Unit 6 Healthy Environment

Unit 6 Promoting a well Environment for Children E1) Practiti wizard and only(a)rs tar thrum work on promoting and maintain a goodish life storystyle and environment by ? Allowing baby birdren to claim a balanced diet, this brush aside be d matchless by encouraging kidren to eat their five-a- solar mean solar day. By practice books and poems that they can join into, this leave behind protagonist tikeren to remember the importance of having a balanced diet. By having contri besidese and ve relish suit competents provided for the kidren in school clip, helps them to eat at to the lowest degree on piece a day. The School issue & Veget fitted plot is a programme that helps to increase fruit & veggie in snap.This is distinguished as for each one electric razor deserves a salubrious start in life as it whitethorn influence their health in the future. The School Fruit & Vegetable Scheme states By providing four to six year one- period(a) nestlingren with an extr a portion of fruit or vegetable each school day, a persistent with a positive and enjoyable beget a bell ringer of ingest fruit and vegetables, the scheme encourages squirtren to stick positive attitudes towards fruit and vegetables. (www. dh. gov. uk) ? If a s driver is completelyowed tied(p) interpret it every(prenominal)ows motivation of brain legal action, aids the digestive system, develops bone immersion and maintains it and strengths the muscles.Physical activities much(prenominal)(prenominal) as practical training, P. E. , climbing frames and riding bikes help baberen to develop favorable skills as they atomic number 18 reckoning with each other. The British burden Foundation proposes That electric razorren and young flock remove at least one hour of moderate act a day. This does non affirm to be done at one time, barely can be at diverse times during the day. As young children atomic number 18 still developing practitioners should allow them to squander a stop-start approach to exercise, when children atomic number 18 feeling unspoiled-bodiedigue they should be allowed to sit down and comfort for the amount of time they need before getting up and mutanting a impinge on.Practitioners should encourage children to do exercise impertinent of the setting as well as inside. They could do this by joining Walk to School 2008, when the practitioners talk round this with the children they be able to learn about the benefits of walking, road safety, aw beness and the environment nearly them. 50% of children do non walk to school regularly and much be being driven to and from school, by being driven children argon slighten their physical drill. ?Risk assessments identify and minimise risks, they are non created to secure n environment risk free. Practitioners should encourage children to build risks, as long as they are man decrepit and strongly supervised. By doing so they are promoting a healthy environment as all settings bust birth risks, as long as these risks dont stop children from doing whateverthing they could help to create an alter environment. Danks and Schofield state Life if full of risk, so the best focal point to produce children for life is to en indisputable that they learn how to judge risk for themselves. (Source Danks, F. & Schofield, J (2005) Natures Playground) E2/B1)thither are mevery diverse types of legislations which helps to maintain that a child has a pay off to life, development, to be healthy and as well the right for children to commence an education. E3/E4) Factors such as ho development, poverty, breast pre directing and the childs lifestyle whitethorn affect their health and well being at differing times in their operates. ?Housing affects the health of a child as it can type a lot of diseases if the ho hold is poorly maintained or knowing the most remarkably is asthma. If a house is overcrowded it whitethorn be dodgy to a childs health as diseases may be transmitted mingled with each family member.Poverty is think with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be dear(predicate). In admittance to this home insurance would be expensive for families in poor housing as these subject areas would be more in all likelihood to be hit by crime. As families are living on a lower income the furniture may be unsafe as they havent got the money to fix or buy some other one. Poor housing meats childrens social skills as the parents may feel that they dont necessitate the childs fri fetch ups around as they are ashamed of the way they are living.As a result to this the children may feel left out of discussions that are happening in their setting. Children may also feel they are losing out as they do not have the space at home to do any extra activities, such as homework. ?Diet and exercise is important to a child as it plays a main part in their development. converge feeding a baby gives them the best nutritional start in life, over the months, the milks composition changes to meet the nutritional inevitably of the baby as it growing and developing.By breast feeding it lowers the risk of cardiovascular disease, is associated with better cognitive development and the milk contains antibodies which means the baby is less likely to get a disease in their earliest months of life. They are less likely to develop food allergies, respiratory and gastrointestinal illnesses and are less likely to become obese adults. When breastfeeding the mother and baby are able to build a bond amongst them, furthermore as in that respect is no sterilising it is more hygienic. As breast milk involve no preparation it is unceasingly ready, always at the right temperature and free.Mothers who have a lower income are more likely to breast feed immediately after birth, then bottle feed. ?Families and their communities have an effect on children , as some families like to spend there spare time playing sports and others looking after animals. As more children are staying at heart to play with friends on game consoles, com positioners and watching television they are not allowing themselves to physical activity outdoors. In sum to this if children were to play indoors, they do not have full space to spend around, as children are always actuateed not to run inside and to slow down.So unless activities are carefully organise it can be hard for a larger scale activity to happen, which is why fine motor skills activities are usually march ond indoors. If a child is living with a lone parent who has an abusive partner, this could have an effect on the child, as the child may get out the abusive behavior and feel this is the way he/she should behave towards their parent. This may affect the childs mental health as well. E5) Mealtime routines include following the parents instruction manual, as some parents may want their child to eat at current times as it follows the routine the child has at home.Sometimes the parents may want to work with the practitioners to establish a regular mealtime routine. All children have assorted diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be winning into consideration. Practitioners and the childs family should talk about which foods are and are not appropriate for the child before starting the setting. Most children would prefer to use their fingers when eating, but should be precondition the opportunity to develop their skills by using a spoon, fork and then a knife.These should be the child coat versions and appropriate to the childs age, level of development and culture. Children should also be encouraged to use the cutlery safely in addition to this children should draw mealtimes a pleasurable time and not feel like it is a battle zone. If children are put with other children it becomes a social hold out of the eating there meal together. In the appendix, child K was detect while eating lunch, the intended learning objective was for her to use her spoon more instead of using her fingers to eat her lunch.When eating the child K behaved in a calm manner and followed the instruction manual that the practitioner had devoted her, when asked to use her spoon instead of her fingers. Child K was able to choke with the practitioner in an effective way as she the practitioner to over public exposure the yogurt for her. By looking at the appendix, I can depict that child K is becoming more confident when using her spoon, as she would use her fingers at certain times but then go back to using her spoon she was also able to use a pincer grip.At certain times when she could not use the spoon to patch up food she resulted back to her fingers. So by the end of the watching I feel like the intended learning objective was successful. Naptime routines are needed as most young children need lot s of cat sleep. When putting children to bed it can sometimes be a challenging time. This is because the child can become stressed in addition to this it could also be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and quite rest time for them.Some children may have outgrown the need for a daytime sleep in that content there should be a restful mood created where children can do some quite activities, such as completing a jigsaw which can help the soundbox to unwind and rest. As all children are different they may have specific requirements to help them full incognizant such as having a comforter or a provide/bottle of hot milk. If a child id with someone that is recognisable to them they may find it easier to fall asleep, then with someone that they are not so familiar with.As seen in the appendix, children between the ages of one and four years need an average of 10 and 14 hours sleep. As whilst asleep this is when the cells in the consistence and brain can repair themselves and are less vulnerable to illnesses and accidents. When the organic structure is deprived of sleep a childs concentration, temper and baron to learn is also affected. E6) presentivity 1 Activity To grow chromatic (brief description) We want the children to learn that growing part of their 5-a-day can be fun. In addition to this to help them try new foods, which they would have a slide by in preparing. This links with the EYFS as in Knowledge and Understanding of What do we want the World (Exploration and Investigation pg 80). The early the children to learning goals for a child aged 40-60+ months are learn? ? Investigating objectives and materials by using all of their (learning intentions) superstars as appropriate. ? Find out about, and identify, some features of living things, objects and resolutions they observe. ? Look near at similarities, differences, patterns and change. ? Ask questions abo ut why things happen and how things work. Number of children four-spot in sort Ages of children 4 5 years old the stem In the weeks before the activity we pull up stakes be the teaching the children about the importance of having 5-a-day and also about How impart the how corrects grow. On the day of the activity, which would be in the activity be dawn, I would sit them on the rug and explain to them what introduced? we are going to do which is growing our own urine systemcress. I would (What go forth the adult explain to them that this would be done in groups of four, so if be doing?What will they are not chosen the premier(prenominal) time they would be chosen the children be end-to-end the first light, so everyone will have a go. A certain are doing? ) of the room will be cornered of for the activity and the children would be told that they are only allowed in this area if accompanied with an adult. How will the I and each child will have a plant pot in front of them. I will activity be demonstrate to the children what they have to do while unquestionable? encouraging the children to follow my actions i. e. putting soil in (What will the adult the plant pot the pushing the seeds into the soil and after be doing?What will watering the plant. Lastly each child will take their plant pot to the the children be designated area on the window ledge, so that their plants are doing? ) able to get light. Resources Soil Watercress Seeds Water Plant pots tell vocabulary/ Grow questions How long do you think it will take for the watercress to start growing? How will individual If a child finishes early give them something else to do but needs be met? remind them to wash their turns. If a child has difficulty help (Differentiation) them along so they dont feel left out. Plenary? I will once again down the children to the carpet and ask them if (How will you make for they enjoyed the activity. I would then explain to them that the the activity to a activity is no over and that everyday each child will get to water close? How will you their plan, so we are able to watch them grow. centralise on the purpose after a month or two, when the plants have grown, we will use of the activity? ) the watercress in a salad that we make. After this done each child will be able to take their plant home. Activity 2 Activity Informing teenagers why saved sex is important (brief description) What do we want To actualize why we mustiness protect ourselves when having sex. the children to learn? (learning intentions) Number of children 28 in the twelvemonth but for certain activities they will be split into groups in group of four. Ages of children the 15 16 years old group Send out a letter to parents informing them that their child would be How will the activity fetching part in a series of activities about STIs (Sexual Transmitted be introduced? Infections) and if they did not want their child to take part in this, (What will the adult they could inform us. be doing? What will After this letter had been sent out, I would remind the children who the children be are participating the day before. The morning of the activity I would doing? ) remind the teenagers to be on their best deportment and if they feel uncomfortable about anything they would be allowed to leave the classroom. Throughout the morning there will be a range of activities, the teenagers will first fill out a questionnaire of what they know about How will the activity STIs and how they think they are transmitted. After this they would be developed? be presented with a PowerPoint presentation about STIs. (What will the adult They will then get into groups of four and discuss what they have be doing? What will estimable seen and learnt. In addition to this in their groups of four, they the children be will have to make a poster on a chosen STI, leaflets and handouts doing? ) will be given to them. After given the tee nagers one hour to do that they would be allowed to feedback to the rest of the class. This allows the whole class to gain more knowledge and as it is group work allows the shyest of teenager participate. Resources Leaflets/Handouts Felt tips A3 sugar paper PowerPoint presentation http//www. nhs. uk/LiveWell/SexualHealth/Pages/Sexualhealthhome. aspx http//www. condomessentialwear. co. uk/ http//www. ruthinking. co. uk/ http//sexperienceuk. channel4. com/ mark vocabulary/ STIs questions How will individual By allowing children to walk out the class if they dont feel needs be met? comfortable. (Differentiation) Plenary? adopt the teenagers to fill out a questionnaire about what they have (How will you bring learnt throughout the morning. he activity to a Give them leaflets about different STIs and allow the posters they close? How will you have done to be put up so to inform over teenagers, this will also focus on the purpose allow them to feel that their work is comprehended and it wasnt just a of the activity? ) pointless activity. D1) Routines can recruit and maintain a healthy lifestyle ? Mealtime routines attendant healthy eating as once babies are weaned, it is important for them to eat a diverseness of healthy foods. As babies are still developing their sense of strain it is important this is when it happens.As children get older they will have more of a preference of what they would like to eat, but new foods could still be introduced if the child helps to prepare them, this would also help them remedy their self-confidence as they are eating something that they helped to make. If children help to lay the table at mealtimes this would help them gain independence. Mealtime routines can promote a balanced diet, by eating a variety of fruit and vegetables, bread, other cereals and potatoes, meat, fish and alternatives, milk and dairy foods, foods containing fat and sugar.Children are able to develop a strong, well formed body they would have enough energy to keep warm and active, grow to their full potential height, maintain an appropriate weight for their height and age. Hygiene is interlinked with mealtime routines, as both adults and children should wash their hands after visiting the toilet, changing a nappy and giving a feed, by doing this they will be preventing the spread of germs. By the adults doing this they can become role models to the children, which encourages them to wash their hands. In addition to this it should be explained to children why they are washing their hands e. . they are teasing and may have germs on them. There should be soap and water for them to wash their hands and individual towels for the children to dry them, preventing the spread of germs. As children get older To allow children to have a structure, as children start to understand at certain times they will have to do activities. they should be encouraged to wash their hands and face by themselves, this allows them t o gain independence. furthermore it helps them with gaining confidence to wash when at home, as they have done it at nursery. Sleep/rest routines promote a healthy environment as when children are tired they become restless and irritable, where they find it hard to regard their emotions. By having this sort of routine the children are able to unwind from the activities that they have done and allow their bodies to prepare for oncoming activities. Children need specific hours of sleep this can be done with a sleep pattern throughout the day. This also helps the children as they know at certain times of the day it is time for them to sleep and unwind.When sleeping the bodys heart rate, physical functions and breathing slow down meaning that when they backwash they feel more refreshed and allows concentration, frame of mind and memory to function in good order. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children wake they may feel uns ettled, so the child should be make to feel comforted. As the body loses water when it is asleep children should be offered a bedevil of water when woken. As well as children who are toilet dexterous should be familiar with the fact that when they wake they should use the toilet.Activities can promote and maintain a healthy lifestyle ? In my first activity in E6 (cooking potatoes and vegetables) it interlinks with children having their 5-a-day, it also encourages them to help when preparing food. As potato is a vegetable it counts as one of their 5-a-day if a handful is eating. Even if a child is not keen on vegetables, when serving to prepare food the child is more likely to eat it. This is also a social event as the children are able to sit and talk together, which also develops prise for each other. In an everyday environment e. . a setting, practitioners could provide opportunities of different foods to children in a relaxed environment, which allows a unique chance to encou rage healthy eating alongside the growth of educational and social skills. Young battalions eating patterns can be shaped through a variety of routes. Schools offer most important opportunity for educating children on nutritional issues and facilitating and encouraging healthy eating patterns alongside the development of academic and social skills. (Source www. thesnackpack. net (2002))When using the watercress in meals it is important that the children use their sense of smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for think and implementing activities which contribute to promoting and maintaining a healthy lifestyle are ? ?Planning activities help to identify childrens needs, and provide for them. E. g. a washing clothes activity, things such as fragrances and chemicals in the washing powder could make the childs eczema flare up, so if an activity like this was to be planned biologic soap powder would be preferred.T his would help the practitioner plan, to every childs need no matter the age or size. These plans should be established on the childs abilities and be able to support them rather then on the age norms for the child. ?When planning trips the child to module ratio is considered, as it is important that there are enough cater member, so that children are kept a watchful eye on and are in a safe environment. If there is not enough cater members this will not be possible and children are at a higher risk of going missing.They would also be able to look at activities that they have done before to see if improvements can be do for the next time. ?If activities are not planned aright there can be risks associated with they activity, where children can be put in harm and danger. When make risk assessments it is important to 1. Recognize the fate/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the hazard may affect and how? 3. Evaluate the risks and d ecide on precautions. 4. Record the findings and put them into practice. 5. Review the risk assessment.By reviewing the assessment the practitioner would be able to see if it has got better, and if the hazard is still there, if anything needs changing it is possible. They will also be able to go back to the assessment if anything was to go wrong. ? When children have special(a) needs, it is important to incorporate this with the planning of the setting. As they may need outside help to support the needs of the child. Child psychiatrists are an example of this as they work with children who are showing emotional and depression difficulties. As these doctors have been trained in mental health they specialise in helping children.This helps support children to develop in areas which they are struggling in but because of emotional difficulties are missing out on. E2/B1) There are several(prenominal) different legislations that support the rights of children to a healthy lifestyle and he lp to protect and underpin the rights of children in life. The United Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was drawn up in 1989 it applies to all children and young people under the age of 18 years. bind 2 (from the midget Book of Childrens Rights Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says that The meeting applies to everyone, whatever their ladder, religion, abilities, whatever they think or say, whatever type of family they come from. This bind shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated as by adults no matter their race or colour as by doing this the children are learning by modelling the behaviour of the adult.If a child is not treated equally they may feel left out and it may emotionally bother the child, meaning that the child may feel different compared to the other children. Article 12 (from the Little Book of Childrens Rights Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. This article shows that childrens opinions are important and should be taking into consideration and should be consulted hen their parents are separating, as the child should have a preference of who they stay with. As the child decision may not be final, it would be taking into consideration, when attempt to make that final decision. Article 19 (from the Little Book of Childrens Rights Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. This article is im portant as children should not be subjected to cruelness. Children are being subjected to cruelty by the same people that are meant to be protecting them from the worldly concern no adult has the right to subject any child to this. The Children Act 1989 also helps to support the rights of children. The Children Act 1989 covers the following ?reforms the law relating to children ?makes provision for topical anaesthetic authority services for children in need and others ? amends the law with attentiveness to childrens homes, community home, voluntary homes and voluntary organisations ? akes provision with respect to fostering, child minding and day care for young children and adoption, and for connected purposes. (Source http//www. dcsf. gov. uk/childrenactreport/ Accessed 19/01/2009) It was updated in 2004 to include all(prenominal) Child Matters Change for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The aim of this is to make sure that every child, whether their scope or their circumstances, to have the support they need to ? Be healthy ? cling safe Enjoy and achieve ?Make a positive function ?Achieve economic well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share reading to help protect children from harm and help them to achieve what they want in life. A1) My first experience was an afternoon trip to The Co-Operative. We took a group of children aged 2-3 years, after they had woken from there afternoon nap. The aim of the trip was to teach the children about the different fruit and vegetables.As there were only four children there was me and one member of staff, we both had two children, we walked as The Co- Operative wasnt far-off from us. We made sure that the children had their coats so that they could stay warm. The only major bulwark was that we had to cross the road, as there was a zebra cros sing we used that. There was also a lollipop lady, we made sure that they looked left and right to see if any cars were coming and explained to them why we were doing this. When arriving at The Co-Operative we made sure that the children stayed close and were in eye sight at all times.When we institute the fruit and vegetables, we asked them questions, such as if they knew what they were called and if they knew the colours of them. My second experience was a trip to the park the children had finished their morning activities. There were three members of staff and me, we took a group of eight children, and like the first activity there were two children to each adult but this time the childrens ages ranged between 2-4 years. The reason for the trip was for the children to get some fresh air and to exercise.As it was a sunny day the children did not need coats but all had jumpers on. We had to cross the road at an island as this was the safest way. When arriving at the park the child ren were only allowed to play in the designated area, which we made sure that we supervised very strictly. My first experience to The Co-Operative linked to the planning of the setting as at the time they were reading the book Handas Surprise, and they were learning about all the different fruits that were in that book and we were also helping them learn new vegetables.It also helps them to improve on their vocabulary and counting as we asked them how many items we had at the end of their shopping trip. It encourages them to eat health, which relates to healthy eating. My second experience to the park was linked to the planning of the setting as they would usually go outside to play in the garden, so we decided to give them more space to run around. When walking back from the park we asked them if they enjoyed their time, what they played on and if they wanted to go back soon, which helped the children to extend their vocabulary. The trip to the park helped them to have a day-by-da y ose of exercise. The cultural and social factors that were considered is that no child is discriminated against, that none of the children where there were made to feel left out and that their opinions and needs were respected, so they were treated as individuals. No matter what their race, religion, age or ability. For the first experience we made sure that it was appropriate for the childrens age. The social factors that were considered were to make sure that they interacted with each other and us as the practitioners we made sure that they held the practitioner hand so they were safe.We also made sure that they were interacting with other children and not just their usual circle of friends, by doing this the children got to build new relationships. It was important that children listened and followed the instructions and directions that were given to them by the practitioners as if the instructions were not followed properly the childrens life could be put in danger. I feel tha t I was effective in both experiences as I asked the children questions, on the way back and asked them what they had remembered from the trip on the way back.I was able to follow the instructions given to me in a calm manner and explain to my supervisor how both experiences were when I returned. The children listened and interacted to each other and to us as practitioners without any problems. The fact that they were both small group I was able to give the children support and the attention they needed, which helps them with their concentration and listening skills. During both experiences I was able to interact with the children and staff and monitor the behaviour and what was happening with the childrens fare