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Promoting Children's Health: A Focus on Nutrition in Early Childhood Settings:
>> Our most important job is to keep the children safe and healthy. And within keeping them healthy and keeping them safe, we want to make sure that they are receiving proper nutrition. So at this age, starting healthy habits, we want to make sure that the preschool and kindergarten age children are receiving all that we can give them when it comes to health and safe nutrition. All of our vegetables are?
>> All of our fruits are?
>> All of our proteins are?
>> Red. All of our dairy is?
>> And all of our junky fats and sweets? This week, while we're learning about nutrition, we had been discussing the food pyramid. And for 4 to 6yearolds in kindergarten, the food pyramid is not necessarily to learn the food groups, but it's more to learn about different food types and learning about having a variety of healthy foods in your diet to maintain good health and to maintain energy. Specifically, we talked about healthy snacking.
>> We're going to talk about eating healthy snacks. We know that we have to eat all of our colors every day. But when we have a snack, it's important that we eat two different colors to have a healthy, healthy snack. So we could eatmaybe we could have yogurt and a banana. These are foods that are two different colors. This one is a fruit, it's yellow. This one is a dairy, and it's blue. So I'm going to put two colors on my plate. This is my healthy snack. We don't need to eat all five of our colors at snack time, just two. Snacks are small. We don't want to eat too much. So it's not a big meal. It's just something little. So we'll just choose two of our colors, two things that we think would taste good together, two things we think are the most healthy for us, just choose any two different colors. So, hmm, which two foods would you like for your snack?
[ Inaudible ]
>> We're going to choose two different colors, right? We want to make sure we have a balanced lunch. Well, now, that sounds good, milk and yogurt. But these are two of the same colors, right? These are both dairy. So we're going to try to pick two different ones. So, hmm, what would go good with your glass of milk? That's a good choice. What's that?
>> Banana. Jace chose milk and banana. Does that sound good?
>> It does. Thank you very much, Jace. You can put those back in. What's that one?
>> I want, but we don't have.
>> Oh, what's one thing that you would like that we don't have?
>> Celery. Where would celery be if it was on our food pyramid? Because what's celery?
>> A vegetable. So that would be good, yep. We could have celery here. So we could have one vegetable and one fruit. That sounds like an awesome snack.
>> But I think this and this.
>> And what's that one?
>> Carrots. Apples and carrots. That sounds delicious. What did we say carrots are good for?
>> Activities such as this are great for developing oral language. We discussed portion size, and portion is a word that they are now familiar with, but was unfamiliar before the beginning of the week. Before we have snack, the first thing that I would do is come in and wash down all of the tables before we eat, just to make sure that everything is absolutely clean. I make sure I wash my hands, as well. How long do we have to wash them? Who can raise their hand and tell me how long we have to wash our hands?
>> 20 seconds.
>> Seconds, 20 seconds. And how can we tell if it's been 20 seconds?
>> We sing the happy birthday song, and then we sing the ABC song.
>> Or sing the ABC song. Excellent. And why do we have to do that? Because it takes that long for all of the?
>> For all of the germs. But what are the germs going to do?
>> The germs are going to come off.
>> Germs are going to come off our hands and go where?
>> To the drain.
>> Okay, so here's what we're going to do. I'm going to have you wash your hands one at a time. Then I'm going to have you come to me. I'm going to be sitting at the library table. You're going to come to me and you're going to do just like we did in our food pyramid. You're going to choose two foods from our different food groups, two different food colors for our healthy snack. Does that sound good to everybody?
>> Okay, so you're going to wash your hands and then come to me to get your snack. We have a snack helper so that the children have responsibilities in the classroom. The snack helper would also wash his or her hands. I wash my hands with them just to make sure that they're really getting them clean. Can you wash for 20 seconds? Sing A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P. I made sure that I was the one serving the snack, so that even though their hands are clean, the crosscontamination between, you know, just them touching their faces that they walked between the sink to the table, you know, we don't want to get any unnecessary germs in there. Aliya [phonetic], what would you like? David, you're next. Pineapple. Do you have a plate, honey? Here's your plate. We had four choices for the snack today. We had pineapple, crackers, cheese and carrots. And the children could choose two out of those four choices. Rita, what would you like?
>> Cheese and carrots.
>> In terms of handwashing and germ fighting, in general, we always make sure that the children are washing their hands before eating, after coming in from outdoors, playing with any kind of communicable medium, any kind of PlayDoh or in the sensory table where there could be water or sand, we want to make sure that they're all washing their hands before and after. It's important, at this age, to start healthy habits. We want to make sure that the children understand that the food that goes into their body affects how they feel and affects their health. And we want them to start now to pay attention to those sort of things so they can carry it on throughout their whole lives. You know, healthy habits, starting at four and six, will travel throughout the rest of their life.
==== Transcribed by Automatic Sync Technologies
Promoting Children's Health: A Focus on Nutrition in
Early Childhood Settings
It is important for children to learn about personal hygiene and other healthy habits that will safeguard them against unnecessary illness. These practices can also protect them from experiencing food-related illnesses because many microorganisms are transmitted by dirty hands. In this chapter, you will learn about food-borne illnesses (e.g., food sources, symptoms, preventive practices) and the measures that must be taken to keep food safe for human consumption. As you watch the video, note the instructional methods the teacher uses to teach the children about nutritious foods as well as the importance of washing their hands.
1__ What learning objective was the teacher attempting to achieve with this lesson?
2__ How did the teacher incorporate learning about
sanitation and its relationship to wellness into this lesson on
1.THE LEARNING OBJECTIVE THE TEACHER WAS ATTEMPTING TO ACHIEVE WITH THIS LESSON:
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