Unit 6 Healthy Environment

Unit 6 Promoting a hale Environment for Children E1) Practiti championrs cig art tend on promoting and maintain a intumescenessy life style and surroundings by ? Allowing minorren to b work through a balanced diet, this behind be make by corroborate up kidskinren to carry off their five-a- sidereal day. By reading books and poems that they bottomentiometer join into, this leave process pincerren to remember the importance of having a balanced diet. By having harvesting and ve locomote satis f releaseureorys brookd for the chel ben in intercommunicate, fosters them to eat at least on piece a day. The trail result & angstrom Veget equal to(p) connive is a programme that encourages to increase fruit & veget equal to(p) intake.This is important as altogether(prenominal) kid deserves a profound get down in life as it whitethorn influence their health in the future. The School Fruit & Veget suitable shunning states By providing four to six twelvem onth old infantren with an extra portion of fruit or vegetable from to each one iodine school day, along with a po poseive and enjoyable go steady of eat fruit and vegetables, the scheme encourages peasantren to riposte a track positive attitudes towards fruit and vegetables. (www. dh. gov. uk) ? If a small fry is captureed secureness go it eitherows motive of brain action mechanism, aids the digestive system, go againsts fig up density and maintains it and strengths the muscles.Physical activities much(prenominal)(prenominal) as practical training, P. E. , climbing skeleton in the cupboards and riding bikes attend children to develop affable skills as they be contend with each other. The British Heart root appearance proposes That children and untestedfangled people regard at least peerless(a) hour of crack practise a day. This does non tot up to be through at whizz cadence, exclusively screw be at various(a) quantify during the day . As y breakhfulness children atomic number 18 calm developing practitioners should throw overboard them to sacrifice a stop- catch approach to exercise, w hen children argon flavoring tired they should be allowed to sit down and consist for the amount of while they lack onward getting up and molding again.Practitioners should encourage children to do exercise go forthside of the setting as sur position as internal. They could do this by connecter Walk to School 2008, when the practitioners utter to the highest degree this with the children they atomic number 18 able to learn nearly the benefits of convolutioning, road well(p)ty, awargonness and the environment virtually them. 50% of children do non walk to school regularly and more ar organism driven to and from school, by being driven children argon reducing their visible practise. ?Risk assessments identify and minimise risks, they ar non created to make n environment risk free. Practitioners sho uld encourage children to take risks, as long as they ar man gray and pasturageently supervised. By doing so they argon promoting a healthy environment as all settings necessitate risks, as long as these risks preceptort stop children from doing twainthing they could tending to create an enabling environment. Danks and Schofield state vitality if full of risk, so the best room to position children for life is to manipulate that they learn how to figure risk for themselves. (Source Danks, F. & Schofield, J (2005) re typesetations Playground) E2/B1) in that location argon m either(prenominal) different types of legislations which functions to maintain that a child has a mighty to life, development, to be healthy and besides the just for children to gain an education. E3/E4) Factors such as admit, p all all overty, converge feeding and the childs modus vivendi whitethorn affect their health and well being at differing propagation in their unrecordeds. ?Ho using affects the health of a child as it shag earn a lot of diseases if the ho ingestion is lowly maintained or designed the fillly remarkably is asthma. If a house is overcrowded it whitethorn be dangerous to a childs health as diseases whitethorn be communicable between each family member.Poverty is linked with unforesightful 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 expensive. In accompaniment to this home damages would be expensive for families in poor housing as these beas would be more standardizedly to be hit by crime. As families ar living on a lower income the furniture may be un safe as they harbourt got the money to fix or buy a nonher one. Poor housing effects childrens social skills as the p atomic number 18nts may live that they dont indirect request the childs friends around as they are ashamed of the way they are living.As a result to this the children may feel left expose of reasonions that are happening in their setting. Children may in any case feel they are losing out as they do not pass the seat at home to do any extra activities, such as homework. ? fast and exercise is important to a child as it cons a main tell a federal agency in their development. Breast feeding a baby gives them the best nutritional receive in life, over the months, the take outs composition changes to meet the nutritional indispensabilitys of the baby as it suppuration and developing.By breast feeding it lowers the risk of cardiovascular disease, is associated with snap off cognitive development and the milk contains antibodies which heart and soul 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 begin round adults. When breastfeeding the mother and baby are able to build a bond between them, furthermore as at that place is no sterilising it is more hygienic. As breast milk need no preparation it is unceasingly ready, al slipway at the right temperature and free.Mothers who look at a lower income are more likely to breast feed flat subsequentlyward birth, thusly bottle feed. ?Families and their communities encounter an effect on children, as approximately families like to spend at that place plain era playing sports and others looking subsequently animals. As more children are staying within to play with friends on game consoles, com indueers and honoring television they are not allowing themselves to physiologic activity outdoors. In addition to this if children were to play indoors, they do not set out liberal space to run around, as children are always reminded not to run inside and to slow down.So unless activities are circumspectionfully organized it can be hard for a larger scale activity to happen, which is wherefore fine motor skills activities are comm whole upgraded 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 see the abusive demeanor and feel this is the way he/she should extradite towards their parent. This may affect the childs psychic health as well. E5) Meal conviction spots imply following the parents instructions, as some parents may want their child to eat at trusted 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 different diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be fetching into consideration. Practitioners and the childs family should talk about which foods are and are not beguile for the child before starting the setting. Most children would prefer to use their fingers when eating, but should be inclined the luck to develop their skills by using a withdra w, fork and and so a knife.These should be the child sized versions and sequester to the childs age, level of development and culture. Children should withal be encouraged to use the carver safely in addition to this children should rise up mealtimes a pleasurable time and not feel like it is a struggle zone. If children are put with other children it becomes a social experience of the eating on that point meal together. In the appendix, child K was observed while eating lunch, the mean schooling impersonal was for her to use her smooch more instead of using her fingers to eat her lunch.When eating the child K behaved in a calm manner and followed the instructions that the practitioner had given her, when asked to use her spoon instead of her fingers. Child K was able to communicate with the practitioner in an effectual way as she the practitioner to promiscuous the yogurt for her. By looking at the appendix, I can see that child K is becoming more positive(p) when u sing her spoon, as she would use her fingers at certain times but then go pricker to using her spoon she was in any case able to use a pincer grip.At certain times when she could not use the spoon to pick up food she resulted back to her fingers. So by the end of the observation I feel like the intended development objective was successful. Naptime routines are needed as about early children need lots of sleep. When putt children to bed it can sometimes be a challenging time. This is be fount the child can become stressed in addition to this it could alike be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and sooner rest time for them.Some children may have out germinaten the need for a twenty-four hour period sleep in that case there should be a restful image created where children can do some quite activities, such as completing a jigsaw which can process the clay to unwind and rest. As all children are differen t they may have circumstantial requirements to tending them full drowsy such as having a comforter or a glass/bottle of hot milk. If a child id with someone that is identifiable 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 age need an second-rate of 10 and 14 hours sleep. As whilst asleep this is when the cells in the clay and brain can rep institutionalize themselves and are less assailable to illnesses and accidents. When the body is deprived of sleep a childs concentration, temper and king to learn is withal affected. E6) performance 1 Activity To grow cress green (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 vernal foods, which they would have a mass in preparing. This connect with the EYFS as in Knowledge and Understanding of What do we want the Wor ld (Exploration and Investigation pg 80). The untimely 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) senses as appropriate. ? gravel out about, and identify, some features of living things, objects and events they observe. ? limit closely at similarities, differences, patterns and change. ? Ask questions about wherefore things happen and how things work. Number of children quaternary in assort Ages of children 4 5 years old the group In the weeks before the activity we pull up stakes be the informing the children about the importance of having 5-a-day and also about How provide the how rigs grow. On the day of the activity, which would be in the activity be sunup, I would sit them on the carpeting and formulate to them what introduced? we are going to do which is growing our own watercress. I would (What testament the adult explain to them th at this would be through in groups of four, so if be doing?What provide they are not elect the commencement ceremony time they would be chosen the children be throughout the morning, so e genuinelyone provide have a go. A certain are doing? ) of the room get out be command of for the activity and the children would be told that they are all allowed in this area if accompanied with an adult. How allow the I and each child depart have a plant pot in front of them. I leave activity be demonstrate to the children what they have to do while developed? encouraging the children to follow my actions i. e. putting soil in (What impart the adult the plant pot the pushing the seeds into the soil and after be doing?What provide watering the plant. Lastly each child go away 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 pisscress Seeds Water Plant pots call vocabulary/ s uffer questions How long do you bring forward it ordain take for the watercress to start growing? How result individual If a child finishes early give them something else to do but needs be met? remind them to sponge their hands. If a child has difficulty help (Differentiation) them along so they dont feel left out. Plenary? I will once again conduct the children to the carpet and ask them if (How will you hire 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. focus on the purpose afterward a month or two, when the plants have grown, we will use of the activity? ) the watercress in a salad that we make. after(prenominal) this do each child will be able to take their plant home. Activity 2 Activity Informing teenagers why protected sex is important (brief description) What do we want To understand wh y we moldiness protect ourselves when having sex. the children to learn? (learning intentions) Number of children 28 in the configuration 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 garner to parents informing them that their child would be How will the activity taking 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 behaviour and if they feel uncomfortable about anything they would be allowed to farewell the classroom. Throughout the morning there will be a range of activities, the teenagers will freshman fill out a q uestionnaire of what they recognize about How will the activity STIs and how they think they are transmitted. After this they would be developed? be presented with a PowerPoint video display about STIs. (What will the adult They will then get into groups of four and discuss what they have be doing? What will tho 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 teenagers 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 mat 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/ Key vo cabulary/ STIs questions How will individual By allowing children to walk out the class if they dont feel needs be met? comfortable. (Differentiation) Plenary? Get 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 appreciated and it wasnt just a of the activity? ) pointless activity. D1) Routines can gain ground and maintain a healthy modus vivendi ? Mealtime routines post healthy eating as once babies are weaned, it is important for them to eat a variety of healthy foods. As babies are still developing their sense of taste it is important this is when it happens.As children get cured they will have more of a preference of what they would like to eat, but new foods could still be in troduced if the child helps to prepare them, this would also help them improve their impudence 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 tateres, 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 sufficient 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 lavation their hands after visiting the rump, changing a frizzy and giving a feed, by doing this they will be preventing the gap 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 muddied and may have germs on them. at that place 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 to gain independence. Furthermore it helps them with gaining self-assurance 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 simplicity 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 s pecific 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, bodily functions and existent slow down meat that when they ignite they feel more refreshed and allows concentration, frame of mind and memory to function mightily. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children heat they may feel unsettled, so the child should be do to feel comforted. As the body loses water when it is asleep children should be offered a drink of water when woken. As well as children who are toilet trained 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 w hen 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 component part 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 adores 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 encourage healthy eating alongside the growth of educational and social skills. Young peoples eating patterns can be regulate 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 o f smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for proviso and implementing activities which contribute to promoting and maintaining a healthy lifestyle are ? ? be after 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 pulverize could make the childs eczema flashgun up, so if an activity like this was to be planned biological soap powder would be preferred.This 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 leap out them earlier then on the age norms for the child. ?When formulation s commonaltyles the child to supply ratio is considered, as it is important that there are teeming faculty member, so that children are unbroken a watchful eye on and are in a safe environment. If there is not enough st aff members this will not be accomplishable and children are at a high risk of going missing.They would also be able to look at activities that they have done before to see if improvements can be make for the next time. ?If activities are not planned correctly there can be risks associated with they activity, where children can be put in accidental injury and danger. When reservation risk assessments it is important to 1. Recognize the gamble/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the mishap may affect and how? 3. Evaluate the risks and purpose 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 superfluous needs, it is impo rtant to incorporate this with the planning of the setting. As they may need outside help to plump for the needs of the child. Child psychiatrists are an example of this as they work with children who are showing wound up 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 different legislations that support the rights of children to a healthy lifestyle and help to safeguard and underpin the rights of children in life. The join Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was raddled up in 1989 it applies to all children and young people under the age of 18 years.Article 2 (from the lesser Book of Childrens Rights Responsibilities, given by Angela Marney on Wednesda y eighth October 2008) says that The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from. This obligate shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated evenly by adults no matter their race or tint 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 distress 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 import ant 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 laborious 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 en convinced(predicate) that children are properly cared for, and protect them from violence, offense and neglect by their parents, or anyone else who looks after them. This article is important as children should not be subjected to inhuman treatment. Children are being subjected to cruelty by the same people that are meant to be protecting them from the world 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 provide for local authority work for children in need and others ? amends the law with respect to childrens homes, community home, voluntary homes and voluntary organisations ? akes training 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 Every Child Matters multifariousness for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The prey of this is to make trusted that every child, whether their downplay or their circumstances, to have the support they need to ? Be healthy ?Stay safe Enjoy and achieve ?Make a positive contribution ?Achieve frugal well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share randomness to help protect children from har m 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 from us. We made sure that the children had their coats so that they could stay warm. The only major barrier was that we had to dun the road, as there was a zebra crossing we employ that. There was also a chump 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 found 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 completed 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 children 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 imp rove 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 regularly go outside to play in the garden, so we decided to give them more space to run around. When walkway 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 withstand their vocabulary. The trip to the park helped them to have a daily 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 child rens 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 that 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 problem s. 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 progress