Psychological Determinants

• Genetics - inheritance plays a part in determining lifespan,

healthiness and the likelihood of developing certain illnesses.
• Personal behavior and coping skills – balanced eating, keeping
active, smoking, drinking, and how we deal with life ‘s stresses
and challenges all affect health.
• Gender - Men and women suffer from different types of diseases.

Physical Determinants

• Physical environment – safe water and clean air, healthy

workplaces, safe houses, communities and roads all contribute to
good health.
• Employment and working conditions – people in good working
condition employment are healthier, than those who have less
control over their working conditions.
• Health care services – availability / access and utilization of
services that prevent and treat disease influences health.

Considering the Contexts in Which Children Grow and Develop

Children do not grow and develop in isolation, nor are teachers
the only people concerned about children’s healthy growth and
development. Children’s wellness is heavily influenced by the
contexts, or settings, in which they live. These contexts include the
environment and circumstances that surround the child and affect
the child’s experiences. Teachers come to understand that family
conditions—poverty, the health and education of the child’s family,
cultural beliefs, and many other factors—interact and contribute to
the child’s development in positive and negative ways.
Urie Bronfenbrenner’s (1979) ecological systems theory seeks to
explain how the contexts that surround children, and the systems of

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interaction among the people in those settings, impact children’s

health and well-being. This theory considers the child as developing
within a nested series of surrounding contexts and systems, each
connecting and interacting with the others.
Figure 1, Microsystem
Microsystem: This
system includes the
environments that
immediately surround the
child, such as the home, the
early childhood setting, and
school.
Home is the center of the
family’s health. Home also
influences of the personalities of the children. Better home can
successfully contribute to family health by making provision for
good medical care, adequate nutrition, good body care, rest,
relaxation and recreation, and good emotional adjustment.
School environment is said to be conducive for healthful living
when physical environment is safe, clean and pleasing and
adequate. Some of the conditions that make the physical
environment of the school healthful are:

• Safety and comfortable seating arrangement

• Proper ventilation and lighting
• Safe water supply for drinking
• Adequate toilet facilities for both boys and girls
• Hygienic disposal of waste
• Use of insecticides and rodent control
• Cleaning and timely maintenance of buildings
The school health service should regularly make appraisal of
health status of pupils and school personnel. It should make adequate
provision for the following:

• Regular medical checkup

• Immunization
• Emergency medical care
• Consultation on personal problems
• Counselling students and parents regarding health
problems and utilization of available health services
• Identification and correction of remediable defects

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• Nutritional substitutes
• Maintenance of health records.
Safe and nurturing aspects of this environment positively affect
children’s health and well-being, whereas hunger or dangers in the
environment may interrupt healthy development.
Mesosystem: This system encompasses the connections and
interactions that take place in the microsystem. Nurturing parenting
and positive relationships with the teacher are examples of positive
influences on children’s development, whereas domestic violence or
disagreements among parents and teachers can negatively affect
children’s well-being.
Exosystem: This system involves the people and places that
provide indirect influences on the child’s development, such as the
extended family or neighborhood. Children’s wellness is enhanced
through the supports of extended family members and safe
neighborhoods, but is negatively affected by disagreements among
the extended family or unsafe neighborhoods.
The neighborhood should be clean, free of noise, air, water or
other kinds of pollution. It should have proper facilities for disposal
of garbage and waste so that it is conducive to better health of
infants and children. Clean and hygienic conditions in the vicinity
reduce the chances of diseases, accidents and infections.
Macrosystem: This system addresses the influences of the
larger social, cultural, political, and economic contexts that provide
support for child development or that challenge children’s ability to
grow and thrive. For example, children’s wellness is supported when
the society provides access to health care and high-quality early
childhood education. Conversely, children’s well-being may be
threatened in times of economic depression due to reduction in
resources such as accessible health care (Bronfenbrenner, 1979).
Early childhood teachers have responsibilities that intersect with
all levels of these contextual systems. For example, teachers have
direct responsibility for creating and managing the early childhood
setting (microsystem). They establish important connections
between the early childhood setting and the child’s home
(mesosystem) by building relationships where families and teachers
share knowledge and ideas about how to best promote the child’s
development.
Finally, teachers extend their professional skills and
responsibilities to the larger systems that affect children (the
exosystem and macrosystem) by advocating for the needs of

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children at school board meetings or community planning

commissions, and championing the development of policies and
local, state, and national initiatives that aim to improve outcomes
for young children.
Understanding the Overarching Influences on Children’s
Wellness
Several factors have a widespread impact on children’s wellness,
further demonstrating the interconnections of nutrition, health, and
safety with children’s well-being. These include multicultural factors,
diverse family structures, poverty, living conditions, environmental
issues, and food insecurity. All are examples of dynamics that influence
children’s development across the spectrum of nutrition, health, and
safety services.
Multicultural Classrooms
Early childhood class groups continue to become more diverse and
multicultural. Greater cultural and ethnic diversity also brings more
variety in family childrearing practices, many of which interface with
the early childhood classroom and influence how children learn.
Examples include diet, food choices, dress, hygiene, comfort with
health practices, levels of physical activity, expectations for boys and
girls, and other aspects such as how sleeping arrangements are
managed at home and how napping is arranged in the classroom.
Teachers need to be aware that perspectives on children’s nutrition,
health, and safety vary among the families they serve.
Diverse Family Structures
Family structures continue to evolve and change, becoming
increasingly complex. These changes are important for teachers to
consider as notions of the traditional family no longer reflect the home
lives of young children today. Family arrangements include various
combinations of adults caring for children, such as children raised by
teenage mothers, single parents, grandparents, or same-sex parents.
Some children join families through adoption or live temporarily in
foster care placements. Others divide their time between the homes of
their divorced parents or are members of blended families created
through remarriage. Families are the most important teachers of young
children, yet some family structures may put children at risk for poor
developmental outcomes. Examples include (FIFCFS, 2012):

• Children born to unmarried mothers are at risk for the negative

impacts of low birth weight, infant mortality, and poverty.

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• Children raised in a home with two married parents (65% in 2011)

benefit from the financial security and care of two parents, but the
numbers of children raised in this family structure continues to
decrease.
• Children who join families through adoption (2.5% of children
nationwide) benefit from the positive opportunity to be raised in a
family, but may face challenges with loss, grief, and identity
development, and issues such as fetal exposure to drugs or
alcohol.
• Children in families where parental unemployment is a problem
face risks from increased family financial stress and potentially lack
of medical care and other supports. In 2010 only 71% of children
lived in homes where at least one parent was employed year
around.
• Children with a parent who is imprisoned (nearly 1.7 million in
2007) experience a disrupted home life and problems associated
with a long period of separation from a parent (Allard & Greene,
2011; Glaze & Maruschak, 2010).

Teachers are in a good position to get to know each family as a

unique group with challenges that may make it difficult to provide for
the child’s well-being. With this information teachers plan school
experiences that may assist children toward more positive outcomes.

Poverty
Poverty is a significant threat to children’s well-being. The impacts
of poverty are particularly disturbing because poverty is a contributor
to nearly every negative influence on children’s wellness. Children
raised in poverty are more likely to experience poor health outcomes.
Families living in poverty must make difficult choices, such as paying
rent or purchasing food. Low-cost housing is often substandard, and is
more likely to have environmental hazards, such as lead based paint.
Children may be malnourished because families are compelled to
select low-cost foods rather than make nutritious purchases. Families
may not be able to afford preventative or necessary health care. As a
result, children living in poverty are more likely to experience
cognitive, behavioral, and socialemotional problems that get in the
way of learning.
Housing and Homelessness
Families with young children often struggle to find affordable and
safe housing. Inadequate housing suggests all manner of deficiencies,
including those that put children at risk, such as older homes that

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contain dangerous lead-based products or housing that is located in

unsafe neighborhoods. When housing costs require such a large
portion of the family income, the family struggles to meet other basic
needs including food and health care.
Severe housing problems make family life very stressful. They
increase family mobility, cause irregular school attendance which
interrupts learning and social connections, and may lead to
homelessness. Early childhood teachers must build relationships
quickly and work purposefully to reinforce learning opportunities for
children who experience such disruptions.
Environmental Considerations
Environmental impacts on children’s health and wellness are
being more closely considered as information about the potential for
negative effects are identified. Due to their small size, high rate of
growth, and close interaction with their surroundings, young children
are particularly at risk from the effects of environmental toxins.
Exposure to lead in the environment is associated with learning and
behavior problems, and contaminants in water can lead to health
issues including gastrointestinal illnesses. In urban settings children
may be at risk from industrial and vehicle contaminants while in rural
settings children may be at risk from agricultural sprays.
Food Insecurity
Food insecurity refers to not having access to enough food at all
times to maintain an active healthy life. Families who are food insecure
often make changes in their diets reducing the variety, quality, and
desirability of the foods they obtain (Nord, Coleman-Jensen, Andrews,
& Carlson, 2010). Many rely on community emergency food sources
such as food banks or social service agencies. Food insecurity puts
children at risk for poor diets and related health concerns.
Hunger may get in the way of children being able to focus and
learn. For this reason, teachers should look for signs that children are
hungry, and assist families to access community resources and the
school’s lunch program. Many early childhood programs participate in
the Child and Adult Care Food Program which supports the children’s
program to provide healthy foods for children from low-income
families.

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THINK
!
Comprehension-Up Act
Check Activities
Test I. Identify the following. Write your answers on the space
provided
before the number.
____ 1. This refers to the third layer of the environmental systems and
consists of settings that indirectly influence a child's
development by having a direct effect on someone or
something that is close to the child. (Exosystem)
____ 2. It proposes that children don't develop only by influence from
their close familial environment - surrounding environments
are influential on the development of the child as well.
(Mesosystem)
____ 3. It includes any immediate relationships or organizations they
interacts with, such as their immediate family or caregivers
and their school or daycare (Microsystem)
____ 4. Embrace diversity and incorporate ideas, beliefs, or people from
different cultural backgrounds. (Multicultural Classrooms)
____ 5. It is a significant threat to children’s well-being. (poverty)
____ 6. It encompasses the social behavior and norms found in human
societies that affect health (Culture)
____ 7. A condition in which households lack access to adequate food
because of limited money or other resources (Food Insecurity)
____ 8. It increases family mobility and in cause of irregular school
attendance which interrupts learning and social connections.
(Housing & Homelessness)
____ 9. It is the access and utilization of services that prevent and
treat diseases that influence health. (health care services)

____ 10. This theory considers the child as developing within a nested
series of surrounding contexts and systems, each connecting
and interacting with the others. (ecological system theory)

Lesson 4

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 BASICS OF EARLY CHILDHOOD NUTRITION,

INCLUDING
NUTRITIONAL MEAL PLANS AND SNACKS

Who is a Healthy Child?

A healthy child:

• Has good appetite.

• Has moist and clear eyes  Develops at a
normal rate.
• Recovers from illness rapidly.
• Has a firm abdomen which is not
enlarged.
• Enjoys giving and receiving and giving
affection.
• Has a clear skin, and pink nails and
conjunctivae.
• Grows in height and gains weight at a
regular pace.
• Has abundant, shiny hair which is springy
in texture  Has abundance of energy
and is almost constantly active.
• Is happy and alert to the people and things in his environment.
• Is able to run and jump as well as other normal children of the
same age.

We all instinctively know from birth that food is essential to our

own survival. Studies show that a nutritious diet will make your child
healthier and better able to learn. If children do not eat the right
amounts of macronutrients like protein, fat, and carbohydrates and
micronutrients like vitamin A, iodine, iron and zinc, they may become
ill, have delayed mental and motor development that can have
enduring adverse effects beyond childhood, or die.
Children need a balanced and healthy diet to fuel the amazing
rate of growth and development that occurs during early childhood. For
better or for worse, after age 2, young children eat many of the same
food’s adults eat. As a result, it's important that caregivers provide

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children with a menu that includes a variety of nutrient-dense choices

from all important food groups.

Nutritional Requirements of Pre-School Children

A child between 1 and 3 years of age requires about 1300
calories daily. The need rises to 1500 and 1600 calorie for the child
between 3 and 6 years. Adequacy of energy intake by a child can be
judge by the gain in his body weight. Milk, fruits, vegetables, cereals
(whole grain) are the foods that are high in nutrient content. These
should therefore be included as supplements in the diet to increase the
calories. There is considerable increase in muscular development of
children during preschool years. Hence, protein acquires very
important place in the diet of a preschool child. Most od the calcium
requirements of these children is met by milk or milk foods they
consume. It has be recommended that children between 1-3 years
have allowance of 17 to 20 gm and those between 3 to 6 years 20-22
gm of protein. The recommended calcium allowance for children
between 1 and 6 years is 0.4 to 0.5 gm. The recommended allowance
for iron for children at pre-school stage is 8 to 10 mg daily. Vitamins
are very essential in the diet of the child at the early childhood stage.
They should be provided adequate vitamin D throughout the child hood
and later. Vitamin A in the form of retinol and carotene are required.
The allowances for ascorbic acid range from 30-50 mg. children also
require thiamine (0.6 to 0.9 mg), riboflavin (0.7-1.0 mg) and nicotinic
acid (8-10 mg).
Nutrients in Food
All foods contain nutrients in varying amount. Some foods are
made up of only one type of nutrient while the others that may have
more than one nutrient. It is useful to know which food contains a large
amount of given nutrient so that it can be selected to meet the
requirement of the body each of the six nutrients namely protein,
carbohydrates, fats, vitamins, minerals and water, has special function
to perform in the body. In the following sub-sections these nutrients
have been discussed.
Protein/Body building foods
Protein are necessary for growth. They help in repairing worn-out
body cells and in the formation of blood and antibodies which are
required for building up resistance to infection.
The body therefore requires daily intake of foods that contains
proteins for repairing and replacing the cell. Adequate amount of this
nutrient is very important for young children. This is so because they

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have extra needs in addition to the normal requirements. Young

children grow in a very rapid rate. Therefore, proteins for healthy
growth and development.

Proteins Provide many essentials function in the body.

• Digestive enzyme help facilitate chemical functions.

• Support the regulation and expression of DNA RNA.
• Antibodies support immune function.
• Support muscle contraction and movement.
• Provide support to the body.
• Hormones help coordinate bodily function
• Move essential molecules in the body.
Protein rich food includes, meat, poultry, fish, eggs, tofu,
legumes, nuts, nut butters, seeds, seed butters, milk, cheese, cottage
cheese, soy beverages, yogurt, whole grain breads, rice, pasta, quinoa,
barley.
Carbohydrates/Energy giving Foods
Carbohydrates are the body’s main source of energy. The fruit,
vegetables, dairy, and grain food groups all contain carbohydrates.
Sweeteners like sugar, honey, and syrup and foods with added sugars

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like candy, soft drinks, and cookies also contain carbohydrates. Try to
get most of your carbohydrates from fruits, vegetables, fat-free and
low-fat dairy, and whole grains rather than added sugars or refined
grains.
Many foods with carbohydrates also supply fiber. Fiber is a type
of carbohydrate that your body cannot digest. It is found in many foods
that come from plants, including fruits, vegetables, nuts, seeds, beans,
and whole grains. Eating food with fiber can help prevent stomach or
intestinal problems, such as constipation. It might also help lower
cholesterol and blood sugar.
Fats
Food that contain fats are needed by the body because they
supply concentrated energy, prevent dry skin, help in absorption of
Vitamin D and improves the flavor of the food. Fats supply twice the
energy twice the energy than the same amount of proteins’ or
carbohydrates. This means that smaller amount of fats are needed in
the daily diet to meet the body requirements.
Essential fatty acids help the body function, but they aren’t made
by your body—you have to consume them. Many foods naturally
contain fats, including dairy products; meats, poultry, seafood, and
eggs; and seeds, nuts, avocados, and coconuts.
Certain kinds of fat can be bad for your health—saturated fats and
trans fats:
Saturated fats

- are found in the greatest amounts in butter, beef fat, and

coconut, palm, and palm kernel oils. Higher-fat meats and dairy
and cakes, cookies, and some snack foods are higher in
saturated fats. Dishes with many ingredients are common
sources of saturated fat, including pizza, casseroles, burgers,
tacos, and sandwiches.
Trans fats

- short for trans fatty acids, occur naturally in some foods but are
also artificially produced. Because trans fats are not healthy,
food manufacturers are phasing them out. But trans fats can still
be found in some processed foods, such as some desserts,
microwave popcorn, frozen pizza, margarine, and coffee creamer
Replace saturated and trans fats with these two types of healthier fats
while keeping total fat intake within the recommended range:

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Monounsaturated Fats
- These are found in the greatest amounts in canola, olive, peanut,
sunflower, and safflower oils and in avocados, peanut butter, and
most nuts.

Polyunsaturated fats.
- These are found in the greatest amounts in sunflower, corn,
soybean, and cottonseed oils and in fatty fish, walnuts, and some
seeds.

Vitamins or Protective Foods

Vitamins are groups of related substances present in small amounts in
foodstuffs and are necessary for the body to function normally.
Vitamins are also called protective foods. They are grouped together
because, as their name implies, they are a vital factor in the diet.

Classifications of vitamins
Vitamins are classified into two groups:
Fat soluble vitamins (vitamins A, D, and K) are soluble in fats and fat
solvents. They are insoluble in water. So, these are utilized only if
there is enough fat in the body.
Water soluble vitamins (vitamins B and C, and folic acid) are soluble in
water and so they cannot be stored in the body.
The best sources of micronutrients in our diets are fruits and
vegetables. These two food groups contain essential vitamins and
minerals. Animal sources of foods are also both good sources of
micronutrients. However, an adequate micronutrient intake can only
be achieved through sufficient intake of a balanced diet that includes
plenty of fruits and vegetables.
Function and source of vitamins
Vitamins Function Food Source
Vitamin A - Night vision - Breastmilk, tomatoes
- Healing epithelial cabbage, , lettuce,
cells pumpkins, mangoe
- Normal development papaya, s,
of teeth and bones carrots

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- Liver, kidney, egg yolk,

milk, butter, cheese
cream
Vitamin - Needed for - Ultra violet light from
D absorption of the sun
calcium from small - Eggs, butter, fish
intestines - Fortified oils, fats and
- Calcification of the cereals
skeleton
Vitamin K - For blood clotting - Green leafy vegetables
- Fruits, cereals, meat,
dairy products
B - Metabolism of - Milk, egg yolk, liver,
complex carbohydrates, kidney and heart
proteins and fats - Whole grain cereals,
meat, whole bread, fish,
bananas
Vitamin C - Prevention of scurvy - Fresh fruits (oranges,
- Aiding wound banana, mango,
healing grapefruits, lemons,
- Assisting absorption potatoes) and
of iron vegetables (cabbage,
carrots, pepper,
tomatoes)
- Breastmilk

Minerals
Minerals are the substances that people need to ensure the
health and correct working of their soft tissues, fluids and their
skeleton. Examples of minerals include calcium, iron, iodine, fluorine,
phosphorus, potassium, zinc, selenium, and sodium.
Functions and sources of common minerals
Minerals Function Food Source
Calcium - Gives bones and teeth - Milk, cheese and dairy
rigidity and strength products

- Foods fortified with

calcium, e.g. flour,
cereals.
eggs, fish cabbage

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Iron - Formation of - Meat and meat products

hemoglobin
- Eggs, bread, green leafy
vegetables, pulses, fruits
Iodine - For normal - Iodized salt, sea
metabolism of cells vegetables, yogurt,
cow's milk, eggs, and
cheese

- Fish; plants grown in

iodinerich soil
Zinc - For children to grow - fish, breastmilk, meat,
and develop beans
normally; for wound
healing
Fluorine - Helps to keep teeth - Water
strong

Water or Fluids
An adequate daily fluid intake is important for healthy
functioning of the body. People can live without solid food for a few
weeks, but we cannot live without water for more than a few days. An
adult need about 2–3 liters of water each day. That is why giving drinks
are so important when people lose a lot of water, such as when they
have diarrhea. Fluids in form of milk, juice, and other beverages and
fruits and vegetables that are pulpy can be used to supply the daily
fluid needs of the body.
Water is essential for life. We need water for a number of reasons:

- For the body to make cells and fluids such as tears, digestive
juices and breastmilk
- For the body to make sweat for cooling itself
- For essential body processes — most take place in water
- For keeping the lining of the mouth, intestine, eyelids and lungs
wet and healthy
- For the production of urine, which carries waste from the body.

Balance Diet
A balanced diet is a healthy diet.

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To be able to function properly, our body needs all the nutrients

that come from foods, that is proteins, carbohydrates (sugar) and fats,
plus vitamins and minerals. To help maintain a healthy weight and
have the best chance to stay in good health, balance is key.
Food pyramids are developed
to help people build a balanced and
varied diet by following the food
groups (levels of the pyramid) and
consuming them in the right
proportions (the size of the levels,
from bottom to top). In practice, a
balanced diet means that we
should eat a variety of foods, in
different proportions, and in
general avoid leaving out entire
food groups, as each food group
provides fuel and nutrients required for optimal health.

Benefits of The Food Pyramid

1. Helps you improve your eating habits

2. Can be used as a guide to help you eat better
3. Can be used as a daily reminder
4. Gives you some variety
5. Easy to understand and use

THINK!

Comprehension Check
-Up Act Activities

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1. For the following nutrients, can you say why they are important
and name one source? Are these foods micronutrients or
macronutrients?
• Carbohydrates
• Proteins
• Fats and oils

______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________.

2. What are the macronutrients needed by a pre-school child? Give

the significance of each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________.

DEVELOPMENTALLY APPROPRIATE MEALTIME ENVIRONMENTS

FOR INFANTS, TODDLERS, PRESCHOOLERS, AND PRIMARY
CHILDREN
Children should have happy experiences at mealtime. During
early childhood, children are developing attitudes about food, learning
to accept a wide variety of foods, and learning to appreciate the
pleasurable experiences that food gives.
Mealtime is an important aspect of nutrition education. Through
positive lunchroom experiences and classroom instruction, children
can learn to appreciate nutritious food. For mealtime to be a
pleasurable experience for the children in a child care center, a
cooperative effort among the director, teachers, food service
personnel, and parents is needed.
Premeal time
A pleasant mealtime climate helps shape positive food habits
and attitudes in children. Serving meals in a relaxed and happy
atmosphere facilitates children's acceptance and enjoyment of the
food. It is important for children to enjoy eating a wide variety of foods
because their nutritional wellbeing depends on this practice.

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Many factors work together to make mealtime successful. Check the

following list to be sure the mealtime environment, is set for success:

1. An adult should be seated with the children during all mealtimes

because role modeling is essential to the development of their
healthful eating habits and positive attitudes toward nutrition.
The role model exemplifies the eating behaviors children should
imitate. The adult should eat the same meal the children are
eating and should refrain from making any negative comments
or critical facial expressions while eating. Sweets, sodas, or other
less nutritious foods should not be eaten in front of the children.
An adult's attitude of calm concern, interest, and encouragement
sets a relaxed pace for the entire meal.
2. Meals can be served in different ways: family style, buffet style,
or preplated. Family-style service presents many learning
opportunities for preschool children. Their coordination is
improved by having them use utensils and pass and serve
various kinds of food. Participating in mealtime activities and
conversation stimulates the development of children's language
and social skills.
3. Appropriately sized furniture is essential for children's comfort.
Their feet should be firmly placed on the floor and should not
dangle in the air. Sitting at a proper height at the table allows
children to reach their utensils easily, thus reducing spills.
4. Only six to eight children should be seated at each table.
Overcrowded tables invite behavioral problems for the teacher.
5. Disposable utensils are difficult for children to handle. Glasses,
plates, and silverware that are unbreakable and child-size should
be provided. Handles of silverware should be short and broad for
little hands to grasp easily. Tines of forks should be short and
blunt. Glasses with a broad base are easy for children to handle.
6. Children eat better in comfortable, area or loud noises or voices
from adjoining rooms, should be minimized. The eating area
should be clean, and washing hands should be a regular activity
before each meal or snack.

Mealtime
Mealtime can be used to introduce new foods and to provide an
opportunity for encouraging the independence and socialization of
children.
Introduction of New Foods

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Introducing new foods to young children requires patience and

ingenuity on the part of teachers and food service personnel. The
following are suggested ways to introduce new foods:

• Introduce one new food at a time.

• Serve a small portion of the new food. Ask the child to take only
a tiny taste the first time. Start with a serving of one or two
teaspoons.
• Serve the new food so that it is easily identifiable. However,
sometimes serving a new food with a familiar one can improve a
child's acceptance of the new food Cauliflower served with
cheese sauce is an example.
• Emphasize similarities between the new food and other familiar
foods.
• Serve finger foods whenever possible. Cut the food into bite-size
pieces that are easy for young children to pick up and eat.
• Serve foods that are appropriate to the age group.
• Understand that textures, colors, and temperatures are
important in the presentation of food.
• Present new foods casually. Do not force the children to eat.
Independence and Socialization
When consistent structure and routines are established for
meals, children know what is expected of them. Meeting reasonable
behavioral expectations becomes a regular part of the mealtime. The
following behaviors encourage children's independence and
socialization during- mealtime:

• Have young children seat themselves independently; use

placemats labeled with the children's names to help them. The
placemats create each child's own eating space and teach name
recognition. They also help eliminate most seating problems.
• Allow children to serve themselves. This practice helps them
develop gross motor coordination and also gives them a chance
to practice selecting the right size portion of food. Young children
can begin by pouring their own milk.
• Have the children take responsibility for their spills. Provide a
sponge at the table so that they easily can clean up their own
accidents. Expect children to be messy sometimes. They will
acquire skill with practice. Under all circumstances, try to handle
spills calmly.
• Eat with the children to share in the social setting of the
mealtime. Encourage pleasant conversation and the use of

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"magic" words, such as please and thank you. Remind children

that courtesy makes people nice to be around. Set an example
for the children to follow, and they will imitate you.

Special Circumstances
This section presents successful ways to deal with special
circumstances during mealtimes.
Likes and Dislikes
Children will have some likes and dislikes, just as adults do.
Avoid negative reactions to picky eaters. Finicky or unstable eating
habits are characteristic of young children. Sometimes, when children
refuse to eat certain foods, this behavior might be a way of their
getting attention, or they may have a real dislike for certain foods.
Usually, if little attention is given to children's dislikes and their
tendency to eat only one kind of food, these habits will be outgrown.
Bribery
Bribery creates a negative image about the food you would like
the child to eat. Have you ever said, "No dessert until you eat your
vegetables?" The bribery in this statement implies that the dessert is
the better part of the meal. Physically forcing a child to eat or using
food for disciplinary purposes does not remove a child's dislike for a
food. In fact, harsh treatment may increase a child's aversion to a
certain food.

Slow Eaters
Give children plenty of time to eat and enjoy their meals. Allow
slow eaters to serve themselves first and begin eating. Seat them next
to you, so that you can provide direct positive encouragement, such as
a hug. If children lose interest or dawdle at the table after a reasonable
length of time, quietly and firmly remove the food.
Left-Handed Children
Remember to seat left-handed children on the left end of the
table, so that they do not bump elbows with their neighbors.
Obesity
If children are diagnosed as being overweight by a nurse or
doctor, discuss the situation, as a team, with the parents and children.
If children want second servings at lunch, suggest that they take foods
that have few calories, such as vegetables or fruits. You might also

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suggest that they eat more slowly and chew each bite carefully before
swallowing. Also, encouraging children to be more active in play my
help them to lose weight.
Allergies
When a child is unable to eat certain foods because of an allergy,
the child care center staff may make substitutions if a doctor's
statement includes recommended alternative foods. If the child has
more than one allergy and the center is not able to accommodate
special diets, the parents should be asked to provide substitute foods.
Food Preferences
Some parents request special diets for their children because of
alternative life-styles or for religious, cultural, or ethnic reasons.
Whether the children bring their own food or eat parts of the school
meal, show respect for their preferences and do not allow the other
children to ridicule them. Emphasize the parts of the meal that are the
same or similar. You might say to the children, "We are all eating a
kind of vegetable, bread, and fruit.
How Children Can Help
Children should be encouraged to participate in many aspects of
the meal. The tasks should be suited to the children's muscle
development.
Planning the Menu
Children can help plan the menu. People who prepare food can
show children pictures of several fruits and vegetables that are served
for lunch and might ask the children, "Which vegetable do you like to
eat with chicken?" These people then can plan menus around some of
the children's preferences.

Growing the Food

Start a backyard garden at your center. Children are more likely t
enjoy eating a vegetable if they watch it grow.
Preparing the Food
Children can contribute to the mealtime food preparation as a
cooking activity. They may begin by choosing which part of the meal
they would like to prepare. For example, they can help prepare a green
salad or peel fruits for dessert.

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Decorating the Eating Area

Children might share an interesting, clean object from the center
or their homes to serve as a centerpiece. Rocks or shells from a
collection, houseplants, an unbreakable knickknack, or a favorite toy or
book are all appropriate centerpieces.
Post Mealtime
Children should be encouraged to participate in all aspects of the
mealtime, including clean-up activities. An area should be set aside
where children can scrape and stack their dirty dishes. The table for
scraping the dishes should be a height that children can reach easily.
Two plastic dishpans. work well as receptacles: one for dirty dishes and
the other for dirty flatware and glasses. A garbage can should be
placed at one end of the table. Stacking plates, flatware, and glasses
separately gives children a chance to practice sorting different kinds of
objects. Children also can remove placemats or a centerpiece and wipe
the table clean. Washing hands and brushing teeth after eating should
be a regular part of post mealtime activities, too.
ROLES OF STANDARDS, GUIDELINES, AND NATIONAL
INITIATIVES FOR CHILDREN’S NUTRITION, SAFETY, AND HEALTH
IN PROGRAM AND TEACHING PRACTICES
'What is very clear, is that education and health for children are
inextricably intertwined. A child who is not healthy, who suffers from
an undetected vision or hearing deficit, or who is hungry, or who is
impaired by drugs or alcohol, is not a student who will profit optimally
from the educational process. Likewise, an individual who has not been
provided assistance in the shaping of healthy attitudes, beliefs and
habits early in life, will be more likely to suffer the consequences of
reduced productivity in later years."
—J. Michael McGinnis

Comprehensive School Health Program

The health and well-being of children and youth must be a
fundamental value of society. Urgent health and social problems have
underscored the need for collaboration among families, schools,
agencies, communities and governments in taking a comprehensive
approach to school-based health promotion.
Health scientists have established that 50 percent of premature
illness, injury and death is due to an unhealthy lifestyle. Experience

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and research evidence suggest that a comprehensive school health

approach can improve the health-related knowledge, attitudes and
behaviors of children.
It is also recognized, however, that other major determinants of
health status such as genetics, the health care delivery system and
socioeconomic, cultural and environmental factors require a
multifaceted approach to the maintenance and improvement of health
status.
A comprehensive school health approach includes a broad
spectrum of activities and services which take place in schools and
their surrounding communities that enable children and youth to
enhance their health, develop to their fullest potential and establish
productive and satisfying relationships in their present and future lives.
The goals of a comprehensive approach are to:

• promote health and wellness.

• prevent specific diseases, disorders and injury.
• prevent high risk social behaviors.
• intervene to assist children and youth who are in need or
at risk.
• help support those who are already exhibiting special
health care needs.
• promote positive health and safety behaviors.
Attainment of these goals requires an integrated approach that
coordinates multiple programs and provides multiple strategies. Work
teams in collaboration with a coordinating council should involve
families, students and community members in the program planning
process. Further, professional staff development is necessary to
effectively address specific health-related issues. A comprehensive
school health program focuses on priority behaviors that contribute to
the health, safety and well-being of students, staff and families, while
assuring a supportive and health environment that nurtures academic
growth and development. The successful implementation of this
comprehensive approach necessitates leadership from health and
education agencies and elected and appointed officials, adequate
funding, trained personnel, administrative support, appropriate policy,
quantitative and qualitative evaluation, legislation and regulations.
School Environment
Policy and Administrative Support

• District policies and administrative guidelines reflect a

commitment to maintaining an open and positive psychosocial

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climate and a healthy physical environment that are conductive

to high student achievement and the long-term health of
students and staff.
• Policies, rules and regulations are consistently enforced.
• The chief administrator, the school board and the school health
coordinating council receive, at least annually, a report on the
psychosocial climate of the school and a report on the physical
environment, along with an action plan for continuous
improvement of the school environment.
• A uniform process for reporting injuries and health problems in
the school environment should be in place and analyzed for the
purpose of monitoring risk factors, trends and patterns and
suggesting possible preventive measures.
• Effort should be made to compare the progress in the
psychosocial and physical health arenas with relevant
educational goals.
• Policies that assure safe transport of students to and from school
(e.g., bus, bicycle, walking) are enforced.

Psychosocial Environment

• Administrative support for a healthy psychosocial environment is

evidenced by district and campus policies and procedures.
• The school environment is friendly, nurturing, respectful of
differences, physically and emotionally safe and conducive to
learning with high expectations for academic success.
• School climate problems are addressed directly, in a timely
manner and discussed openly within the limits of privacy.
• Effective instructional plans and techniques are used with all
students to foster learning, self-worth and mental health
• Students, families and staff work as a team in planning and
implementing programs and activities to affirm all cultural,
linguistic and socioeconomic backgrounds.
• Students, families and staff are regarded as valuable and are
involved in school governance.
• Students are empowered to take a leadership role in the
development and implementation of programs to promote a
healthy school.
• Focus is placed on people's feelings and needs as well as tasks
and duties.

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• Strong encouragement is given for students and staff to

cooperatively solve problems and resolve conflict in an open and
respectful manner.
• A crisis response system has been established to support
students and staff in the event of violence, suicide, unintentional
injury, death and other school-site incidents.
• Family involvement and support is encouraged.
Physical Environment

• The quality of air, water and other environmental elements is

monitored to ensure the safety and well-being of students and
staff.
• The district/school has a tobacco-free, drug-free and violence-
free policy for students, staff and visitors on all school-owned
property and vehicles.
• The structure of, or adaptations to, school buildings ensure
access by persons with disabilities.
• District and school emergency disaster plans are established and
emergency drills held periodically.
• Staff and students are trained in and practice emergency, first
aid and infection control procedures including universal
precautions.
• All schools have and maintain equipment and supplies needed to
implement first aid and universal precautions for infection
control.
• Buildings, equipment, playgrounds and athletic fields are clean,
kept in good repair, free of hazards and meet all safety
standards.
• Student and staff comfort are maintained by adherence to
appropriate standards for heating, cooling, ventilation, lighting,
space, safety glass and noise.
• The cafeteria facility creates an environment that encourages
students to participate in the meal service.
• Safe, clean, appropriately equipped bathrooms, including
facilities for hand washing, are available.

Health Education
Policy and Administrative Support

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• District policies and administrative guidelines reflect a

commitment to attain desired student outcomes essential to
optimal physical and mental health.
• The chief administrator, the school board and the school health
coordinating council receive, at least annually, reports on actions
taken and results achieved related to desired student outcomes,
along with the action plan for continuous improvement in health
education.
• At the intermediate and secondary level, certified health
education specialists with teacher certification teach the health
courses.
Coordination and team teaching with related professionals is
encouraged.
• At the elementary level, teachers have professional preparation
in elementary health education.
• Educators are given opportunities for effective professional
training when implementing a new curriculum.
Goals and Objectives

• District/school goals and objectives for health education are

clear, based on assessed needs and stated in terms of student
outcomes expected at each grade level and for each course.
Student Outcomes

• Entry and exit-level performances are defined for each grade

level or health education course along with adaptations for
students with special needs.
• Formative evaluations are conducted to monitor the
implementation process and to determine the response of
administrators, teachers, other staff, families and students to the
curricular materials.
• Summative evaluations are conducted to measure changes in
students' knowledge, attitudes, behaviors, skills and social action
related to health.
• Congruence exists between the evaluation measures used, the
district's health education curriculum, teaching strategies and
the critical health objectives for student learning.
• Students demonstrate competence in essential health education
objectives established for each grade level or course.

Curriculum

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• Health education curriculum content is targeted at priority areas

appropriate for developmental stage and potential risks.
• Health education includes integration of the physical, intellectual,
social, emotional and spiritual dimensions of health as a basis of
study in the ten content areas suggested by the 1990 Joint
Committee on Health Education Terminology: community health,
consumer health, environmental health, family life, growth and
development, nutritional health, personal health, prevention and
control of disease, safety and injury prevention and substance
use and abuse.
• Health education occurs as a regularly scheduled component of
the curriculum at each grade level. The successful completion of
health education is required for graduation.
• Health and safety issues are infused regularly into the curriculum
of various subject areas (e.g., home economics, science,
language arts, social studies, vocational education).
• Healthy decision making and psychosocial health are reinforced
through guidance and counseling curricula and other pupil
services prevention plans. Health-enhancing messages are
promoted via the media, social clubs, community service, extra-
curricular activities and all school programming, including school
nutrition services.
• Opportunities to practice generic personal and social skills (e.g.,
problem solving, decision making, communication) are provided
to students at all levels.
Teaching Methods

• Appropriate instructional strategies are chosen to achieve

instructional goals.
• Peer instruction is used to solicit active student involvement in
instruction.
• Active family involvement with health lessons is planned and
implemented.
Teaching/Learning Materials

• Current, research-based, instructional materials for regular and

special needs students as well as for students with limited
English proficiency are available to teachers.
• Health education resources from appropriate agencies and
organizations are coordinated and used.

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Health Educator Standards

Responsibilities and competencies for those providing health and
safety education include:

• Assessing individual and community needs for health education.

• Planning effective health education programs.
• Implementing health education programs.
• Evaluating effectiveness of health education programs.
• Coordinating provision of health education services and acting as
a resource person in health education.
• Communicating health and health education needs, concerns and
resources.
Professional Development
• Teachers are involved in: (1) identifying staff-development needs
and (2) working with school leaders to implement staff-
development programs to ensure achievement of standards.
• Staff development and in-service programs related to current
health and safety issues and instructional strategies are provided
at the district level and from professional organizations.
Health Services
Policy and Administrative Support

• Policies and administrative guidelines promote, protect and

improve the health and safety of students, staff and the
community.
• Policies and administrative guidelines reflect quality assurance
and accountability for an effective health services component.
• A plan exists to coordinate health services with other school and
community programs.
• The chief administrator, the school board and the school health
coordinating council review, at least annually, reports on actions
taken and results achieved by the health services component,
along with an action plan for continuous improvement in the
delivery of health services.
• The director of the school health services may be a physician
trained in school or child/adolescent health or a registered nurse
with a minimum of a baccalaureate degree in nursing (BSN) and
relevant experience in school, child/adolescent or community
health.

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• The planning, management and delivery of school health

services are provided by a school health professional (e.g., at
least a registered nurse or physician).
• School nurses are registered nurses with a baccalaureate degree
who have met specific school nurse requirements.
Goals, Objectives and Program Outcomes

• Goals and objectives for the health services component are clear,
based on assessed needs and stated in terms of expected
outcomes.
Student Services

• All school health services are conducted as required by law or as

defined by the school health services plan (e.g., dental, hearing,
vision and spinal screenings, sports participation physicals).
• School nurses assess the health status of students, plan
appropriate interventions and evaluate the care provided.
• Nursing interventions include case finding, direct care, health
counseling, health education, referral and follow up.
• School nurses provide students with direct, one-on-one health
instruction as needed and deliver classroom instruction in
collaboration with teachers and administrators
• Educational programs that empower students and families to
effectively access and utilize health care services are provided.
• All school health records are maintained as required by law or as
defined by the school health services plan.
• School policies include provisions for the protection of
confidential health/mental health records as defined by federal
and state law.
• School illness, injury and violence reports are analyzed to
facilitate prevention.
Coordination of Services

• Services are provided in each school in a health room or clinic

with appropriate facilities and adequate equipment and supplies.
• School health services make use of available school-based
resources and community-based resources including professional
and volunteer health organizations.
• The plan to coordinate health services with other school
programs is monitored by the district school health coordinating
council.

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Physician Standards

• A qualified consulting physician is available to consult with school

health professionals and the school administration.
• The school health physician is familiar with laws, regulations,
policies and programs (e.g., federal, state and local) related to
comprehensive school health programs.
• The school physician assures efficient linkages and liaisons with
the medical community; provides timely medical consultation on
individual students, health procedures, curriculum and program
issues; and regularly reports on consultation activities to the
district administration.
Nursing Standards

• Utilizes a distinct clinical knowledge base for decision making in

nursing practice.
• Uses a systematic approach to problem solving in nursing
practice.
• Contributes to the education of the student with special health
needs by assessing the student, planning and providing
appropriate nursing care and evaluating the identified outcomes
of care.
• Collaborates with members of the community in the delivery of
health and social services and utilizes knowledge of community
health systems and resources to function as a school-community
liaison.
School Food and Nutrition Services
Policy and Administrative Support

• District policies reflect a commitment to meeting the nutritional

needs of all students in an environment fostering positive
attitudes and social skills.
• The chief administrator, the school board and the school health
coordinating council, including the school food service
professional, review at least annually, reports on the status of
the food and nutrition services and progress toward achieving
annual objectives, along with the action plan for continuous
improvement of school nutrition.
• Nutrition education is an integral part of the cafeteria
experience, complementing the classroom curriculum in
comprehensive school health.

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• The planning, management and delivery of the nutrition services

are directed by a qualified food service/nutrition professional,
preferably with a baccalaureate degree in food service systems
management.
• The local food service manager has the appropriate training and
experience in institutional food service management, including
courses in nutrition.
• All food service staff are certified according to their level of
practice, meeting state requirements or professional standards.
• Food items available to students during school hours (fund
raisers, vending machines, snack bars) that compete for student
monies or replace their consumption of regular school meals
provide adequate nutrition.
Goals and Objectives

• The goal of the school food and nutrition services is to provide

nutritionally appropriate meals to students at a reasonable price
in an environment that is pleasant, comfortable and conducive to
the practice of positive nutrition behavior.
Program Components

• School food and nutrition personnel support teachers and

students by offering their services, technical expertise and
resource materials to enhance nutrition and health education
curricula and activities.
• Pleasant eating environments are provided. This includes
adequate time and space to eat school meals, cafeterias that are
well lighted, at comfortable temperature and sound levels; walls
and ceilings in good repair; positive supervision; and role
modeling at meal time.
• School staff are recognized as role models promoting nutrition
and eating competence.
• Meals offered to students include a variety of foods, particularly
fresh fruit, fresh vegetables and whole grain products.

THINK!
Comprehension Check
-Up Act Activities

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Test I. Multiple Choice: Read and understand the test items. Write
the letter of the correct answer on the space provided before the
number.

___ 1. Which of the following is integral part of the cafeteria

experience?
A. school physician
B. service manager
C. chief administrator
D. nutrition education
___ 2. Provides timely medical consultation on individual students,
health procedures, curriculum and program issues.
A. school physician
B. service manager
C. chief administrator
D. nutrition education
___ 3. They are empowered to take a leadership role in the
development and implementation of programs to promote a
healthy school.
A. students
B. district policies
C. school climate
D. chief administrator
___ 4. Which of the following is conducted to measure changes in
students knowledge, attitudes, behaviors, skills and social
action related to health?
A. crisis response system
B. administrative support
C. Formative evaluations
D. summative evaluations
___ 5. It is conducted to measure changes in students' knowledge,
attitudes, behaviors, skills and social action related to health.
A. crisis response system
B. administrative support
C. Formative evaluations
D. summative evaluations
___ 6. Among the following, who are recognized as role models
promoting nutrition and eating competence.
A. School staff
B. food service staff
C. chief administrator

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D.health education

___ 7. They are clear, based on assessed needs and stated in terms of
student outcomes expected at each grade level and for each
course.

A. goals and objectives C. curriculum

B. student Outcomes D. teaching methods

___ 8. Which of the following is NOT part of responsibilities and

competencies for those providing health and safety
education include?
A. Implementing health education programs.
B. Evaluating effectiveness of health education programs.
C. Assessing individual and community needs for health
education.
D. Not coordinating provision of health education services and
acting as a resource person in health education.
___ 9. Which of the following is part of the goals of comprehensive
approach?
A. help support those who are already exhibiting special health
care needs.
B. The quality of air, water and other environmental elements
is monitored to ensure the safety and well-being of students
and staff.
C. The cafeteria facility creates an environment that
encourages students to participate in the meal service.
D. Educators are given opportunities for effective professional
training when implementing a new curriculum.
___ 10. It is placed on people's feelings and needs as well as tasks and
duties.
A. focus
B. family
C. emergency drills
D. crisis response system

Summary
Module I discussed health as ab evolving human resources that helps
children and adults adopt to the challenges of everyday life, resist

ECED 102 - Health, Nutrition and Safety -Module I-

 46

infections, cope with adversity, feel a sense of personal wellbeing and

interact with their surroundings in ways that promote successful
development. Children’s health is a nation’s wealth.
The module discussed three important aspects of nutrition to a
child. This module incudes basics of early childhood nutrition, including
nutritional meal plans and snacks, developmentally appropriate
mealtime environment for researchers and role of standards guidelines
and national initiatives for children nutrition, safety and health in
program and teaching practices.
The module helped administrations, school health coordinators
to work together by assessing, planning implementing and evaluating
health programs to maintain the nutrition and health programs to
maintain the nutrition and health of a child in the preschool level.

 SUMMATIVE TEST
1. How does congruency exist in health education through the
curriculum?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________.

2. Why is peer instruction used as a teaching method in health

education?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________.

3. How can you encourage a child to participate in many aspects of

the meal?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________.

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4. Enumerate the important nutrient that provide us energy and

state the function of each.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________.
Test II. Complete the table by writing the different
determinants. Choose your answer inside the box.
Genetics Education Social Status
Culture Employment physical environment
Gender Copping skills Health care service

Social & Economic Psychological Physical

1. 1. 1.
2. 2. 2.
3. 3. 3.

ECED 102 - Health, Nutrition and Safety -Module I-