HEALTH, SAFETY AND NUTRITION FOR THE YOUNG CHILD 11TH EDITION BY LYNN R. MAROTZ 2024 (CHAPTER 1_19)

SOLUTIONS MANUAL

HEALTH, SAFETY AND NUTRITION FOR THE YOUNG CHILD 11TH EDITION BY LYNN R. MAROTZ 2024 (CHAPTER 1_19) SOLUTIONS MANUAL Chapter 01: Children’s Well-Being: What It Is and How to Achieve It

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................... 2 List of Student Downloads....................................................................................................... 2 Chapter Objectives ..................................................................................................................................... 2 Complete List of Chapter Activities and Assessments............................................................................. 2 Key Terms.................................................................................................................................................... 3 What's New in This Chapter ...................................................................................................................... 4 Chapter Outline .......................................................................................................................................... 4 Additional Discussion Questions................................................................................................................ 6 Additional Activities and Assignments...................................................................................................... 7

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the concept of preventive health and emphasize the interrelated effects that health, safety, and nutrition have on children‘s development and well-being. An overview of national initiatives is also presented.

STUDENT DOWNLOADS Teacher Checklist 1–1 Proper Body Mechanics for Adults Teacher Checklist 1–2 Promoting Children‘s Tooth Brushing Teacher Checklist 1–3 Strategies for Managing Teacher Stress Teacher Checklist 1–4 Strategies for Increasing Children‘s Resilient Behaviors Partnering with Families - Growing Your Child‘s Brain

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 1-1 Define the concept of preventive health and describe several national programs that address children‘s health needs.

LO 1-2 Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

LO 1-3 Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

LO 1-4 Discuss ways that teachers can be proactive in promoting children‘s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 1-4

Activity/Assessment

Duration

Video Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case

LO 1-1

Writing Assignment

MindTap

30 minutes

LO 1-4 LO 1-2 LO 1-3 LO 1-3

Think, Pair, Share Activity Discussion Activity Group Discussion Activity Knowledge Check Activity

PPT slide PPT slide PPT slide PPT slide

10-15 minutes 10 minutes 10 minutes 2 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15 minutes

Certification Standard NAEYC 1a, 4b, 5b NAEYC 1c, 2b, 3c NAEYC 2c, 6a NAEYC 1a, 1c NAEYC 1a NAEYC 1a, 1b,

2

All LO 1-1, 12, 1-4 LO 1-2

Reflection Activity Assessment 1-3

PPT slide PPT slide

2 minutes 5 minutes

Chapter Case Study

Textbook

20 minutes

All All

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30 minutes

3a NAEYC 1-6 NAEYC 1b, 6d NAEYC 1c, 2a, 2b NAEYC 1-6 NAEYC 1-6

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KEY TERMS Adverse childhood experiences (ACEs) – events over which children have no control or adult support; these experiences may be intense, frequent, and/or prolonged Attachment – an emotional connection established between infants and their parents and/or primary caregivers Authoritative parenting– a parenting style in which adults set clear expectations, boundaries, and rules (structure) in a supportive, nurturing, and non-punitive environment Deciduous teeth – a child‘s initial set of teeth; these teeth are temporary and gradually begin to fall out at around 5 years of age Development – commonly refers to the process of intellectual growth and change Ecological – a systems approach that acknowledges the ways in which people and their environment relate to, interact with, and influence, one another Fluorosis – white or brown spots that form on children‘s teeth due to excessive fluoride intake Food insecurity – uncertain or limited access to a reliable source of food Growth – increase in size of any body part or of the entire body Head circumference – distance around the largest part of the head; used to monitor brain growth and development Health – a state of wellness; complete physical, mental, social, and emotional well-being; the quality of one health element affects the state of the others Heredity – the transmission of certain genetic material and characteristics from biological parents to a child at the time of conception Neurons – specialized cells that transmit electrical impulses or signals Normal – average; a characteristic or quality that is common to most individuals in a defined group Norms – an expression (e.g., weeks, months, years) of when a child is likely to demonstrate certain developmental skills

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Nutrients – the chemical substances in food Plasticity – the brain‘s ability to organize and reorganize neural pathways Predisposition – having an increased chance or susceptibility Preventive health – personal and social behaviors that promote and maintain well-being Resilient – able to withstand or resist difficulty or challenge Resistance – the body‘s ability to avoid infection or illness Sedentary – unusually slow or sluggish; a lifestyle that implies inactivity Self-concept – a person‘s belief about who they are, how they are perceived by others, and how they fit into society Self-efficacy – a person‘s confidence in their ability to accomplish a goal or task Self-esteem – an individual‘s sense of personal value or self-worth Well child – a child who enjoys a positive state of physical, mental, social, and emotional health [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition: 

  

New information and data on national health programs and initiatives, including Healthy People 2030, Children‘s Health Insurance Program, Every Student Succeeds Act (ESSA), Whole School Whole Community Whole Child (WSCC), and Active People, Healthy Nation SM have been included.

A greater emphasis is placed on teacher wellness and health promotion practices that influence children‘s learning, development, and lifelong behavior.

New information regarding stress and its damaging effect on DNA has been added. Additional information about media and social violence, cultural influences on health, and children‘s mental health have also been addressed.

New Connecting to Everyday Practice feature addresses early childhood school suspension and expulsion practices.

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Introduction to health, safety and nutrition and the critical role that each component plays individually and collectively in the lives of young, developing children

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II. The preventive health concept (LO 1-1, PPT slide 4) a. What is the meaning of this concept? b. What implications and commitments does it have for individuals? c. What social and environmental responsibilities are associated with preventive health? d. How does poverty affect children‘s chances of achieving optimal health?

III. National Health Initiatives (LO 1-1, PPT slides 4-7) a. Healthy People 2030 b. Children‘s Health Insurance Program (CHIP) c. Healthy Child Care America d. National Health and Safety Performance Standards for Child Care e. Every Child Succeeds Act (ESSA) f. Whole School, Whole, Community, Whole Child (WSCC) g. Think, Pair, Share Activity: 10-15 minutes. Students reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. i. Think. Take two minutes to think about programs offered in your community that are designed to promote children‘s health, safety, and/or nutrition. ii. Pair. Form groups of 3 to 5 students. Take 7 or 8 minutes to discuss and prepare a master list of community programs.

- What age and target group does each program serve?

- What services does each program provide? iii. Share. Share your findings with the class.

IV. What is health? (LO 1-2, PPT slide 10) a. Multidimensional b. Interrelated c. Dynamic d. Discussion Activity: 10 minutes. General class discussion Children‘s health, safety, and nutrition are components that must be examined individually and collectively.

- Why is this concept important to understand?

- What examples illustrate how health, safety, and nutrition are interrelated?

V. What does the term safety refer to and what implications does it have for teachers? (LO 1-2, PPT slide 11) a. What factors place young children at high risk for unintentional injury? b. What role do adults play in minimizing children‘s risk of unintentional injury?

VI. What is nutrition? (LO 1-2, PPT slide 12) a. Process of taking in, digesting, and metabolizing food into nutrients b. What effect does children‘s nutritional status have on learning, behavior, and development? c. What factors influence the quality of a child‘s diet?

VII. How does development differ from growth? (LO 1-3, PPT slides 13-14) a. Growth refers to the physical changes that occur as a child matures. b. Development describes the complex intellectual changes that occur as a child matures. c. Brain development depends upon an interaction of hereditary potential and environmental opportunities. (LO 1-3, PPT slides 15-16)

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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d. Group Discussion Activity: 10-15 minutes. General class discussion.

- What are ―windows of opportunity‖?

- What is plasticity and what effect does it have on children‘s brain development?

VII. What steps can schools and programs take to protect and promote children‘s healthy lifestyle? a. Injury prevention b. Engagement in physical activity c. Promoting good oral health d. Promoting children‘s social-emotional development and resilience (LO 1-3, PPT slides 19-20, 23-26) e. Reflection Activity: 1 minute. One (1) minute paper Write a brief response to the following questions: - What is something new that you learned from this chapter?

- What topic would you want to learn more about? [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Preventive Health Concept. Duration 10 minutes a. Question: In what way(s) does the concept of preventive health care differ from former expectations regarding medical care and treatment? i. Answer: High medical costs, lack of health insurance, and the increasing incidence of chronic diseases for which there are no cures have driven a change in health care philosophy. Research has shown that individuals can and must assume more responsibility for maintaining their own well-being by engaging in healthy lifestyle practices, such as being physically active, following a healthy diet, not smoking or using harmful substances, practicing mindfulness, and seeking early care for illnesses (physical and mental).

2. Discussion: Growth and Development. Duration 5 minutes a. Question: Define and explain how the terms growth and development differ. i. Answer: Growth refers to the physical changes that occur as a child ages. Development describes the increasing cognitive complexity in thinking, language, motor, and emotional capabilities that emerge throughout childhood.

3. Discussion: Childhood Stress. Duration 15 minutes a. Question: What are some experiences that young children may find stressful? i. Answer: Researchers have identified three categories of stress: daily, tolerable, and toxic.

Everyday stressors may include accomplishing developmental tasks, such as learning to tie your shoe or ride a bike, getting a haircut, being told that you can‘t go to a friend‘s house, or moving to a new school. Tolerable stressors may include the death of a loved one or living through a natural disaster. Toxic stressors are frequent, severe, ongoing and lack a supportive adult relationship. Examples include maltreatment, exposure to violence, and

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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living in poverty. b. Question: Is all stress equal, or necessarily a negative thing to be avoided? i. Answer: No. Some stressors are intense, sudden, and beyond a child‘s control. Others may be toxic because they are ongoing, such as maltreatment. However, stress can be a positive learning experience when children are supported and taught healthy coping skills. c. Question: What skills can teachers help children develop to improve their ability to be resilient and cope with stressful situations? i. Answer: Developing communication, problem-solving, and anger management skills, forming a trusting and supportive relationship with an adult, reducing media time, and engaging in healthy eating and physical activity behaviors are critical skills for managing stress. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Check with your health department and several health care providers. Ask them to identify two or three major health problems that children in your community are currently experiencing. Compile a list of agencies (including addresses and telephone numbers) where families can go to obtain preventive information and services for each health condition. Post your findings in a designated chatroom where they can be collated into a final document. Share this document with local schools.

2. Respond to the following question: ―Is social media contributing to an increase in aggressive and abusive behavior among children?‖ Contribute to a class discussion or post your comments on a discussion board.

3. Watch one hour of children‘s television programs. Comment on the quality of health-related information that children are receiving. Describe the changesthat you would implement if you in charge of network production.

4. Observe at least four children while they are eating lunch or dinner. What foods did each child eat?

What foods were refused? Based on your observations, do you think the children are developing healthy eating habits? If adults are present, do their food preferences appear to influence what children are willing to eat? Explain.

5. Complete one of the following online quizzes to determine if you are feeling stressed or anxious: https://www.psychologistworld.com/stress/stress-test (daily stress); https://www.psychologistworld.com/stress/anger-test (anger reaction and management); https://www.mentalhealthamerica.net/stress-screener (stress); https://www.mindtools.com/pages/article/newTCS_08.htm (workplace stress and burnout);

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https://greatergood.berkeley.edu/quizzes/take_quiz/stress_and_anxiety (stress and anxiety). https://www.psycom.net/stress-test (stress).

Identify one lifestyle change that you can realistically make to lower your stress and/or anxiety levels and implement the change. For the next two weeks, record your progress and the challenges faced in implementing the change.

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© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 02: Daily Health Observations

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 10 Student Downloads ................................................................................................................................... 10 Chapter Objectives ................................................................................................................................... 10 Complete List of Chapter Activities and Assessments........................................................................... 10 Key Terms.................................................................................................................................................. 11 What's New in This Chapter .................................................................................................................... 11 Chapter Outline ........................................................................................................................................ 12 Additional Discussion Questions.............................................................................................................. 13 Additional Activities and Assignments.................................................................................................... 14

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain why teachers should perform daily health checks and involve children‘s families in the process. Step-by-step information for conducting a thorough health check and observation is discussed in detail.

STUDENT DOWNLOADS Teacher Checklist 2-1 Health Observation Checklist Teacher Checklist 2-2 Warning Signs of Potential Mental Health Problems Teacher Checklist 2-3 Supporting Family Referrals Partnering with Families - Promoting Children‘s Oral Health

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 2-1 Describe several methods that early childhood programs can use to assess and promote children‘s physical and mental well-being.

LO 2-2 Explain why it is important to conduct daily health observations.

LO 2-3 Perform a daily health check.

LO 2-4 Discuss why children‘s families should be involved in the health assessment process.

LO 2-5 Describe ways that teachers can incorporate health education into daily health checks.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 2-1, 2-4 LO 2-1, 2-2, 2-4 LO 2-2 LO 2-3 LO 2-3 LO 2-3 LO 2-3 LO 2-4 All LO 2-1, 2-3, 2-4

Activity/Assessment

Duration

Video Quiz Writing Assignment

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap

Discussion Activity Discussion Activity Scenario Activity Knowledge Check Activity Reflection Activity Small Group Activity Reflection Activity Assessment 1-3

PPT PPT PPT PPT PPT PPT PPT PPT

10 minutes 10 minutes 10 minutes 2 minutes 3-5 minutes 5-10 minutes 1 minute 5 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15 minutes 30 minutes

Certification Standard NAEYC 1a, 2b NAEYC 1b, 2b, 3c, 6b NAEYC 3a, 3b NAEYC 3c NAEYC 1d, 3c NAEYC 3a NAEYC 3a, 3b NAEYC 2b, 3d All NAEYC 1a, 3a

10

All LO 2-1, 2-4

DYGI Quiz Chapter Case Study

MindTap Textbook

30 minutes 20 minutes

All All

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30 minutes

All NAEYC 3a, 3c, 3d NAEYC 1-6 NAEYC 1-4, 6

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KEY TERMS Anecdotal information – brief notes describing a person‘s observations Atypical – unusual; different from what might commonly be expected Diagnosis – the process of identifying a disease, illness, or injury from its symptoms Health assessment – the process of gathering and evaluating information about an individual‘s state of health Mongolian spots – patches of blue-gray skin located on the lower back; more common among children of Asian, Native American, and Middle Eastern ethnicities Observation – to inspect and take note of the appearance and behavior of other individuals Symptoms – changes in the body or its functions that are experienced by the affected individual [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:   

Teacher Checklists that detail important observations related to children‘s physical and mental health New references that emphasize the teachers‘ role in early identification and intervention New Connecting to Everyday Practice feature that draws attention to the link between children‘s health and the academic achievement gap

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CHAPTER 2 DAILY HEALTH OBSERVATIONS I. Why should schools and teachers be concerned about children‘s health and well-being? a. Icebreaker: Small Group Activity: 10 minutes. Small group and class discussion. In small groups of three or four students, take 5 minutes to discuss the following question: Should teachers be concerned about children‘s health and well-being? Isn‘t this the family‘s responsibility? After 5 minutes, share the group‘s responses with the rest of the class. b. What is the teacher‘s role? (LO 2-2, PPT slide 4) c. What information sources can be accessed to monitor and evaluate children‘s health? (LO 2-1, PPT slide 5) d. Discussion Activity: 10 minutes. General class discussion As a group, discuss the following questions: i. Why is it important to gather information from multiple sources if there is a question about a child‘s health or developmental progress? ii. What are the advantages and disadvantages of using this approach?

II. What is a daily health check? (LO 2-3, PPT slide 7) a. What are the benefits associated with teacher-conducted daily health checks? i. To establish a baseline ii. To note changes in children‘s appearance and/or behavior iii. For early identification of health conditions iv. To promote well-being through education b. Discussion Activity: 10 minutes. Observation exercise Arrange students in random pairs. Have students converse with one another for 2 minutes.

When the time is up, each student should record the following information about their partner (without looking): - the color of their eyes - the color of their hair - the color of the shirt/top they are wearing - one additional interesting fact As a class, have the students discuss this experience and the accuracy of their observational skills. c. What should teachers look for? (LO 2-3, PPT slides 10-12) i. Observe for changes in the child‘s appearance and/or behavior ii. Check for communicable conditions iii. Observe parent/caregiver-child interactions d. Scenario Activity: 10 minutes. General class discussion As a class, discuss how a teacher should respond to the following situations that were observed during a health check: - Mateo has a raised red rash on his right arm that he says ―is itchy.‖ He does not have a fever at this time.

- Maddie said that she threw up last night before going to bed, but feels fine now.

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- Mark seems especially clingy this morning. He is clutching his father‘s hand and refusing to let the teacher check him in. This behavior is not typical for Mark.

- Isabella‘s skin feels warm and there are several white patches on her tonsils. e. Recording observation findings (LO 2-3, PPT slide 16) i. Results should be recorded soon after the check has been completed. ii. Results should be stated in precise terms that will be meaningful to others. iii. Reflection Activity: 3-5 minutes. Written exercise Write a 1-2 sentence entry for the following observation: During today‘s health check, you note a bruise on Andrew‘s arm; he is unusually quiet, and became tearful when you asked him to hang up his sweater. Would others find your entry meaningful? Explain. iv. Results are confidential and only shared with essential persons (PPT slide 18) f. Why should families be involved in the health appraisal process? (LO 2-4, PPT slide 22) i. Builds trust ii. Maintains open communication iii. Provides opportunities for sharing information g. Daily health checks serve as an opportunity to incorporate health education for children and families. (LO 2-5) h. Reflection Activity: One minute. Write one or two sentences that describe something new you learned from studying this chapter. Identify one topic that you would like to learn more about. [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Gathering Health Information. Duration 10 minutes a. Question: What should a teacher do if they observe something unusual or have concerns about a child‘s developmental progress? i. Answer: First, teachers should gather information from multiple sources to gain an unbiased and comprehensive picture of any potential disorder or delay and the way that it may be affecting the child‘s behavior and/or performance. If there is a definite concern, additional evaluations can be conducted and the results discussed with the child‘s family. The teacher should refer the child‘s family to an appropriate professional for additional evaluation and then follow up at a later date to learn about any findings or recommendations.

2. Discussion: Children‘s Development. Duration 10 minutes a. Question: What are developmental norms? i. Answer: Developmental norms represent the age when an average number of children are able to perform a particular skill. The age is always expressed as a range – some children will exhibit the skill earlier than the average child, some will acquire it later. b. Question: How can norms be best used to promote children‘s development? i. Answer: Developmental norms can be a useful tool for monitoring children‘s

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developmental progress when combined with other observational and testing information. Significant delays in a child‘s developmental progress can be noted and appropriate interventions implemented if needed.

3. Discussion: Children‘s Mental Health. Duration 15 minutes a. Question: What observations would suggest that a child may be experiencing a mental health disorder? i. Answer: Repeated or excessive display of the following behaviors may be suggestive of a mental health disorder that should be evaluated: Tearfulness or sadness, preference for being alone, excessive burst of anger, difficulty focusing or remembering, aggressiveness, irritability, unexplained change in eating or sleeping patterns, persistent nightmares, excessive fear, poor self-esteem, talk of hurting themselves 4. Discussion: American with Disabilities Act. Duration 10 minutes a. Question: What legal and educational rights is a child who has a disability guaranteed according to the American with Disabilities Act (ADA)? i. Answer: The act protects the child‘s constitutional rights to an education. It prevents early childhood programs and schools from denying children who have a disability from admission and requires them to make reasonable modifications to accommodate the child‘s needs.

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ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Conduct a daily health check on several children. Comment on the experience and your level of confidence in identifying conditions that require additional action.

2. Interview two early childhood teachers and two public school teachers. Ask about the role they see themselves playing in promoting children‘s preventive health. Present your findings in class or post them online.

3. Develop a presentation for families that explains the purpose of daily health checks and what teachers are looking for. Arrange to share your presentation with families at an early childhood program or local public school and ask for participants‘ feedback. Alternatively, make your presentation in class and have students critique the information. [return to top]

Instructor Manual © 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 03: Assessing Children‘s Health

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 16 Student Downloads ................................................................................................................................... 16 Chapter Objectives ................................................................................................................................... 16 Complete List of Chapter Activities and Assessments........................................................................... 16 Key Terms.................................................................................................................................................. 17 What's New in This Chapter .................................................................................................................... 18 Chapter Outline ........................................................................................................................................ 18 Additional Discussion Questions.............................................................................................................. 19 Additional Activities and Assignments.................................................................................................... 20

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to several screening tools that can be used to assess children‘s health and identify common disorders.

STUDENT DOWNLOADS Teacher Checklist 3-1 Early Signs of Visual Abnormalities in Infants and Toddlers Teacher Checklist 3-2 Signs of Visual Acuity Problems in Older Children Teacher Checklist 3-3 Behavioral Indicators of Children‘s Hearing Loss Teacher Checklist 3-4 Early Signs of Hearing Loss in Infants and Toddlers Teacher Checklist 3-5 Strategies for Communicating with Children Who Are HearingPartnering with Families - Children‘s Eye Safety

Impaired

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 3-1 Discuss how teachers can use information in children‘s health records to promote their development and well-being.

LO 3-2 Identify five health screening procedures and describe the common disorders they can be used to detect.

LO 3-3 Explain why it is important to follow up with families after making an initial referral.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective

Activity/Assessment

Source (i.e., PPT slide, Workbook)

Duration

Certification Standard

LO 3-2, 3-3

Video Quiz

15 minutes

LO 3-2 LO 3-2 LO 3-2 LO 3-2 LO 3-2, 3-3

Writing Assignment Knowledge Check Activity Discussion Activity Discussion Activity Scenario Activity

MindTap Video Case MindTap PPT slide PPT slide PPT slide PPT slide

LO 3-2 LO 3-2 LO 3-2, 3-3

Small Group Activity Assessment 1-3 Chapter Case Study

PPT slide PPT slide Textbook

10 minutes 5 minutes 20 minutes

NAEYC 1a, 2b, 3b, 3c, 6b NAEYC 1b, 2b, 3c NAEYC 3a, 3b NAEYC 3a, 3b NAEYC 1a, 3c NAEYC 1a, 1c, 2b, 3c NAEYC 3a, 3b NAEYC 3a, 3b NAEYC 1a, 3b, 3c

All All

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30 minutes

NAEYC 1-4, 6 NAEYC 1-4, 6

30 minutes 2 minutes 10 minutes 10 minutes 15 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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KEY TERMS Acuity – the ability to see detailed objects clearly from a specified distance Amblyopia – a condition of the eye commonly referred to as ―lazy eye‖ in which vision gradually becomes blurred or distorted due to unequal balance of the eye muscles and there are no observable eye abnormalities Audiologist – a specially prepared clinician who uses nonmedical techniques to diagnose hearing impairments Conductive loss – affects the volume of word tones heard, so that loud sounds are more likely to be heard than soft sounds Cultural competence – a skill set (e.g., awareness, knowledge, attitude, communication) that enables a person to work effectively with individuals from other cultures and ethnicities Hyperopia – farsightedness; a condition of the eyes in which an individual can see distant objects clearly but has poor close vision Intervention – practices or procedures implemented to modify or change a specific behavior or condition Lethargy – a state of inaction or indifference Misarticulations – improper pronunciations of words and word sounds Mixed hearing loss – a disorder that involves a combination of conductive and sensorineural hearing losses Mottling – marked with spots of dense white or brown discoloration Myopia – nearsightedness; an individual has good near vision but poor distant vision Neurological – pertaining to the nervous system, which consists of the nerves, brain, and spinal column Obese – having a BMI over 30 Ophthalmologist – a physician who specializes in diseases and abnormalities of the eye Optometrist – a specialist (nonphysician) trained to examine eyes and prescribe glasses and eye exercises Overweight – having a BMI greater than 25 Pallor – paleness Referral – directing an individual to other sources, usually for additional evaluation or treatment Sensorineural loss – a type of hearing loss that occurs when sound impulses cannot reach the brain because of damage to the inner ear structures or auditory nerve Skeletal – pertaining to the bony framework that supports the body

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Skinfold – a measurement of the amount of fat under the skin; also referred to as fat-fold measurements Speech – the process of using words to express one‘s thoughts and ideas Strabismus – a misalignment of the eyes in which they appear to be crossed or each looking in a different direction Underweight – a BMI of less than 18.5 [return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:   

Additional emphasis is placed on the teacher‘s role in identifying health disorders (e.g., vision, hearing, language, speech, nutrition) that affect children‘s development and learning.

New research information is included about children‘s vision disorders, immunizations, and revised immunization schedules.

New Connecting to Everyday Practice feature raises awareness about cultural competence and the implications for children‘s well-being.

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Teachers play an important role in monitoring and assessing children‘s health. a. Icebreaker Activity: Find Someone Who?: 15 minutes Use an overhead projector or prepare a handout that lists the following items. Give students 5 minutes to find someone who:  Has a food allergy  Has had to go to the emergency room  Knows someone who has diabetes  Can spell eczema correctly  Can define the term ―sleep apnea‖ At the end of 5 minutes, each student should tally and report their results.

II. Children‘s Health Records a. What information sources can teachers and administrators use to learn about a child‘s health? (LO 3-1, PPT slides 4-8) b. Why must information about children‘s health be treated with strict confidentiality?

III. Screen Procedures

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a. Knowledge Check Activity: 2 minutes. General discussion Question: What screening tests are commonly used to assess children‘s visual acuity? b. What health screening tools can teachers administer? c. What common screening methods must be conducted by trained professionals?

IV. Assessment and Common Disorders a. Vision impairments - amblyopia, strabismus, myopia, hyperopia (LO 3-2, PPT slide 13) b. Hearing disorders – conductive loss, sensorineural loss, mixed hearing loss (LO 3-2, PPT slides 14-16, 18) c. Discussion Activity: 10 minutes. General class discussion Question: What modifications and instructional methods can teachers implement to improve learning experiences for children who have a hearing impairment? d. Speech and language – delayed speech development, misarticulations, stuttering, monotone voice (LO 3-2, PPT slides 19-20) e. Nutritional status – obesity, malnutrition, physical appearance, behavior (LO 3-2, PPT slides 21-22) f. Discussion Activity: 10 minutes. General class discussion Question: In what ways does obesity challenge children‘s health?

V. Making a referral a. How are effective referrals best made? b. Why is it important to follow up after making a referral? c. Scenario Activity: 15 minutes. (PPT slide 23) Students should read the scenario and discuss the following questions as a class: - What behaviors presented a red flag regarding Dakota‘s speech and language development?

- What environmental factors may be influencing Dakota‘s social and language development?

- What suggestions would you offer to Dakota‘s grandparents to promote Dakota‘s speech and language development? [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Vision Disorders. Duration 5 minutes a. Question: What is amblyopia and why is early detection so important in young children? i. Answer: Amblyopia is a vision impairment that results when the muscles in one eye are weaker than in the other. As a result, the child‘s vision is distorted and gradually lost in the weaker eye unless treatment is initiated. Early detection is critical to prevent vision loss and negative impact on children‘s ability to learn.

2. Discussion: Monitoring Children‘s Growth. Duration 10 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

19

a. Question: Measurements of children‘s height yield one of the most reliable indexes of their health status. Why is this true? i. Answer: Factors that influence changes in height tend to occur over a period of time and to be more serious in nature, such as chronic illness, infection, consuming an unhealthy diet, or hormonal disturbance. b. Question: How often should these measurements be taken and why? i. Answer: Height should be measured every 4 to 6 months, especially during the early years or when there is any reason for concern. c. Question: How can this assessment be turned into a fun and educational activity for children? i. Answer: Children enjoy being engaged in this activity. Teachers can create a chart/graph where children can see how much taller they are with each measurement. Children can make paper outlines of themselves and use them to compare growth changes in the future. Growing and caring for plants, reading stories, talking about nutrition, etc., are some additional activities that can be used to teach children about being healthy.

3. Discussion: Children and Weight Control. Duration 10 minutes a. Question: What are some effective methods for helping children to control their weight? i. Answer: Prevention is always the preferred weight management strategy with children.

They should not be placed on a calorie-reduced diet unless closely supervised by a health care provider.

Effective weight management methods include planning nutritious meals, fostering healthy eating habits, increasing children‘s physical activity, reducing sedentary behavior, encouraging children‘s interest in new activities, and fostering their success and self-esteem.

[return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Volunteer to assist with developmental screenings at your local public school or community agency. Write a one-page paper about the experience.

2. Respond to the following statement (online or in-class): ―Should teachers inform families if their child is overweight?‖ 3. Compile a list of community resources where families can take a child for vision screening, hearing evaluation, and/or speech assessment. Visit or contact the agencies and determine if screenings are provided free-of-charge or require that families pay. What options are available for families who may not be able to afford these services?

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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[return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 04: Caring for Children with Medical Conditions

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 22 Student Downloads ................................................................................................................................... 22 Chapter Objectives ................................................................................................................................... 22 Complete List of Chapter Activities and Assessments........................................................................... 22 Key Terms.................................................................................................................................................. 23 What's New in This Chapter .................................................................................................................... 24 Chapter Outline ........................................................................................................................................ 24 Additional Discussion Questions.............................................................................................................. 25 Additional Activities and Assignments.................................................................................................... 26

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

21

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide brief descriptions of several acute medical conditions and chronic diseases that many children experience. Management strategies are also described to prepare teachers to work with these children.

STUDENT DOWNLOADS Teacher Checklist 4-1 Cold or Allergy: How to Tell?

Teacher Checklist 4-2 Strategies for Managing Children‘s Asthma Attacks Teacher Checklist 4-3 Children with Allergies and Asthma Teacher Checklist 4-4 Children with Cancer Teacher Checklist 4-5 Children with Diabetes Teacher Checklist 4-6 Strategies for Working with Children Who Have a Seizure Disorder Teacher Checklist 4-7 Information to Include in a Child‘s Seizure Report Teacher Checklist 4-8 Children with Sickle Cell Disease Partnering with Families - Children with Medical Conditions

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 4-1 Describe how IDEA serves children who have special developmental and medical needs.

LO 4-2 Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 4-2

Activity/Assessment

LO 4-2

Writing Assignment

LO 4-2

Small Group Discussion Activity Think, Pair, Share Activity Knowledge Check Activity Reflection Activity

LO 4-2 LO 4-2 LO 4-1, 4-2

Video Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap

Duration

PPT slide

10 minutes

Certification Standard NAEYC 1a, 1d, 3c, 6b, 6d NAEYC 1a, 3a, 4a, 4b NAEYC 1a, 3a

PPT slide PPT slide PPT slide

10 minutes 2 minutes 1 minute

NAEYC 3c, 6b NAEYC 6d All

15 minutes 20-30 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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LO 4-1, 4-2 LO 4-2

Assessment 1-3 Chapter Case Study

PPT slide Textbook

5 minutes 20 minutes

All All

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30 minutes

NAEYC 3c, 3d NAEYC 3c, 4a, 6d NAEYC 1-6 NAEYC 1-6

[return to top]

KEY TERMS Anaphylaxis – a severe allergic reaction that may cause difficulty breathing (due to swollen tongue and/or throat), severe itching, nausea and/or vomiting, unconsciousness, and possible death Dehydration – a state in which there is an excessive loss of body fluids or extremely limited fluid intake. Symptoms may include loss of skin tone, sunken eyes, and mental confusion Endocrine – refers to glands that produce substances called hormones that are secreted directly into the bloodstream Food intolerance – unpleasant reactions or sensitivities to a particular food that do not involve an immune response and are usually outgrown Gestational diabetes – a form of diabetes that occurs only during pregnancy; associated with excess maternal weight gain, a family history of diabetes, and certain ethnicities (e.g., Latinx, Native American, African American, Asian, Pacific Islander) Hormone – a special chemical substance produced by endocrine glands that influences and regulates specific body functions Hyperglycemia – a condition characterized by an abnormally high level of sugar in the blood Inclusion – the practice of including and integrating children of all abilities in a classroom and individualizing instruction to meet each child‘s unique learning needs Individualized educational plan (IEP) – a plan that identifies specific developmental and academic goals and intervention services for a child or youth 3 to 22 years of age who has special needs Individualized family service plan (IFSP) – a plan that outlines specific goals and intervention services for the families of children 0 to 3 years of age with special needs Individualized health service plan (IHSP) – a plan that identifies and addresses a child‘s special health care needs during school hours Person first language – a manner of addressing an individual first and then their disability; e.g., a child who has autism Seizures – a temporary interruption of consciousness sometimes accompanied by convulsive movements Sleep apnea – temporary interruptions or stoppages in breathing during sleep

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Symptomatic control – treatment that controls symptoms but does not cure the condition

[return to top]

WHAT'S NEW IN THIS CHAPTER The following elements are improvements in this chapter from the previous edition:    

New information and data on national health programs and initiatives, including Healthy People 2030, Children‘s Health Insurance Program, Every Student Succeeds Act (ESSA), Whole School Whole Community Whole Child (WSCC), and Active People, Healthy Nation SM. More emphasis placed on teacher wellness and health promotion practices that influence children‘s learning, development, and lifelong behavior.

New information about stress and its damaging effect on DNA, media and social violence, cultural influences on health, and children‘s mental health.

New Connecting to Everyday Practice feature that addresses early childhood suspension and expulsion practices.

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Teachers play a critical role in the early detection, referral, and management of children‘s medical conditions. a. Icebreaker: Self-Reflection Activity: 10 minutes (LO 4-1, PPT slide 4) Small group and class discussion. Have students take a minute to consider their feelings about caring for a child who has a chronic medical condition. In small groups of four or five students, have them share their feelings, concerns, and comfort level regarding this role. At the end of 5 minutes, each group can share their discussion results with the class and identify steps that teachers can take to gain or build their confidence in filling this role.

II. Inclusive education – what is it and how is it implemented? (LO 4-1, PPT slides 5-7) a. The American with Disabilities Act (ADA) b. The Individuals with Disabilities Education Act (IDEA) c. Children identified as having a qualified disability will have an educational plan developed to meet their specific needs. i. Individualized Education Plan (IEP) ii. Individualized Family Service Plan (IFSP) iii. Individualized Health Service Plans ((IHSP) III. Common Chronic Diseases and Medical Conditions (signs & symptoms; management

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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a. Allergies and food intolerances (LO 4-2, PPT slides 8-10) i. Small Group Discussion Activity: 10 minutes Teachers play an important role in observing children for signs of an allergy. Form small groups of four or five students and identify several behaviors that a teacher might observe in a child who has an allergic disorder (other than to food). At the end of 5 minutes, have each group share their responses with the class. b. Asthma (Lo4-2, PPT 12-15) i. Think, Pair, Share Activity: 10 minutes. Students reflect individually and share their ideas with a partner and a small group. After 5 minutes, have each group share their suggestions with the class.  Think. What actions must a teacher take if a child begins to have an asthma attack?  Pair. In groups of 2 or 3, discuss the measures that each student has identified.  Share. At the end of 5 minutes, have a spokesperson from each group share their recommendations with the class. c. Anemia (LO 4-2, PPT slide 17) d. Childhood cancers (LO 4-2, PPT slides 18-19) e. Diabetes (LO 4-2, PPT slide 21) f. Knowledge Check Activity: One (1) minute answer response. (PPT slide 22) g. Eczema h. Excessive fatigue i. Lead poisoning (LO 4-2, PPT slides 24-25) j. Seizure disorders (LO 4-2, PPT slides 26-28) k. Sickle cell disease IV. Reflection Activity: One (1) minute written response In one or two sentences, describe two new things that you have learned after studying this chapter. What topic would you like to learn more about? [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Childhood Allergies. Duration 10 minutes a. Question: What are the four major allergen categories? Provide an example for each. i. Answer: The four major allergen categories are: - Ingestants – foods (e.g., nuts, eggs, wheat, citrus, milk) and oral medications - Inhalants – pollen, animal dander, chemicals, dust - Contactants – latex, topical ointments, cosmetics, soap, plants (poison ivy, grass)

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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-

Injectables – insect bites, medications that are injected

2. Discussion: Anemia. Duration 10 minutes a. Question: What are the signs of anemia? Why might a child develop this condition? i. Answer: The observable signs of anemia include excessive fatigue, pallor, feeling cold, irritability, loss of appetite, dizziness, headache, and difficulty focusing. A child may develop anemia due to a dietary deficiency of iron, chronic infection, lead poisoning, sickle cell disease, or other chronic disease.

3. Discussion: Special Education Services. Duration 10 minutes a. Question: What is an IEP and how does it differ from an IFSP? i. Answer: An IEP is an educational plan that identifies specific developmental and academic goals. The plan also identifies the intervention services a child (3 to 22 years of age) with special needs may require to achieve these objectives. An IFSP is a plan that outlines specific goals and intervention services for children 0 to 3 years of age who have special needs. Services are also provided for the child‘s family.

4. Discussion: American with Disabilities Act. Duration 10 minutes a. Question: What legal and educational rights is a child who has a disability guaranteed according to the American with Disabilities Act (ADA)? i. Answer: The act protects the child‘s constitutional rights to an education. It prevents early childhood programs and schools from denying admission to children who have a disability and requires them to make reasonable modifications to accommodate the child‘s needs. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Locate and read the online essay, ―Welcome to Holland‖, written by Emily Perl Kingsley about parenting a child with a disability. The essay can be accessed on several websites: https://www.emilyperlkingsley.com/welcome-to-holland https://www.youtube.com/watch?v=KvCJZw8Ymxk Describe your reactions to this piece.

2. Write three IEP goals for a 4-year-old who is in remission following treatment for leukemia.

Exchange your list with a classmate and provide feedback on the goals and strategies identified to help this child continue to progress.

3. Prepare a list of 10 healthy snacks that include foods from at least two different food groups for a child who has a wheat allergy. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 05: The Infectious Process and Environmental Control

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 28 Student Downloads ................................................................................................................................... 28 Chapter Objectives ................................................................................................................................... 28 Complete List of Chapter Activities and Assessments........................................................................... 28 Key Terms.................................................................................................................................................. 29 What's New in This Chapter .................................................................................................................... 30 Chapter Outline ........................................................................................................................................ 30 Additional Discussion Questions.............................................................................................................. 31 Additional Activities and Assignments.................................................................................................... 32

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss how infectious illnesses are transmitted and measures that can be implemented to control or prevent their spread to others.

STUDENT DOWNLOADS Teacher Checklist 5-1 Administering Medications to Children Teacher Checklist 5-2 Universal Precautions for Handling Body Fluids Teacher Checklist 5-3 How and When to Wash Hands Teacher Checklist 5-4 Sanitary Diapering Procedure Teacher Checklist 5-5 Readiness Indicators for Toilet Learning/Training Partnering with Families - Administering Medication to Children

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 5-1 Discuss why young children experience frequent communicable illness.

LO 5-2 Describe the components required for an illness to be communicable.

LO 5-3 Identify the four stages of a communicable illness.

LO 5-4 Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 5-1, 5-2, 54 LO 5-3, 5-4

Activity/Assessment

Duration

Writing Assignment

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap

LO 5-1 LO 5-4 LO 5-2 LO 5-4 LO 5-2, 5-4

Reflection Activity Think, Pair, Share Activity Knowledge Check Activity Small Group Activity Assessment 1-3

PPT slide PPT slide PPT slide PPT slide PPT slide

1 minute 10-15 minutes 2 minutes 10-15 minutes 5 minutes

All LO 5-3, 5-4

Quiz Chapter Case Study

MindTap Textbook

30 minutes 20 minutes

All

Chapter Review Questions

Textbook

30 minutes

Video Quiz

15 minutes 30 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Certification Standard NAEYC 1a, 6d NAEYC 2a, 3a, 6b NAEYC 1a NAEYC 3c, 6b NAEYC 3c, 6b NAEYC 2a, 6a NAEYC 1d, 3c, 6a NAEYC 1-6 NAEYC 1a, 2b, 3c, 6b NAEYC 1-6

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[return to top]

KEY TERMS Acute – the stage of an illness or disease during which an individual is definitely sick and exhibits symptoms characteristic of a specific illness or disease Airborne transmission – the process by which germs are expelled into the air through coughs and sneezes and transmitted to another individual via tiny moisture droplets Antibodies – special substances produced by the body that help to protect against disease Contagious – capable of being transmitted or passed from one person to another Convalescent – the stage of recovery from an illness or disease Direct contact – coming in direct or immediate contact with infectious material Fecal–oral transmission – the process in which germs are transferred to the mouth via hands contaminated with fecal material Immunized – a state of becoming resistant to a specific disease through the introduction of living or dead microorganisms, which stimulate the body to produce protective antibodies Incubation – the interval of time between exposure to infection and the appearance of the first signs or symptoms of illness Indirect contact – exposure to infectious material via surfaces, animals, or insects Lymph glands – specialized groupings of tissue that produce and store white blood cells for protection against infection and illness Pathogen – a microorganism capable of producing illness or infection Prodromal – the appearance of the first nonspecific signs of infection; this stage ends when the symptoms characteristic of a particular communicable illness begin to appear Respiratory tract – the nose, throat, trachea, and lungs Susceptible host – an individual who is capable of being infected by a pathogen Universal infection control precautions – special measures taken when handling body fluids, including carefully washing hands, wearing disposable gloves, disinfecting surfaces, and properly disposing of contaminated objects

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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[return to top]

WHAT'S NEW IN THIS CHAPTER   

Updated information on childhood immunizations and the current recommended immunization schedule (and chart) New illustrations and classroom infection control practices, including hand washing, diapering procedures, classroom pets, water tables, and green cleaning products New Connecting to Everyday Practice feature that raises awareness about the potential for communicable disease epidemics, such as COVID-19, and the importance of implementing preventive control procedures in school settings

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Icebreaker: Reflection Activity: 10 minutes a. Allow students 1 minute to think about practices that they can follow to protect themselves and others from communicable illnesses. After they have had time to reflect, ask students to share one practice with the class. Were any practices surprising or unexpected?

II. What makes young children highly susceptible to communicable illness? a. Reflection Activity: One-minute written paper Prepare one or two sentences that explain why young children experience the highest incidence of communicable illnesses.

III. Three factors must be present for an illness to be communicable: a susceptible host, an organism (e.g., virus, bacteria, fungus), and a method of transmission. (LO 5-1, PPT slides 5-7) IV. What are the most common methods that communicable illnesses are transmitted from one individual to another? a. airborne b. fecal-oral c. direct and indirect d. bloodborne e. Think, Pair, Share Activity: 10 minutes Students reflect individually, then form pairs to discuss the question. After the allotted time, a spokesperson from each group shares their results with the class.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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i. Think. Identify a communicable illness that is transmitted via each of the four methods. Next, think about an effective control measure that would disrupt the way in which the organism is spread. ii. Pair. In groups of three or four students, discuss your responses. iii. Share. Have a spokesperson share your suggestions with the class.

V. Most communicable illnesses develop in four stages: incubation, prodromal, acute, convalescence. (LO 5-3, PPT slide 10) a. Knowledge Check Activity: 2 minutes Have students record or share aloud their answer. (PPT slide 12) VI. Steps can be taken to control and minimize the spread of communicable illnesses when teachers understand how they are transmitted in group settings and what makes an individual more susceptible to infection. (LO 5-4, PPT slides 11-22) a. Small Group Activity: 10 minutes Organize students into small groups of four or five. For 5 minutes, have them discuss the reasons why some families choose not to have their children immunized despite the fact that immunizations provide full protection against many childhood communicable diseases. At the end of 5 minutes, have one student share the group‘s responses with the class and discuss the consequences of not being immunized.

VII. Programs that care for mildly ill children should have specific guidelines and policies in place to protect the adults and other children. (LO 5-4, PPT slide 23)

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Communicable Illness: Duration 5 minutes a. Question: Why may some children in a classroom not become ill when they have been exposed to a classmate with a communicable disease? i. Answer: Children who are healthy (e.g., well rested, consume a healthy diet, engage in physical activity), fully immunized, and practice good hygiene are more resistant to an illness when they are exposed.

2. Discussion: Sanitation Practices: Duration 5 minutes a. Question: What cleaning procedures should be used to treat surfaces that have been contaminated with: Blood - Answer: gloves should be worn, the area wiped up and disinfected with a germicide or chlorine bleach solution mixed for this purpose.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Urine - Answer: gloves should be worn, the area washed with soap and water, disinfected with a germicide or bleach solution, and air dried.

Saliva - Answer: wash the area with soap and water, disinfect with mild bleach solution, and air dried.

Animal feces- Answer: gloves should be worn, the area washed with soap and water, disinfected with a germicide or bleach solution, and air dried.

3. Discussion: Communicable Transmission: Duration 5 minutes a. Question: How does the removal of a sick child interrupt the spread of infection? i. Answer: Removing a sick child from a group eliminates a major source of infectious organisms that could potentially sicken others.

4. Discussion: Environmental Control: Duration 5 minutes a. Question: What effect does room temperatures and fresh air have on the transmission of communicable illness? i. Answer: Cooler temperatures reduce the incubation rate of an infectious pathogen.

Increasing the fresh air in a room dilutes the concentration of infectious organisms and, thus, the source that could potentially sicken persons in the room. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Newly-emerging pathogen strains, such as SARS and COVID-19 and its variants, have shown us the potential for large-scale epidemics to occur. Where can educators and families locate reliable information about these diseases? What basic measures can be set in motion to protect school populations in the event of an epidemic?

2. Assume that you are a working, single parent with a two-year-old. Your child care provider has an explicit policy that refuses to admit children when they are ill. Search your community and identify alternative resources that will accept and provide care for sick children on days when they cannot attend their regular school program.

3. Conduct an experiment to determine which hand cleansing method is most effective in limiting pathogen transmission. Assemble five agar culture plates, sterile cotton applicators/swabs, bar soap, liquid hand soap, alcohol hand sanitizer, and antibacterial hand wipes. Blow your nose or cough into your hand, swab your hand with a sterile applicator, and rub across the first culture plate. Repeat the process; this time wash your hands with soap before culturing them. Continue to repeat these steps for each of the remaining hand cleansing methods. Label each culture dish with the corresponding hand washing method, cover, and store at room temperature. After 2 or 3 days, observe and note any differences in the cultures that are growing on each plate. What hand cleansing method(s) would you recommend based upon your findings? [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

32

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 06: Childhood Illnesses: Identification and Management

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 34 Chapter Objective ..................................................................................................................................... 34 Complete List of Chapter Activities and Assessments........................................................................... 34 Key Terms.................................................................................................................................................. 35 What's New in This Chapter .................................................................................................................... 36 Chapter Outline ........................................................................................................................................ 36 Additional Discussion Questions ............................................................................................................. 37 Additional Activities and Assignments.................................................................................................... 38

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the student to common childhood illnesses and their effective management strategies.

Student Downloads Teacher Checklist 6-1 Measures to Prevent Tick Bites Teacher Checklist 6-3 Practices to Reduce the Risk of Sudden Unexpected Infant Death (SUID) and Sudden Infant Death Syndrome (SIDS) Partnering with Families: When to Call the Doctor

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 6-1 Explain how communicable childhood illnesses such as chickenpox, colds, pinkeye, and head lice are spread and identify the appropriate control measures to be taken.

LO 6-2 Describe the teachers‘ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and Sudden Unexpected Infant Death (SUID) and Sudden Infant Death Syndrome (SIDS).

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 6-2

Activity/Assessment

Duration

Video Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case

LO 6-1, 6-2 LO 6-2

Writing Assignment Discussion Activity

MindTap PPT

30 minutes 10 minutes

LO 6-2

Small Group Activity

PPT

15 minutes

LO 6-1 LO 6-2 LO 6-1, 6-2 LO 6-1, 6-2 LO 6-1, 6-2

Knowledge Check Activity Class Discussion Activity Reflection Activity Quiz Assessment 1-3

PPT PPT PPT MindTap PPT

2 minutes 10 minutes 1 minute 30 minutes 5 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15 minutes

Certification Standard NAEYC 1a, 6b, 6e NAEYC 3a, 3b NAEYC 1b, 3c, 6d NAEYC 3c, 6b, 6d NAEYC 6d NAEYC 3d, 6b NAEYC 1-6 NAEYC 1-6 NAEYC 1a, 3a, 6b

34

LO 6-1, 6-2 LO 6-1, 6-2

Chapter Case Study Chapter Review Questions

Textbook Textbook

20 minutes 30 minutes

NAEYC 3c, 6b NAEYC 1-6

[return to top]

KEY TERMS Abdomen – the portion of the body located between the diaphragm (located at the base of the lungs) and the pelvic or hip bones Apnea – momentary absence of breathing Asymptomatic – experiencing or showing no symptoms Dehydration – a state in which there is an excessive loss of body fluids or extremely limited fluid intake; symptoms may include loss of skin tone, sunken eyes, and mental confusion Disorientation – lack of awareness or ability to recognize familiar persons or objects Fever – an elevation of body temperature above normal; a temperature over 100°F or 37.8°C orally is usually considered a fever Homeopathic products – mineral- and plant-based substances thought to stimulate healing Hyperventilation – rapid breathing often with forced inhalation; can lead to sensations of dizziness, light-headedness, and weakness Infection – a condition that results when a pathogen invades and establishes itself within a susceptible host Intestinal – pertaining to the intestines and intestinal tract Lyme disease – bacterial illness caused by the bite of infected deer ticks found in grassy or wooded areas Reye syndrome – a serious but rare condition that causes acute swelling of the liver and brain; it occurs most often in young children and teens who have recently taken aspirin to treat a viral infection, such as chickenpox or flu Salmonellosis – a bacterial infection that is spread through contaminated drinking water, food, or milk, or contact with other infected persons; symptoms include diarrhea, fever, nausea, and vomiting Symptoms – changes in the body or its functions that are experienced by the affected individual Temperature – a measurement of body heat; varies with the time of day, activity, and method of measurement

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

35

Tympanic – referring to the ear canal Urination – the act of emptying the bladder of urine [return to top]

WHAT'S NEW IN THIS CHAPTER   

Updated information on infant sleep guidelines, thermometer use, and management of children who are ill.

New Connecting to Everyday Practice feature that draws attention to recommendations for the use of over-the-counter cold and flu remedies with children.

New Case Study on infectious disease control

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Teachers can implement multiple strategies to effectively limit the spread of common communicable childhood illnesses in the classroom by: (LO 6-1, 6-2, PPT slides 4-10) a. Know the early signs, symptoms, and method of transmission: i. Airborne ii. Fecal-oral iii. Direct and indirect contact iv. Bloodborne b. Conduct daily health checks and continuously observe c. Establish exclusion policies d. Implement control measures e. Provide on-going education of staff and children II. What are some of the more common acute illnesses that young children are likely to experience?

(LO 6-1, PPT slides, 5, 9, 10) a. Discussion Activity: 10 minutes. General class discussion.

In small groups of 4 or 5 students, read and discuss the followingscenario: Brock is a delightful four-year-old who has Down syndrome. During a recent team meeting, the assistant teacher in his classroom expressed concern about Brock‘s continuously runny nose and productive cough. She wonders if this is normal or a sign of illness.

As the program director, how would you respond to this teacher‘s concerns? After 5 minutes, share your group‘s responses with the class.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

36

III. Recognition of the early signs of an acute illness enables teachers to limit the spread to other children by implementing effective control measures. (LO 6-2, PPT slides 12-22) a. Earaches b. Lyme disease c. Sudden infant death syndrome (PPT slides 17-22) d. Small Group Activity: 10-15 minutes Create small groups of four or five students. Groups should discuss the following questions for approximately 5 minutes: – Why is diarrhea a serious concern when it occurs infants and toddlers?

– What signs are important to observe?

– What actions should a teacher take?

At the end of 5 minutes, have a spokesperson share the group‘s responses with the class.

IV. Class Discussion Activity: 10 minutes. General class discussion.

As a group, take 5 minutes to discuss the following questions: – Why might some families knowingly bring an ill child to school?

– What steps can teachers take to prevent these situations from becoming a recurring problem?

V. Reflection Activity: One-minute paper. Write two or three sentences describing the most important thing that you learned from this chapter or during the class. What topic would you want to learn more about? [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Discuss the pros and cons of excluding a child from school who has a cold based upon what you know about its incubation period, communicability, complications, method of spread, and control measures. a. Answer: Colds are highly contagious, often before the acute symptoms appear. As a result, excluding the child may not prevent others from being infected. The incubation period is relatively short, ranging from 12 to 48 hours. This suggests that other children in the classroom have probably already been exposed to the virus through respiratory droplets in the air and on surfaces. Control measures would include meticulous handwashing, disinfecting surfaces, covering cough/sneezes, and sending the child home if they do not feel well.

2. Discussion: What preventive measures can be taken to protect children from tick bites, and why this is important? a. Answer: Prevention is of utmost importance. Long-sleeved tops and long pants sprayed with a DEET repellent protect exposed skin. Children should be discouraged from rolling in the grass or sitting

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

37

on logs. Their bodies should be inspected when they come indoors and for several days after; bathing can remove ticks that are not attached. Clothing should be washed and dried at hot temperatures.

3. Discussion: Why is it important to seek treatment for a child‘s chronic ear infection? a. Answer: A chronic ear infection, with or without fluid (otitis media), can interfere with a child‘s ability to hear. Any hearing loss can disrupt a child‘s speech and language acquisition and school performance.

4. Discussion: A child who has not been immunized against chicken pox is exposed to an active case.

How long is the incubation period? If the child does develop chickenpox, what control measures must the teacher take to protect the other children in the classroom? a. Answer: The incubation period for chicken pox is 2 to 3 weeks. Control measures include encouraging all children to be fully immunized, excluding any child from school who develops symptoms, practicing good personal hygiene (e.g., handwashing, covering coughs and sneezes), and disinfecting surfaces. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. An elementary school is notified that three students have been diagnosed with bacterial meningitis.

Have the students develop an action plan for the school.

2. Have the students obtain and watch the acclaimed 2011 movie, Contagion. Have them write a brief paper in which they: - Identify the pathogen‘s source and describe how it was eventually transmitted to humans.

- What symptoms did the disease cause?

- What was the social reaction to the pandemic disease?

- What public health measures were implemented to limit transmission?

- What lessons can be learned from this movie?

3. There has been much recent discussion about the overuse of antibiotics, especially for the treatment of children‘s ear infections. Examine the research posted on the American Academy of Pediatrics (AAP) and Centers for Disease Control & Prevention (CDC) websites to learn why antibiotics should be limited and when they are appropriate to prescribe. Contact several pediatricians or family practice providers in your community to determine their position on antibiotic use for children‘s ear infections and other acute illnesses. If you were the parent of a toddler who had been up crying all night because of ear pain, how would you feel about being told ―to wait and see‖? Have the students describe their reaction in a brief paper.

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

38

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 07: Creating High-Quality Environments

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 40 Student Downloads ................................................................................................................................... 40 Chapter Objectives ................................................................................................................................... 40 Complete List of Chapter Activities and Assessments........................................................................... 40 Key Terms.................................................................................................................................................. 41 What's New in This Chapter .................................................................................................................... 41 Chapter Outline ........................................................................................................................................ 42 Additional Discussion Questions.............................................................................................................. 43 Additional Activities and Assignments.................................................................................................... 44

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

39

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide the student with information about features that are characteristic of high-quality early childhood programs. Descriptions of how to create safe indoor and outdoor environments that protect children‘s well-being and encourage learning are provided in detail.

STUDENT DOWNLOADS Teacher Checklist 7-2 Teachers‘ Safety Checklist: Indoor and Outdoor Spaces Teacher Checklist 7-3 Inventory Checklist: Planning for Program Security Teacher Checklist 7-4 How to Conduct a Fire Drill Teacher Checklist 7-5 General Guidelines for Purchasing Outdoor Play Equipment Teacher Checklist 7-6 Teacher Checklist: Sandbox Care and Maintenance Partnering with Families - How to Identify High-Quality Programs

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 7-1 Discuss how to identify high-quality programs.

LO 7-2 Explain how licensure, registration, and accreditation of early childhood programs differ.

LO 7-3 Identify the features of high-quality programs and discuss how teachers‘ educational preparation affects children‘s development.

LO 7-4 Describe at least ten ways to make children‘s indoor and outdoor environments safe.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 7-3, 7-4 LO 7-3 LO 7-2 LO 7-2, 7-3 LO 7-3 LO 7-4 LO 7-1, 7-3, 7-4 All All

Activity/Assessment

Duration

Video Quiz Writing Assignment Reflection Activity Think, Pair, Share Activity Reflection Activity Scenario Activity Assessment 1-3

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide PPT slide PPT slide PPT slide

15 minutes 30 minutes 5 minutes 15 minutes 1 minute 10 minutes 5 minutes

Certification Standard NAEYC 1am 6b, 6d NAEYC 6a, 6b NAEYC 6d, 6e NAEYC 6d, 6e NAEYC 1, 6d, 6e NAEYC 1d, 5d, 6e NAEYC 6b, 6d

Quiz Chapter Case Study

MindTap Textbook

30 minutes 20 minutes

NAEYC 1-6 NAEYC 1a, 6b

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

40

All

Chapter Review Questions

Textbook

30 minutes

NAEYC 1-6

[return to top]

KEY TERMS Accreditation – the process of certifying an individual or program as having met certain specified requirements Cognitive – the aspect of learning that refers to the development of skills and abilities based on knowledge and thought processes Compliance – the act of obeying or cooperating with specific requests or requirements Cryptosporidiosis – an infectious illness caused by an intestinal parasite. May be present in water (e.g., swimming pools, hot tubs, streams) contaminated with feces or from unwashed hands. Often causes severe diarrhea in children Developmentally appropriate practices (DAP) – learning experiences and environments that recognize and support each child‘s unique interests, linguistic and cultural differences, and abilities; DAP also respects differences among families and values them as essential partners in children‘s education Environment – the sum total of physical, psychological, cultural, and behavioral features that surround and affect an individual Licensing – the act of granting formal permission to conduct a business or profession Notarized – official acknowledgment of the authenticity of a signature or document by a notary public Registration – the act of placing the name of a child care program on a list of active providers; usually does not require a formal on-site inspection Regulations – standards or requirements that are set to ensure uniform and safe practices [return to top]

WHAT'S NEW IN THIS CHAPTER 

Updated references and information for creating high-quality indoor and outdoor learning environments that are safe for young children Additional emphasis placed on the importance of engaging children in outdoor play and physical activity to reduce childhood obesity, chronic diseases, and behavior problems



[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

41

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Identifying Program Quality a. Icebreaker: Polling Activity: 10 minutes Have students interact with the students in the class to find out if they or anyone else in their family attended an early childhood program. Do they recall the experience and do they believe it made a difference in their life? Tally and share your results with the class. b. What are the indicators of a high-quality program? (LO 7-1, PPT slide 4) c. Why is high quality important in terms of outcomes for children and program staff? (LO 71, PPT slide 5) II. Licensure versus Registration versus Accreditation (LO 7-2, PPT slides 7-8, 10-12) a. What does licensure indicate with regard to quality? i. How does a program become licensed? ii. Reflection Activity: 5 minutes. Student comments can be shared with the class. b. What does registration indicate with regard to quality? i. How does a program become registered? c. What does accreditation imply with regard to program quality? i. How does a program become accredited? d. Think, Pair, Share Activity: 15 minutes. Students reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. i. Think. Take a few minutes to consider the pros and cons of requiring early childhood programs to be licensed. ii. Pair. Form small groups of four or five students. Take 10 minutes to debate and provide a rationale for whether or not early childhood programs should be licensed. iii. Share. Have a spokesperson share the group‘s responses with the class.

III. Ongoing planning and monitoring of children‘s environments is essential to protect everyone‘s safety and well-being. (LO 7-3, PPT slide 14) a. Reflection Activity: One-minute written paper In one or two sentences, explain what the term developmentally appropriate practice implies. b. Indoor considerations (LO 7-4, PPT slides 16-18) i. Building and site location ii. Space iii. Security iv. Fire safety v. Furnishings c. Outdoor safety (LO 7-4, PPT slides 20-21) i. Space ii. Equipment selection

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

42

iii. Landscaping d. Transportation (LO 7-4, PPT slides 22-26) e. Supervision f. Scenario Activity: 10 minutes. (PPT slide 27). Have students read and respond to the following scenario: You are a stay-at-home parent of a three-year old. You want to earn some extra income and have decided to provide care for three of your friends‘ children. One child has special mobility needs and uses a walker. You have done extensive reading about high-quality early childhood programs and the importance of creating a safe learning environment. i. List five general safety features that you will need to address. ii. Identify two additional features that are necessary to accommodate a child who uses a walker.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Indoor Safety Features. Duration 10 minutes a. Question: Describe a minimum of eight indoor safety features that early childhood programs should meet. i. Answer: Answers will vary. See Teacher Checklist 7-2 for a detailed listing.

2. Discussion: State Licensing Regulations. Duration 10 minutes a. Question: Should states allow early childhood programs that are operated in churches, health clubs, shopping centers, and/or public schools to be exempt from state licensing regulations? i. Answer: This is a difficult question to answer definitively. Much depends on the number of children in care, hours of operation, and the organization‘s purpose. The most important consideration is children‘s safety – the spaces they will occupy, toys and equipment, and qualifications of supervising personnel. Licensing is preferable given that most state standards are minimal at best. All facilities housing children should undergo an annual inspection. Ideally, programs that provide care for children on a regular basis should be accredited.

3. Discussion: Play yard Safety Features. Duration: 10 minutes a. Question: What safety features must be considered when planning a new outdoor play yard for children? i. Answer: Answers will vary. See Teacher Checklist 7-2 for a detailed listing.

4. Discussion: State Licensing Regulations. Duration: 10 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

43

a. Question: What advantages and disadvantages are associated with the current system of individual states establishing their own licensing regulations? i. Answer: Advantages – gives states more flexibility in addressing available resources, meeting local needs, and responding to changing circumstances.

Disadvantages – most regulations reflect only minimal standards at best, they are inconsistent from state to state, and the time interval between renewals varies (e.g., one year, two years, three years).

5. Discussion: NAEYC Accreditation. Duration: 10 minutes a. Question: What is the primary objective of NAEYC‘s accreditation program? i. Answer: The objective of NAEYC‘s accreditation program is the recognition of high-quality early learning programs. Programs must meet high standards of safety, teacher preparation, and curriculum experiences. The organization‘s efforts also include encouraging more programs to achieve these higher standards and, thereby, increasing the number of high-quality programs available to families. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Visit a local greenhouse or plant nursery and identify at least six plants, trees, or shrubs that are considered poisonous for children. a. Photograph, sketch, or collect sample leaves from each plant. b. Present your findings in class. c. Prepare an educational handout for families.

2. Obtain permission to ride a school bus while it is en route to pick up or take children home. Describe the children‘s behavior and bus driver‘s responses during the trip. a. What safety features were present on the bus? b. What safety features were lacking? c. What recommendations would you make if you were a parent?

3. Explore NAEYC‘s Early Learning Accreditation Standards and Assessment Items website (https://www.naeyc.org/accreditation/early-learning/tools). Prepare a checklist based on the accreditation standards that would help families identify quality features when selecting an early education program. [return to top]

Instructor Manual © 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

44

Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 08: Safety Management

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 46 Student Downloads ................................................................................................................................... 46 Chapter Objectives ................................................................................................................................... 46 Complete List of Chapter Activities and Assessments........................................................................... 46 Key Terms.................................................................................................................................................. 47 What's New in This Chapter .................................................................................................................... 47 Chapter Outline ........................................................................................................................................ 48 Additional Discussion Questions.............................................................................................................. 49 Additional Activities and Assignments.................................................................................................... 50

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

45

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to draw attention to the characteristics that place young children at high risk for experiencing unintentional injury. Principles of safety management and the critical role that educators and families play in protecting children‘s safety are discussed in detail. Information on environmental considerations, transportation, field trips, legal concerns, and emergency and disaster preparations are addressed.

STUDENT DOWNLOADS Teacher Checklist 8–1 Guidelines for the Safe Use of Play Equipment Teacher Checklist 8–2 Positive Strategies for Managing Children‘s Inappropriate Behaviors Teacher Checklist 8–3 Guidelines for Selecting Safe Toys and Play Equipment Teacher Checklist 8–4 Examples of Appropriate Toy Choices for Infants, Toddlers, and Preschoolers Teacher Checklist 8–5 Guidelines for the Safe Use of Electrical Appliances Teacher Checklist 8–6 Safe Substitutes for Hazardous Art Materials Teacher Checklist 8–7 Personal Safety Practices for the Home Visitor Teacher Checklist 8–8 Emergency Supply Kit Partnering with Families - Sun Safety

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 8-1 Define the term ―unintentional injury,‖ and explain why the victims are most often young children.

LO 8-2 Describe the four basic principles of risk management.

LO 8-3 Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

LO 8-4 Explain the process that programs should follow when developing emergency and disaster response plans.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 8-4

Activity/Assessment

LO 8-2, 8-3 LO 8-1

Writing Assignment Knowledge Check

Video Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide

Duration 15 minutes 30 minutes 2 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Certification Standard NAEYC 1a, 4b, 5b, 6b NAEYC 1b, 5b, 6b NAEYC 1a, 1b

46

LO 8-1 LO 8-3 LO 8-4 LO 8-3, 8-4 All LO 8-2, 8-3 All

Activity Group Discussion Activity Knowledge Check Activity Think, Pair, Share Activity Assessment 1-3 Quiz Chapter Case Study Chapter Review Quiz

PPT slide PPT slide

10 minutes 2 minutes

NAEYC 1a, 1b NAEYC 1d, 4a, 4c

PPT slide PPT slide MindTap Textbook Textbook

15 minutes 5 minutes 30 minutes 20 minutes 30 minutes

NAEYC 4a, 6b, 6d NAEYC 4a, 6b, 6d NAEYC 1-6 NAEYC 1a, 4b, 6b NAEYC 1-6

[return to top]

KEY TERMS Incidental learning – learning that occurs in addition to the primary intent or goals of instruction Liability – legal responsibility or obligation for one‘s actions owed to another individual Negligence – failure to practice or perform one‘s duties according to certain standards; carelessness Risk management – measures taken to avoid an event such as an injury or illness from occurring; implies the ability to anticipate circumstances and behaviors Supervision – monitoring the behaviors and actions of children and others Thermal – caused by heat Unintentional injury – an unexpected or unplanned event that may result in physical harm or injury [return to top]

WHAT'S NEW IN THIS CHAPTER 

  

New regulations that govern the manufacturing of children‘s furniture and toys, including imported products, as well as updated safety features to consider when purchasing children‘s equipment New information on safe art materials Updated and expanded information on emergency and disaster preparedness and school safety, including strategies to help children cope following a traumatic event New Connecting to Everyday Practice feature that addresses building security

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

47

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I.

Unintentional injuries are the major cause of childhood death, disability, and emergency room visits. (LO 8-1, PPT slides 4-5)

a. Icebreaker: Polling Activity: 10 minutes. Allow students 7 minutes to interview and find students in the class who: i. are currently CPR certified, ii. have administered emergency care to another individual, and iii. are confident in their knowledge of first aid treatments.

When time is up, have the students summarize and report their findings.

II. Knowledge Check Activity: 2 minutes (PPT slide 10) At the end of 2 minutes, have the students share their responses with the class.

III. Group Discussion Activity: 10 minutes. General class discussion. (LO 8-1, PPT slide 8) a. Why are young children at high risk for unintentional injury? b. How does a child‘s age affect the type of risks they are likely to experience?

IV. Risk Management Principles (LO 8-2, PPT slides 9-13) a. Advanced planning i. What types of things must adults consider when planning an activity for children? b. Safety policies and guidelines i. What types of policies and rules are necessary? ii. Why is it important that they be applied consistently? c. Supervision and continuous monitoring i. What factors should determine the nature of supervision that is necessary? ii. Knowledge Check Activity: 2 minutes. Students should share their responses at the end of 2 minutes. (LO 8-3, PPT slides 13-14) d. Safety education (LO 8-3, PPT slide 15) V. Program activities that require special attention. (LO 8-3, PPT slides 18-22) a. Indoor and outdoor equipment selection and maintenance b. Field trips c. Transportation VI. Legal considerations and liability VII. Emergency and disaster preparation (LO 8-4, PPT slides 23-24) a. Developing and practicing a plan b. Addressing children‘s needs during and after an emergency

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

48

c. Think, Pair, Share Activity: 10 minutes. Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. (LO 8-4, PPT slide 25) [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Children‘s Unintentional Injury: Duration 10 minutes a. Question: Why do toddlers and preschool-aged children experience the highest rate of unintentional injury and medical emergencies? i. Answer: Toddlers and preschoolers engage in zealous play, are impulsive, take risks without anticipating the consequences of their actions (immature cognitive abilities), and have limited motor skills. This combination often gets them into situations that can result in injury. b. Question: What types of injuries are school-aged children most likely to experience? i. Answer: School-age children are most likely to be injured in and around motor vehicles (e.g., dashing into the street without looking), riding their bicycle across intersections, using firearms, drowning, and playing sports without adequate protective gear or supervision.

2. Discussion: Adult Supervision: Duration 10 minutes a. Question: What factors affect the type and amount of adult supervision necessary during an activity? i. Answer: Several factors determine the amount of adult supervision required for an activity including children‘s ages and personality characteristics, the nature of the activity (ex., building with Legos versus making pumpkin bread), the number of children involved in the activity, and the adult‘s supervisory and management skills.

3. Discussion: Liability: Duration 10 minutes a. Question: How is liability determined if a child is injured while at school? i. Answer: Several factors would be examined: - Was the condition of the environment, equipment, or activity safe for children (of this age and ability)?

- Did the teacher provide appropriate and adequate supervision?

- What action(s) did the teacher take immediately and following the injury?

Failure to live up to the professional standards (expected of a teacher) and prevent an avoidable injury could be deemed negligent.

4. Discussion: Emergency Preparedness: Duration 10 minutes a. Question: What criteria should a school or program administrator use to determine the type of emergency plans that are necessary to develop and have in place?

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49

i. Answer: Several factors will determine the type of emergency plans that a program should prepare, including potential high-risk events in the community (e.g., hurricanes, mudslides, tornadoes, blizzards, or fire), program resources, the number and age of children in care, and the availability of community services. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Your best friend calls to tell you that she is stopping by and bringing along her two-year-old for an unexpected visit. To prepare for their arrival, conduct a quick survey of your current household and list conditions that would pose a potential safety hazard for a young child. Rank-order the conditions, from most to least critical, that you would need to correct before your friend and her child arrived.

2. Develop an in-service training module on toy safety for early childhood teachers. Include information about safety features, developmental considerations, rules/guidance, and potential risks or safety hazards.

Arrange to present your module to a teacher group at a local early childhood program. Evaluate and discuss the effectiveness of your presentation.

3. Teachers are exposed to children‘s illnesses on a daily basis. Calling in sick can create a staffing shortage, since substitutes may be difficult to locate. Check with several schools to determine how they prepare for teacher absences. What criteria should teachers use to decide if they are too ill to work that day? How can teacher illness contribute to children‘s unintentional injury?

4. It may be necessary for you to turn off the main gas or electrical power source in the event of an emergency, such as earthquake, fire, ice storm, or tornado. Where is the main shut-off valve for these services located in your current residence? Where is the shut-off valve located in your workplace or school?

5. Survey your own program, a nearby early childhood center, or an elementary school. Develop a building security plan based on the safety principles outlined in this chapter. [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 09: Management of Injuries and Acute Illness

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

50

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 52 Student Downloads ................................................................................................................................... 52 Chapter Objectives ................................................................................................................................... 52 Complete List of Chapter Activities and Assessments........................................................................... 52 Key Terms.................................................................................................................................................. 53 What's New in This Chapter .................................................................................................................... 54 Chapter Outline ........................................................................................................................................ 54 Additional Discussion Questions.............................................................................................................. 56 Additional Activities and Assignments.................................................................................................... 57

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

51

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide an overview of life-threatening and non- life-threatening conditions that require emergency or first aid treatment. It is important that teachers be prepared to evaluate and respond to children‘s injuries and illness at all times.

STUDENT DOWNLOADS Teacher Checklist 9–1 Basic First Aid Supplies for Schools Teacher Checklist 9–2 Modified First Aid Kits Teacher Checklist 9–3 Foods Commonly Linked to Childhood Choking Teacher Checklist 9–4 Objects Commonly Linked to Childhood Choking Teacher Checklist 9–5 Signs and Symptoms of Hyperglycemia and Hypoglycemia Teacher Checklist 9–6 Teacher Checklist: Burns—When to Call for Emergency Medical Assistance (911) Partnering With Families - Poison Prevention in the Home

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 9-1 LO 9-2 LO 9-3 LO 9-4

Discuss the steps schools should take to prepare for medical emergencies.

Describe how emergency care and first aid differ.

Name six life-threatening conditions and demonstrate the emergency treatment for each.

Identify six non-life-threatening conditions and describe the first aid treatment for each.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 9-1, 9-3 LO 9-1, 9-3 LO 9-3 LO 9-1 LO 9-1 LO 9-1, 9-3 All LO 9-3, 9-4

Activity/Assessment Video Quiz Writing Assignment Knowledge Check Activity Group Discussion Activity Self-Check Activity Think, Pair, Share Activity Reflection Activity Assessment 1-3

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide PPT slide PPT slide PPT slide PPT slide

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Duration 15 minutes 30 minutes 2 minutes 5 minutes 1 minute 15 minutes 1 minute 5 minutes

Certification Standard NAEYC 1a, 6b, 6d NAEYC 6b, 6d NAEYC 6b, 6d NAEYC 1a, 1d NAEYC 6b, 6d NAEYC 1a, 6b, 6d NAEYC 1-6 NAEYC 6b, 6d

52

LO 9-1, 9-2, 9-3 All All

Chapter Case Study

Textbook

20 minutes

NAEYC 1a, 6b, 6d

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30

NAEYC 1-4, 6 NAEYC 1-4, 6

[return to top]

KEY TERMS Alkalis – a group of bases or caustic substances that are capable of neutralizing acids to form salts.

Aspiration – accidental inhalation of food, fluid, or an object into the respiratory tract Elevate − to raise to a higher position Good Samaritan Law – legal protection afforded to an individual who renders emergency or first aid care in a reasonable manner Heat exhaustion – overheating that occurs when a person is exposed to high outdoor temperatures and humidity during vigorous activity Heat stroke – failure of the body‘s sweating reflex to function properly during exposure to high temperatures; causes body temperature to rise Hypothermia – below-normal body temperature caused by overexposure to cold conditions Ingested – the process of taking food or other substances into the body through the mouth Paralysis – temporary or permanent loss of sensation, function, or voluntary movement of a body part Recovery position – placing an individual in a side-lying position Resuscitation – to revive from unconsciousness or death; to restore breathing and heartbeat Sterile − free from living microorganisms Submerge – to place in water [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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WHAT'S NEW IN THIS CHAPTER  

Updated emergency and first aid techniques from the American Heart Association and American Red Cross New Connecting to Everyday Practice feature that addresses concussions and traumatic brain injury (TBI)

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Teachers are responsible for providing initial care to children who are injured or ill. a. Icebreaker Activity: Small Group Activity: 10 minutes In small groups of two or three students, discuss the following questions: - Should teachers be required to treat children‘s medical emergencies?

- What professional standards are teachers expected to uphold in these situations?

- What protection do teachers have from potential liability?

After 5 minutes, join the rest of the class to share your results. b. How does emergency care differ from first aid treatment? (LO 9-1, 9-2, PPT slide 4) i. Emergency care is administered for life-threatening conditions ii. First aid treatment is administered for injuries and illnesses that are non-life threatening (LO 9-4, PPT slides 4-8) c. Teachers should complete first aid and CPR training so they are prepared to respond to any health-related emergency (LO 9-1, PPT slide 6) d. Why should teachers never attempt to offer a diagnosis?

II. The Good Samaritan law was developed to encourage non-medically trained individuals to respond to medical emergencies and to protect them from liability.

III. Several critical steps should be followed when attempting to treat a serious injury or illness (see Figure 9-1) (LO 9-2, PPT slide 7) a. Call 911 b. Remain calm and with the victim c. Quickly assess the environment and child d. Initiate appropriate treatment e. Record and contact child‘s family IV. Review the signs and appropriate treatment response for the following life-threatening conditions: (LO 9-3, PPT slides 9, 13-17, 19-24) a. Absence of breathing b. Knowledge Check Activity: Recovery Position: 2 minutes (PPT 10-11) c. Foreign body aspiration d. Group Discussion Activity: Choking: 5 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Children under five years are at highest risk for choking on objects. Why? What other groups of children are at increased risk? What items do children choke on most often? e. Anaphylaxis f. Asthma (LO 9-3, PPT slides 15-16) g. Self-Check Activity: 1 minute h. Diabetes (LO 9-3, PPT slides 19-22) i. Drowning (LO 9-3, PPT slide 23) j. Electrical shock k. Head injuries and TBI (LO 9-3, PPT slide 24) l. Think, Pair, Share Activity: 15 minutes. Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. (LO 9-3, PPT slide 25) i. Think. Take a few minutes to consider the following questions: - Why are young children at high risk for unintentional poisoning?

- What signs would suggest a potential poisoning?

- How would you determine what type of substance a child had ingested? ii. Pair. In groups of three or four students, compare and discuss your answers. iii. Share. Share your results with the class. m. Poisoning V. Review the signs and appropriate treatment response for the following non-life-threatening conditions: (LO 9-4, PPT slides 26-27) a. Abrasions and cuts b. Bites c. Blisters d. Bruises e. Burns f. Fractures g. Frostbite and hypothermia h. Heat exhaustion and heat stroke i. Nosebleeds j. Seizures k. Tick bites l. Tooth emergencies VI. Reflection Activity: One- minute written paper. Write a brief response to the following questions: - What was the most important thing you learned from this chapter?

- What concept(s) would you like to have learned more about?

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Life-threatening Conditions: Duration 10 minutes a. Question: How does heat exhaustion differ from heat stroke? How does the first aid treatment differ? i: Answer: Heat exhaustion is a life-threatening condition. Symptoms include dry, flushed skin; headache, confusion, and high body temperature (102-106°F). In contrast, heat stroke is not a life-threatening condition. Symptoms include pale cool skin, nausea, abdominal cramps, headache, and normal or below normal body temperature.

2. Discussion: Absence of Breathing: Duration 5 minutes a. Question: Which life-threatening conditions may be accompanied by an absence of breathing? i. Answer: An absence of breathing may occur with any life-threatening condition, including asthma, drowning, electrical shock, seizures, choking, and severe injury.

3. Discussion: Bleeding: Duration 5 minutes a. Question: How should a bleeding injury be treated? i. Direct pressure should be administered to stop bleeding. b. Question: When should Universal Infection Control Precautions be used? i. Answer: Universal infection control precautions (e.g., wearing disposable gloves, disinfection of surfaces, proper disposal of contaminated materials, handwashing) should be followed whenever handling/touching any body fluids.

4. Discussion: Poisoning: Duration: 8 minutes a. Question: What are the signs of accidental poisoning? i. Answer: Signs of poisoning include nausea/vomiting, abdominal cramping/diarrhea, unusual breath odor, agitation, seizures, loss of consciousness, and difficult breathing. b. Question: How can you determine if an ingested poison was an acid/alkali? i. Answer: Acid/alkali poisons will generally cause a burn around the lips and mouth. c. Question: What is the emergency treatment for an acid/alkali poisoning? i. Answer: Do not make the child vomit, do not give them anything to eat or drink, observe them closely, and call 911 immediately. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Make arrangements to spend at least one hour with a 911 operator in an emergency dispatch office.

Prepare a brief report describing your experience and address the following questions. Why is it important to remain calm and to stay on the line when placing an emergency call? What information should you be prepared to give to the dispatcher? Why shouldn‘t you hang up after making a report?

What emergency telephone numbers are essential for schools and early childhood programs to keep posted?

2. Visit a local bike shop or large retail store where bicycle helmets are sold. Before you go, check the Consumer Product Safety Commission (CPSC) or Bicycle Helmet Safety Institute website to learn about current safety standards. What criteria should you look for when selecting a helmet? Should early childhood programs require children to wear helmets while playing on riding toys? What are the advantages of wearing a helmet? Are there disadvantages, and if so, what are they?

3. What steps can teachers take to protect themselves from exposure to bloodborne pathogens? Where can teachers locate current information about these diseases? What is OSHA, and what role does it play in establishing safe workplace conditions?

4. Visit a local grade school and observe children playing during recess. Estimate the ages and number of children present. How many adults are in attendance, and how would you describe the quality of their supervision? [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 10: Adverse Childhood Experiences (ACEs): Maltreatment

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 59 Student Downloads ................................................................................................................................... 59 Chapter Objectives ................................................................................................................................... 59 Complete List of Chapter Activities and Assessments........................................................................... 59 Key Terms.................................................................................................................................................. 60 What's New in This Chapter .................................................................................................................... 61 Chapter Outline ........................................................................................................................................ 61 Additional Discussion Questions.............................................................................................................. 62

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

57

Additional Activities and Assignments.................................................................................................... 64

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide an overview of childhood maltreatment, including the categories, teachers‘ role, program procedures for managing incidences, and reporting laws. Recommendations for creating a trauma-supportive classroom environment and strengthening children‘s resiliency skills are also discussed.

STUDENT DOWNLOADS Teacher Checklist 10-1 Identifying Signs of Abuse and Neglect Teacher Checklist 10-2 Identifying Symptoms of Common Sexually Transmitted Diseases (STDs) Teacher Checklist 10-3 Strategies for Positive Behavior Management Teacher Checklist 10-4 What to Include in a Written Child Abuse/Neglect Report Partnering with Families - Anger Management

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 10-1 Explain the significance of Public Law 93-247.

LO 10-2 Describe how discipline and punishment differ.

LO 10-3 Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

LO 10-4 Describe factors that may perpetuate abusive or neglectful acts.

LO 10-5 Discuss the protective steps that programs can take to avoid allegations of abuse.

LO 10-6 Identify individuals who are mandated by law to report suspected abuse and neglect.

LO 10-7 Discuss the concept of trauma-informed support and describe the teacher‘s role.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 10-4

Activity/Assessment

Duration

Video Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case

Writing Assignment

MindTap

30 minutes

Certification Standard NAEYC 1a, 2c, 6b, 6d NAEYC 6b, 6d

LO 10-3, 10-6, 10-7 LO 10-1 LO 10-3 LO-10-3 LO 10-3 All

Discussion Activity Self-Check Activity Assessment 1-3 Chapter Case Study Chapter Review Questions

PPT slide PPT slide PPT slide Textbook Textbook

10 minutes 2 minutes 5 minutes 20 minutes 30 minutes

NAEYC ta, 6b, 6d NAEYC 1a, 6a NAEYC 3c, 6b, 6d NAEYC 1a, 3c, 6b NAEYC 1-6

15 minutes

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All

Quiz

MindTap

30 minutes

NAEYC 1-6

[return to top]

KEY TERMS Abuse – to mistreat, attack, or cause harm to another individual Discipline – training or enforced obedience that corrects, shapes, or develops acceptable patterns of behavior Emotional abuse – repeated humiliation, ridicule, or threats directed toward another individual Emotional or psychological neglect – failure to meet a child‘s psychological needs for love and attention Failure to thrive – a term used to describe an infant whose growth and mental development are severely slowed due to lack of nurturing or mental stimulation Latch-key – a term that refers to school-age children who care for themselves without adult supervision before and after school hours Neglect – failure of a parent, legal guardian, or caregiver to protect and meet the basic needs of a child under 18 years of age Perpetrator – a person who commits maltreatment or knowingly allows another individual to harm a child Physical abuse – injuries, such as welts, burns, bruises, or broken bones, that are caused intentionally Physical neglect – failure to meet children‘s fundamental needs for food, shelter, medical care, and education, including abandonment Precipitating – factors that trigger or initiate a reaction or response Punishment – a negative response to what the observer considers to be wrong or inappropriate behavior; may involve harsh physical or cruel treatment Reprimand – to scold or discipline for unacceptable behavior Resilience – the capacity to endure or overcome difficult conditions Safe haven – a designated place, such as a hospital or fire station, where parents can leave their infant and give up parental rights without fear of criminal charges Sexual abuse – any sexual involvement between an adult and child

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Shaken baby syndrome – forceful shaking of a baby that causes head trauma, internal bleeding, and sometimes death Verbal abuse – to attack another individual with words [return to top]

WHAT'S NEW IN THIS CHAPTER   

Updated research regarding the immediate and long-term physical, emotional, cognitive, and economic effects that ACEs and maltreatment have on children‘s development New information on creating trauma-supportive environments and fostering children‘s resilience New Connecting to Everyday Practice feature on child sexual exploitation and the Internet

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Adverse Childhood Experiences (ACEs) describe any traumatic event that a child (under age 18) experiences or witnesses, including maltreatment, domestic or community violence, family dysfunction, and/or parental substance use.

II. Icebreaker: Think, Pair, Share Activity: 15 minutes. Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. i. Think. Think about the family in which your grandparents or parents grew up. ii. Pair. Form small groups of three or four students. Discuss how your family life today is different from that of your grandparents or parents. iii. Share. After 5 minutes, join the rest of the class to share what you discovered.

III. The full extent of ACEs, including childhood maltreatment, is unknown because incidences are often hidden and not reported to authorities. (LO 10-2, 10-3, PPT slides 5-7) IV. The 1974 Child Abuse Prevention and Prevention Act (CAPTA) was the first law to acknowledge the maltreatment of children and to provide them with legal protection. a. Discussion Activity: 15 minutes. General class discussion.

Discuss the following question as a class: Is child maltreatment a contemporary problem?

What does the research tell us?

V. Maltreatment often stems from a caregiver‘s attempt to punish or discipline a child. (LO 10-2, PPT slides 8-9)

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a. The legal dilemma is at what point does a family‘s right to discipline their child become a public or social concern?

VI. The legal system typically recognizes four maltreatment categories: (LO 10-1,10-3, PPT slides 10, 12-14) a. Physical abuse b. Sexual abuse c. Emotional abuse d. Physical neglect e. Psychological neglect is acknowledged in some states VII. Maltreatment typically involves three interactive risk factors. Researchers have identified characteristics associated with each factor that increase the likelihood of a maltreatment occurrence. (LO 10-4, PPT slides 15-18, 21) a. Perpetrator b. Vulnerable child i. Maltreated children experience significant long-term physical and emotional consequences. c. Real or perceived stressors d. Self-Check Activity: 5 minutes (PPT slides 19-20) VIII. The Teacher‘s Role (LO 10-3, PPT slides 22-25) a. Teachers and other professionals are mandated by law to report suspected maltreatment incidences. b. Careful observation and thorough documentation can aid authorities in identifying families in need and prosecuting individuals who commit violent acts, including sexual abuse and sex trafficking, against children. (LO 10-3, PPT slide 24) c. Teachers can create a supportive classroom for children who have experienced trauma by building an environment of acceptance, trust, and caring. (LO 10-3, PPT slide 25) d. Teachers also have an opportunity to help children build resilience by learning positive social-emotional, decision-making, and problem-solving skills. e. Teachers are in a position to sense when families may be struggling and in need of support services.

IX. Assessment 1-3: 5 minutes. (PPT slides 26-31) [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Child Maltreatment: Duration 5 minutes a. Question: Is child maltreatment a new phenomenon? Explain.

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i. Answer: No; child maltreatment has probably existed as long as there have been children. What has changed is public and legal recognition of the problem and the need tointervene.

2. Discussion: Response to Maltreatment Findings: Duration 5 minutes a. Question: Should children who are being abused be removed from their families? What alternative care options are available for children who have been removed? i. Answer: Removing a child from their home is usually reserved as a last resort.

Removal may cause children significant emotional turmoil and disrupt their familiarity and emotional ties with family. In addition, the alternative solution (foster home placement) does not always prove to be a better solution. Working closely with the child‘s family to address problematic responses is the preferable management approach, unless the adults are unwilling or unable to make positive changes.

3. Discussion: Vulnerable Children: Duration 5 minutes a. Question: What groups of children are at highest risk for becoming victims of maltreatment? Why? i. Answer: Children younger than 4, particularly infants, are at the highest risk for experiencing maltreatment. Adolescents experience the highest incidence of sexual abuse. Young children are at high risk because they often don‘t understand what behavior triggers the adult response and do not always have the motor skills to escape abusive treatment. In addition, their personality may clash with the perpetrator‘s, their behavior may be a source of stress for the adult, or the child may have an illness, disability, or physical feature that an adult finds upsetting.

4. Discussion: Reporting Maltreatment: Duration 5 minutes a. What professionals are typically mandated to report suspected abuse/neglect? i. Answer: Most state laws require professionals who work or have contact with children to report suspected maltreatment, including educators, health care personnel, law enforcement personnel, social workers, and clergy.

5. Discussion: Trauma-Supportive Classrooms: Duration 5 minutes a. What steps can teachers take to create a trauma-supportive classroom? i. Answer: There are many strategies that teachers can implement to create a traumasupportive classroom, including: - recognize events or actions that may trigger a child‘s emotional response - establish clear expectations, rules, and predictable routines that help children feel safe - help children develop effective communication, problem-solving, and anger management skills - build a trusting relationship - promote a sense of belonging

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Volunteer at a local shelter for victims of domestic violence. Describe the experience in a one-page written paper or post your reactions on a discussion board.

2. Make arrangements to accompany a child protective service caseworker on an intake or follow-up investigation. Write up a brief description of the circumstances and agency recommendations (remember to protect the family‘s identity). Additionally, describe your feelings regarding the experience.

3. Visit at least five agencies or services that assist abusive or neglectful families in your community.

Collect materials from each agency. Prepare a document that includes contact information and a brief description of services each agency provides.

4. Examine the child maltreatment laws in your state. Discuss the rationale for this legislation. What protective rights do the laws provide for the child and their family?

5. In small groups, develop a hypothetical case study involving child maltreatment. Provide a detailed description of the: a) persons involved (i.e., ages, gender, and relationship of victim and perpetrator); b) family circumstances (e.g., health, financial, living arrangements, social relationships, personal challenges); c) incident that occurred; and d) resulting physical and/or emotional injuries. Select one or more of the case studies and have the students conduct a mock home investigation interview or juvenile court hearing to present in class. [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 11: Planning for Children‘s Health and Safety Education

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 66 Student Downloads ................................................................................................................................... 66 Chapter Objectives ................................................................................................................................... 66 Complete List of Chapter Activities and Assessments........................................................................... 66 Key Terms.................................................................................................................................................. 67 What's New in This Chapter .................................................................................................................... 67 Chapter Outline ........................................................................................................................................ 67 Additional Discussion Questions.............................................................................................................. 68 Additional Activities and Assignments.................................................................................................... 69

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

64

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

65

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to draw attention to the importance of including health and safety education in children‘s early learning experiences and review the principles of effective instruction. Rationales for involving families in children‘s health and safety education are also emphasized. Numerous lesson plan examples are provided in this chapter for teachers to use in their classroom.

STUDENT DOWNLOADS Teacher Checklist 11-1 How to Evaluate Printed Resource Material Partnering with Families – Evaluating Health and Safety Information on the Internet

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 11-1 Describe the benefits of including families in children‘s learning experiences.

LO 11-2 Discuss the importance of teachers‘ participation in professional development training as it relates to children‘s health and safety education.

LO 11-3 Identify and describe the four basic elements of instructional design.

LO 11-4 Develop health and safety activity plans based on the format outlined in this chapter.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 11-2, 11-3

Activity/Assessment

LO 11-3, 11-4 LO 11-2 LO 11-3 LO 11-3, 11-4 LO 11-3, 11-4 LO 11-3 All All

Source (i.e., PPT slide, Workbook) MindTap Video Case

Duration

Writing Assignment Small Group Discussion Activity Small Group Activity Small Group Activity Assessment 1-3

MindTap PPT slide

30 minutes 15 minutes

PPT slide PPT slide PPT slide

10 minutes 20 minutes 5 minutes

Chapter Case Study Chapter Review Questions Quiz

Textbook Textbook

20 minutes 30 minutes

NAEYC 4c, 5a, 5b NAEYC 4c, 5a, 5b NAEYC 1b, 4b, 4c, 5b, 5c NAEYC 4a-c, 5a-c NAEYC 1-6

MindTap

30 minutes

NAEYC 1-6

Video Quiz

15 minutes

Certification Standard NAEYC 1a, 4c, 5b, 6b NAEYC 1d, 4b, 5b NAEYC 6a, 6b, 6d

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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KEY TERMS Assessment – a measure of effectiveness; to determine if educational objectives have been attained Attitudes – beliefs or feelings one has toward certain facts or situations Behavioral objectives – clear, meaningful descriptions of specific behavioral outcomes that are the result of learning; changes that can be observed and measured Concepts – combinations of basic and related factual information that represent a broader statement or idea Incidental learning – spontaneous or unintentional learning that occurs during daily activities Retention – the ability to remember or recall previously learned material Values – the beliefs, traditions, and customs an individual incorporates and utilizes to guide behavior and judgments [return to top]

WHAT'S NEW IN THIS CHAPTER   

New information about the teacher‘s role in the learning environment Additional teacher resources and children‘s book lists to use for lesson planning New lesson plan on water safety

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Teachers are not always prepared to teach children about health and safety topics. a. Small Group Discussion: 15 minutes. Arrange students in small groups of four or five and have them discuss these questions: - Why is it important that teachers continue to participate in ongoing professional development training?

- Where can this type of training be obtained?

- What topics would you be interested in learning more about?

At the end of 10 minutes, share your group‘s responses with the class.

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II. Children‘s health education is an important component of the preventive health movement.

Providing effective learning experiences has numerous positive benefits for children. a. Children are in the process of developing lifelong attitudes, values, and behaviors. b. Young children are eager to learn, more receptive to new ideas, and have fewer negative habits to overcome. c. Including families in children‘s health and safety education can improve the consistency of information and practices between school and home. (LO 11-1, PPT slide 5) III. Effective instruction is based on an understanding of sound pedagogical design. Planning improves a teacher‘s ability to develop and present safe, meaningful, and focused learning activities. a. Instructional topics should reflect children‘s interests, developmental skills, and respect for individual and family differences. (LO 11-3, PPT slide 6) b. Small Group Activity: 10 minutes. In groups of three or four, have the students identify and discuss three developmentally appropriate health and/or safety topics for preschool-age children and three for toddlers. At the end of 10 minutes, the group can share their list with the class. c. Behavioral objectives describe the desired learning outcome. i. Objectives should be stated in positive and measurable terms. (LO 11-3, PPT slides 8-9) ii. Objectives should reflect developmentally appropriate expectations. d. Content and presentation methods should be developmentally appropriate and reflect the stated objectives. (LO 11-3, PPT slides 10-12) i. Amount of information provided and length of the activity should reflect children‘s readiness to learn. ii. Hands-on involvement increases learning and retention. e. Assessment should be conducted throughout all stages of lesson development and presentation. The results can be used for improvement the next time the same or a similar lesson is presented. f. Small Group Activity: 20 minutes. Arrange students in small groups of four or five. Allow them 10-12 minutes to develop a lesson plan for this activity: You plan to conduct a cooking activity with the children in your classroom later this week. They will be making banana bread. You will use the opportunity to teach the children about eating nutritious foods, including fruits and vegetables, for a ―healthy me.‖ Include a behavioral objective, a list of materials that will be needed, safety considerations, and a step-by-step outline for how you will conduct the cooking project. Share your lesson plan with the students in your class, and critique each other‘s proposals.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Contemporary Health Challenges: Duration 5 minutes a. Question: What is the major cause of many of the acute and chronic health conditions that people are experiencing today?

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i. Answer: Many contemporary health conditions are the result of poor lifestyle behaviors (e.g., eating patterns, lack of physical activity, inadequate sleep, poor stress management) and challenging living conditions (e.g., food insecurity, poverty, lack of medical insurance).

2. Discussion: Topic Selection: Duration 5 minutes a. Question: What criteria should be used when selecting topics appropriate for health/safety education? i. Answer: Topic selections should reflect children‘s interests, backgrounds, and developmental skills. In addition, they should be selected to build on and advance what children already know.

3. Discussion: Lesson Assessment: Duration 5 minutes a. Why should assessment be critical component of lesson planning and presentation? i. Answer: Assessment information can be used to plan lessons that may be more effective, presented in a different manner, or to achieve a different behavioral outcome.

4. Discussion: Instructional Methods: Duration 5 minutes a. Question: What are several effective and engaging instructional methods that can be used to present meaningful lessons to young children? i. Answer: Although there are many options that can be used to present health and safety lessons, children‘s interests, developmental abilities, and opportunities for involvement should be considered. Examples include group discussions, demonstrations, role play, art activities, puppet shows, and guest speakers. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Develop a lesson plan that teaches five- and six-year-olds to protect themselves sexual abuse and/or exploitation. Include learning objectives, length of time, materials, learning activities, assessment measures, and teacher resource information. Exchange lesson plans with another student and critique each other‘s plans for clarity of ideas, design, organization, and creativity.

2. Conduct an online search and identify a children‘s health-safety educational website that you believe to be of poor quality. Use criteria presented in this chapter, ―Effective Instructional Design‖ and Teacher Checklist 11−1, to describe and justify your position. Additionally, consider the website design (i.e., visual appeal, navigation ease) and children‘s ability to use the site independently.

3. Videotape yourself (or have a classmate assist) while you present a lesson to children on earthquake or tornado safety. Critique your performance and provide suggestions for improvement.

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© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 12: Nutrition Guidelines

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 71 Student Downloads ................................................................................................................................... 71 Chapter Objectives ................................................................................................................................... 71 Complete List of Chapter Activities and Assessments........................................................................... 71 Key Terms.................................................................................................................................................. 71 What's New in This Chapter .................................................................................................................... 72 Chapter Outline ........................................................................................................................................ 72 Additional Discussion Questions.............................................................................................................. 74 Additional Activities and Assignments.................................................................................................... 75

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

70

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the major nutrition guidelines and tools that are used to plan a healthy diet and identify nutrient deficiencies. These guidelines also inform federal food policy and program development.

STUDENT DOWNLOADS Partnering with Families - Reducing Children‘s Sugar Consumption

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 12-1 Calculate the nutrient content of a meal.

LO 12-2 Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

LO 12-3 Identify the five MyPlate food groups and the major nutrients that each contributes.

LO 12-4 Evaluate the nutritional quality of a food item from its package label.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 12-2

Activity/Assessment

Duration

Writing Assignment

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap

15 minutes

Certification Standard NAEYC 1c

LO 12-2, 12-3 LO 12-3 LO 12-4 LO 12-2, 12-3 LO 12-2, 12-3 All All

20 minutes

NAEYC 1d, 4b, 5b

Small Group Activity Self-Reflection Activity Assessment 1-3

PPT slide PPT slide PPT slide

15 minutes 10 minutes 5 minutes

NAEYC 6d, 6e NAEYC 6d, 6e NAEYC 6d, 6e

Chapter Case Study

Textbook

20 minutes

NAEYC 6d, 6e

Chapter Review Questions Quiz

Textbook MindTap

30 minutes 30 minutes

NAEYC 6d, 6e NAEYC 1b, 6d, 6e

Video Quiz

[return to top]

KEY TERMS Calcium – mineral nutrient; a major component of bones and teeth

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Dietary Guidelines for Americans – a report that provides recommendations for daily food choices that are balanced with physical activity to promote good health and reduce certain disease risks Dietary Reference Intakes (DRIs) – a plan that presents the recommended goals of nutrient intakes for various age and gender groups Essential nutrient – nutrient that must be provided in food because it cannot be synthesized by the body at a rate sufficient to meet its needs Malnutrition – prolonged inadequate or excessive intake of nutrients and/or calories required by the body Nutrients – chemical substances in food that the body requires to function properly Nutrition – the study of food and how it is used by the body Nutrition and health claims – statements of reduced calories, fat, sugar, or salt on food labels Percent Daily Values (%DV) – measures of the nutritional values of food; used in nutrition labeling Protein – class of nutrients used primarily for structural and regulatory functions Undernutrition – an inadequate intake of one or more required or essential nutrients

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WHAT'S NEW IN THIS CHAPTER 

New information about the revised Dietary Guidelines for Americans, Canadian Food Guide, and Healthy People 2030 initiatives. The new food label, menu labeling laws, and front-of-package (FOP) options are also discussed.



Expanded emphasis is placed on eating locally and the role of physical activity in health promotion.

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Approximately fifty nutrients are essential for human life. All individuals require these same nutrients throughout their lifetime although the amounts vary depending upon a person‘s age and gender.

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a. Icebreaker Activity: People Search: 10 minutes. Recall the foods you ate yesterday and the number of servings from each food group. During the next 5 minutes, interact with the students in your class. Find someone for each of the following categories: – Had three dairy servings yesterday – Included two fruit servings in their diet yesterday – Had at least two vegetable servings yesterday – Ate only plant-based protein servings yesterday Was it easy or challenging to find a student who fit into each category?

II. The ideal and safest way to obtain essential nutrients is to consume a wide variety of food from all food groups. (LO 12-2, PPT slide 7) a. Nutrient deficiencies can lead to malnutrition or undernutrition. b. Nutrient supplements can also cause malnutrition because they may not provide all of the essential nutrients that the human body requires. c. Toxicities can occur with excessive intake of some, but not all, supplemental nutrients.

III. Nutrient guidelines are designed to help people make sound decisions about how to follow a nutritious diet and avoid overconsumption. (LO 12-1, 12-2, PPT slide 15) a. Dietary Reference Intakes (DRIs) represent the relationships among one‘s diet, health, and a reduced risk of developing a chronic disease. They are used for formulating national nutrition policies and nutrient information on food labels. Nutrient recommendations are specific for age and gender groups. (LO 12-1, PPT slide 11) b. Dietary Guidelines for Americans are revised every 5 years to reflect current research findings. Canada has developed a similar document. The Dietary Guidelines provide broad recommendations that apply to persons of all ages with regard to healthy eating, physical activity, and their role in weight management. (LO 12-1, PPT slides 16-17) c. The MyPlate model is a graphic representation of the Dietary Guidelines for Americans. It stresses the importance of balancing caloric intake with physical activity, consuming a wide variety of food from all food groups, reducing one‘s intake of added sugars and salt, and including more fruits, vegetables, low-fat dairy, and whole grains. (LO 12-3, PPT slides 12-13) i. Vegetable Group – supplies minerals, vitamins, fiber, and foods low infat and calories ii. Fruit Group – supplies vitamins (e.g., A, C, potassium, folic acid) and fiber iii. Grain Group – contributes complex carbohydrates, B vitamins, minerals, and fiber iv. Protein Group – yields proteins critical for growth, B vitamins, iron, zinc, and magnesium v. Dairy Group – supplies calcium, protein, vitamin D, potassium, and phosphorus vi. Oils – yields calories vii. Small Group Activity: MyPlate: 15 minutes. Form small groups of three or four students. Take 7 to 8 minutes to plan three different lunch menus for a four-year-old using the MyPlate model as a guide.

When the students have finished, they should exchange their menus with another group and critique each other‘s plans.

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d. Food Labels also serve as a nutrition guide. The information provided is intended to help consumers make healthier food choices. Establishments that serve or provide food (e.g., take-out, movie theaters, and convenience stores) are also required to make nutrient information available to consumers. i. Self-Reflection Activity: 10 minutes. Assign students to: Use the label provided in PPT slide 22 to answer the following questions: a. If you were extra hungry and ate half of the lasagna in this package, how many calories would you have consumed? b. How many calories are derived from the protein in one serving? c. How many calories do the sugars in one serving contribute? d. What percentage of your daily calcium requirement would one serving provide?

IV. Learning to calculate the percentage of calories from fat is also a useful tool for comparing similar foods and distinguishing between nutrient-dense and calorie-dense items. (LO 12-4, PPT slides 21-22)

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Nutrient Deficiencies: Duration 5 minutes a. Question: What nutrient deficiency may develop if eggs, cheese, and dairy products are consistently chosen as meat substitutes? i. Answer: An iron deficiency is likely to develop if other iron-rich food sources are not included in a child‘s diet.

2. Discussion: Protein: Duration 5 minutes a. Question: Why is it important that young children‘s diets include adequate protein? i. Answer: Adequate dietary protein is essential for children‘s growth.

3. Discussion: Empty Calories: Duration 5 minutes a. Question: What are empty calories? i. Answer: Empty calories supply calories but few nutrients. They consist primarily of fats and sugar. Consuming too many empty calories can lead to weight gain and obesity.

4. Discussion: Children‘s Physical Activity: Duration 5 minutes a. Question: How much daily physical activity is recommended for: infants; toddlers; preschoolers and school-age children? i. Answer: Infants – should be encouraged to move about and not be confined to a stroller or carrier for longer than 60 minutes per day.

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Toddlers – should get at least 30 minutes of structured, vigorous activity and 60 minutes or more of free play.

Preschoolers and school-age children – should get 60 minutes or more of structured, vigorous, physical activity each day and several hours of unstructured activity.

5. Discussion: Fruits and Vegetables: Duration 5 minutes a. Question: Why are fruits and vegetables important for children to consume? i. Answer: Fruits and vegetables contribute critical vitamins and fiber to a child‘s diet.

[return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Record all food and drink that you consumed during the past 24 hours. Analyze your total intake of vitamins A and C, iron, and calcium for the day (nutrient information is available at: https://fdc.nal.usda.gov/. Email your 24 hour dietary recall and analysis results to a classmate. Have them comment on your results and make dietary recommendations for any improvement.

2. Watch six television food commercials (e.g., cereal, pasta, cookies, or crackers). Check the label on each of the food items (in your grocery store or home pantry) and comment on the quality of food item that was being promoted. What makes the item a nutrient-dense food? What makes this food item a poor choice for inclusion in a child‘s diet? Summarize your findings in a one-page paper.

3. Conduct an online search and read about the Keto or Paleo diet. How do these recommendations compare to the U. S. Dietary Guidelines? What potential limitations are associated with this diet? Post your findings/comments online and respond to the comments of at least three of your classmates.

4. Respond to the following question: Should the government establish nutrient standards or limits (e.g., fats, sugar, calories) for foods served in restaurants, delicatessens, quick shops, and by street vendors?

Prepare a one-page paper stating your position and rationale.

5. Read through the ingredient list that appears on the label of five child-oriented breakfast cereals.

Compile a list of non-food additives. Determine what they are and what purpose they serve. Comment on your findings.

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 13: Nutrients That Provide Energy (Carbohydrates, Fats, and Proteins)

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 77 Student Downloads ................................................................................................................................... 77 Chapter Objectives ................................................................................................................................... 77 Complete List of Chapter Activities and Assessments........................................................................... 77 Key Terms.................................................................................................................................................. 78 What's New in This Chapter .................................................................................................................... 79 Chapter Outline ........................................................................................................................................ 79 Additional Discussion Questions.............................................................................................................. 80 Additional Activities and Assignments.................................................................................................... 81

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to examine the dietary nutrients that supply the human body with energy.

Calorie determination and utilization are also addressed.

STUDENT DOWNLOADS Teacher Checklist 13-1 Health Improvement Tips for Children Who Are Overweight Partnering with Families - Healthy Families

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 13-1 Identify the three nutrient groups that supply energy and the amount each contributes.

LO 13-2 Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

LO 13-3 Plan meals for one day with less than 10 percent of the calories from saturated fats and added sugars.

LO 13-4 Discuss why proteins are not considered an ideal energy source.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 13-1, 13-2 LO 13-2, 13-4 LO 13-1

Activity/Assessment

LO 13-1 LO 13-1 LO 13-3

Video Quiz Writing Assignment Small Group Discussion Activity Think, Pair, Share Activity Knowledge Check Activity Reflection Activity Assessment 1-3 Chapter Case Study

All All

Chapter Review Questions Quiz

LO 13-1 LO 13-1

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide

Duration 15 minutes 30 minutes 10 minutes

Certification Standard NAEYC 1c, 2b NAEYC 1c, 2b, 6d NAEYC 6b, 6d

PPT slide PPT slide

15 minutes 2 minutes

NAEYC 6b, 6d NAEYC 6b, 6d

PPT slide PPT slide Textbook

5 minutes 5 minutes 20 minutes

Textbook MindTap

30 minutes 30 minutes

NAEYC 6b, 6d NAEYC 6b, 6d NAEYC 1a, 2a, 4a, 4c NAEYC 1a, 6b NAEYC 1-4, 6

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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KEY TERMS Absorption – the process by which the products of digestion are transferred from the intestinal tract into the blood or lymph, or by which substances are taken up by the cells Basal metabolic rate (BMR) – minimum amount of energy needed to carry on the body processes vital to life Calories – units used to measure the energy value of foods Coenzymes – a vitamin-containing substance required by certain enzymes before they can perform their prescribed function Digestion – the process by which complex nutrients in foods are broken down into smaller units that can be absorbed and used by the body Energy – power to perform work Enzymes – proteins that catalyze or initiate specific body functions Gram – a metric unit of weight (g); approximately 1/28 of an ounce Lactose intolerance – an inability to digest lactose in milk and dairy products due to a deficiency of the lactase enzyme Linoleic acid – a polyunsaturated fatty acid that is essential (must be provided in food) for humans; also known as omega-6 fatty acid Linolenic acid – one of the two polyunsaturated fatty acids that are recognized as essential for humans; also known as omega-3 fatty acid Metabolism – all chemical changes that occur from the time nutrients are absorbed until they are converted into body tissue or are excreted Milligram – a metric unit of weight (mg); approximately 1/1,000 of a gram Monounsaturated fatty acids (MUFAs) – fatty acids that have one double hydrogen bond; nuts, avocados, and olive oil are high in this form of fat Nutrient-dense foods – foods that have a higher nutrient-to-calorie than fat-to-calorie ratio Polyunsaturated fatty acids (PUFAs) – fatty acids that contain more than one bond that is not fully saturated with hydrogen; vegetable oils, salmon, and some nuts and seed contain this fat Thermic energy of food – energy required to digest, absorb, transport, and metabolize nutrients in food

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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WHAT'S NEW IN THIS CHAPTER   

New information about the use of artificial sweeteners and plant-based milk alternatives in children‘s diet New recommendations regarding children and low-fat diets New Connecting to Everyday Practice feature that raises questions about sugar and its role in obesity

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Icebreaker: Small Group Activity: 15 minutes. In groups of two or three students, discuss the following question: What memories do you have about family meals and the foods that you typically ate as a child? After 10 minutes, have the groups rejoin the rest of the class and share some of their responses. What conclusions can be drawn?

II. Energy is derived from carbohydrates, fats, and proteins. (LO 13-1, PPT slides 4-6) a. What is a calorie? b. What factors determine how many calories you require in a day? (LO 13-1, PPT slides 610) i. BMR ii. Thermic energy III. Dietary carbohydrates are derived from sugars, starches, and fiber. Primary food sources include grains, fruits, vegetables, and legumes. (LO 13-1, PPT slides 11-12) a. Sugars can be simple (monosaccharides, such as glucose, fructose, and galactose) or compound (disaccharides, such as sucrose and lactose). i. Compound sugars consist of two or more simple sugar units. They must be digested into simple sugars before the body can absorb and use them for energy. ii. Artificial sweeteners are a poor choice for children because they are often used in foods that are a poor source of essential nutrients. iii. Think, Pair, Share Activity: 15 minutes. Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. b. Think. Take a few minutes to consider the number of food products on the market that are sugar-free or reduced-sugar and intended for weight control. c. Pair. In groups of three or four students, share and discuss your conclusions. Why do you think the number of these products continues to increase? What concerns are there about children consuming products made with artificial sugars? i. Share. Select one person to share your group‘s responses to these questions. ii. How many calories does a gram of protein yield? (LO 13-1, PPT slide 14)

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d. Starches and dietary fiber are complex carbohydrates. They consist of multiple single sugar units that must be broken down before they can be absorbed and used in the body. (LO 13-1, PPT slides 11-12) i. How many calories does a gram of carbohydrate yield? ii. Dietary fiber (cellulose) contributes no calories to the human diet. Explain why. e. Fats are the third nutrient group that supplies energy. They also play an important role in supporting growth and tissue repair, promoting young children‘s neurological development, and transporting fat-soluble vitamins. (LO 13-1, 13-3, PPT slides 15-17) i. How many calories does a gram of fat yield? ii. Fats are classified as being saturated (derived from animal-source foods) or unsaturated (derived from plant-source foods). Saturated fats are typically solid at room temperature, whereas unsaturated fats are soft or liquid. A healthy diet should consist primarily of unsaturated fats. iii. Knowledge Check Activity: 2 minutes. (PPT slide 18-19) iv. Saturated fat and cholesterol are associated with an increase in cardiovascular disease (e.g., heart attack, stroke).

IV. Proteins also contribute energy but this is not their primary role. (LO 13-4, PPT slide 14) a. Proteins are typically found in foods that are more expensive to purchase. b. Proteins consist of amino acids that are critical for development and tissue repair. c. How many calories does a gram of protein yield?

V. A person‘s energy needs should be derived primarily from complex carbohydrates and unsaturated fats. a. Excess caloric intake leads to weight gain and obesity. b. The incidence of childhood obesity continues to increase worldwide. (LO 13-1, PPT slides 22-25) c. Management of childhood obesity requires a change in eating and physical activity habits.

(LO 13-1, 13-2, PPT slides 26-27) VI. Reflection Activity: 10 minutes. (PPT slide 28) Visit the National Health, Lung, and Blood Institute website and enter your information in their BMI calculator: https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm In one or two sentences, respond to the following questions: – Were you surprised by the result?

– How will you use the results to maintain or improve your BMI? [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

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1. Discussion: Carbohydrates: Duration 5 minutes a. Question: What are the advantages of deriving one‘s calories from complex carbohydrates as opposed to sugars? i. Answer: Complex carbohydrates are nutrient-dense and provide a slow, steady source of energy.

2. Discussion: BMR: Duration 5 minutes a. Question: What is BMR (basal metabolic rate)? i. Answer: BMR is the minimum amount of energy (calories) a person‘s body requires to carry on involuntary functions (e.g., heartbeat, circulation).

3. Discussion: Amino Acids: Duration 5 minutes a. Question: What purpose do amino acids serve in the body? What foods supply amino acids? i. Answer: Amino acids serve as the building blocks for body tissue. They are derived primarily from protein-based foods.

4. Discussion: Calories: Duration 5 minutes a. Question: Why do children require more calories per pound of body weight than adults? i. Answer: Children require more calories due to their rapid growth and higher BMR. 5. Discussion: Oils and Fats: Duration 5 minutes a. Question: Why are plant-based oils/fats better for us? i. Answer: Plant-based oils/fats consist of polyunsaturated and monounsaturated fats and are considered to be ―heart healthy.‖ [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Calculate your BMI. Determine how many grams of protein, carbohydrate, and fat you should include in your daily diet. Which vitamins and minerals are especially important for you to ingest each day, and how much do you need?

2. Visit two schools and obtain a copy of their weekly lunch menu (some schools post these online).

Comment on the quality of protein featured in each day‘s meal and recommend healthier options if needed.

3. Write a paragraph that responds to the following question: Why does everyone think that carbohydrates are ―fattening‖?

4. Prepare a list of ten physical activities and the amount of time you would have to engage in each to burn the calories in a large order of French fries (approximately 500 calories).

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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5. Construct a graph that illustrates and compares the saturated, unsaturated, and polyunsaturated values for the following vegetable oils: sunflower; corn; soybean; canola; olive; avocado, and peanut.

[return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 14: Nutrients That Promote Growth and Regulate Body Functions

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 83 Student Downloads ................................................................................................................................... 83 Chapter Objectives ................................................................................................................................... 83 Complete List of Chapter Activities and Assessments........................................................................... 83 Key Terms.................................................................................................................................................. 84 What's New in This Chapter .................................................................................................................... 85 Chapter Outline ........................................................................................................................................ 85 Additional Discussion Questions.............................................................................................................. 86 Additional Activities and Assignments.................................................................................................... 87

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce the nutrients that are critical for children‘s growth and play an essential role in the regulation of body functions.

STUDENT DOWNLOADS Teacher Checklist 14-1 Plant-based Food Sources of Essential Nutrients Partnering with Families - A Weighty Problem: Sugary Drinks or Water?

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 14-1 Identify the vitamins and minerals most often inadequate in children‘s diet and explain why this occurs.

LO 14-2 Explain how complete and incomplete proteins differ and provide several examples of each.

LO 14-3 Discuss the primary functions that vitamins serve in the body.

LO 14-4 Describe the major roles that minerals perform in maintaining normal body functions.

LO 14-5 Explain why children require more water than do adults.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 14-1, 14-3

Activity/Assessment

Duration

Writing Assignment Small Group Activity Knowledge Check Activity Think, Pair, Share Activity Knowledge Check Activity Assessment 1-3 Chapter Case Study

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide PPT slide PPT slide PPT slide Textbook

LO 14-1, 14-3 LO 14-1 LO 14-2 LO 14-2 LO 14-3, 14-4 LO 14-2, 14-4 LO 14-1, 14-3, 14-4 All LO 14-1, 14-3

Chapter Review Questions Quiz

Textbook MindTap

Video Quiz

15 minutes

Certification Standard NAEYC 1a, 4b

30 minutes 15 minutes 1 minute 15 minutes 2 minutes 5 minutes 20 minutes

NAEYC 1a, 4b NAEYC 6a, 6d NAEYC 6a, 6d NAEYC 6a, 6d NAEYC 6a, 6d NAEYC 6a, 6d NAEYC 2a, 2b, 3a

30 minutes 30 minutes

NAEYC 1, 2, 6 NAEYC 1, 2, 6

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KEY TERMS Amino acids – the organic building blocks from which proteins are made Collagen – a protein that forms the major constituent of connective tissue, cartilage, bone, and skin Complementary proteins – a complete protein formed when two or more incomplete proteins with offsetting missing amino acids are combined Complete protein – protein that contains all essential amino acids in amounts relative to the amounts needed to support growth DNA – deoxyribonucleic acid; the substance in the cell nucleus that codes for genetically transmitted traits Essential amino acids – amino acids that can only be obtained from protein food sources Fat-soluble vitamins – vitamins that are dissolved, transported, and stored in fat Hemoglobin – the iron-containing, oxygen-carrying pigment in red blood cells Incomplete proteins – proteins that lack required amounts of one or more essential amino acids Iron-deficiency anemia – a failure in the oxygen transport system caused by too little iron Macrocytic anemia – a failure in the oxygen transport system characterized by abnormally large immature red blood cells Megadose – an amount of a vitamin or mineral at least ten times that of the RDA Microgram (mcg or mg) – a metric unit of measurement; one microgram equals one-millionth of a gram Milligram (mg) – a metric unit of weight; approximately 1/1,000 of a gram Minerals – inorganic chemical elements that are required in the diet to support growth, repair tissue, and regulate body functions Neuromuscular – pertaining to control of muscular function by the nervous system Non-essential amino acids – amino acids that are produced in the body RNA – ribonucleic acid; the nucleic acid that serves as a messenger between the nucleus and the ribosomes where proteins are synthesized Spina bifida – a neural tube defect that occurs during early fetal development; a malformation (gap or opening) in the spinal column that impairs nerve and spinal cord function Supplementary proteins – a complete protein that is formed by combining a small amount of a complete protein with an incomplete protein to provide all essential amino acids

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Water-soluble vitamins – vitamins that are dissolved and transported in water/fluids; they cannot be stored

[return to top]

WHAT'S NEW IN THIS CHAPTER   

New information about children‘s diets and nutrient deficiencies Additional information on plant-based diets and children New Connecting to Everyday Practice regarding water availability and human survival

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Children and At-Risk Nutrients. Calcium, iron, potassium, fiber, and vitamin D are frequently inadequate in children‘s diets. (LO 14-1, PPT slide 5) a. Icebreaker: Small Group Activity: 15 minutes. Form groups of five or six students. Have each student respond to the following questions: - What is one food that you could not live without eating for the rest of your life?

- Why is this food so important to you?

After 5 minutes, have each group share their results with the class. b. Small Group Activity: 15 minutes. Many children experience nutrient deficiencies as they are growing up. In groups of four or five students, discuss the following questions: - What nutrient deficiencies do young children most often experience?

- Why are these deficiencies more common among children?

- What steps can be taken to correct or prevent these deficiencies?

II. Proteins supply amino acids that provide the foundation for new cell and tissue formation. They are also an essential component of enzymes that help to regulate energy metabolism. (LO 14-2, PPT slide 7) a. Complete proteins are found in meat, fish, poultry, seafood, and dairy products. b. Incomplete proteins are found in grains, beans, legumes, and nuts. They form the basis of a vegetarian diet. c. Knowledge Check Activity: 1 minute. (PPT slides 9-10) d. Incomplete proteins can be combined to form complete proteins. (LO 14-2, PPT slide 11) e. Think, Pair, Share Activity: 15 minutes. (LO 14-2, PPT slide 12) Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class.

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i. Think. Take 2 minutes to think about complementary and supplementary food combinations. ii. Pair. Discuss your ideas with a partner. iii. Share. Share several complementary and supplementary food examples with the class. f. A person‘s protein requirement is determined by ideal weight and life stage. (PPT slide 14) III. Vitamins are found naturally in food. They play a critical role in cell division (growth and tissue repair), blood and bone formation, regulation of energy metabolism, and neuromuscular function. (LO 143, PPT slides 15-17) a. Vitamins are required in small amounts. Supplements taken in large doses (megadose) may be toxic, especially in children. b. Vitamin supplements are usually unnecessary unless a person fails to consume a healthy diet on a consistent basis. They may be beneficial for some children who are extremely picky eaters or engage in food refusal (i.e., children with autism). (PPT slides 18-19) c. Supplements are not the most desirable way to obtain important vitamins because they lack other essential nutrients that are typically present in food sources.

IV. Minerals play an essential role in building and repairing body tissue, teeth, and bones, regulating energy metabolism, and enabling neuromuscular activity. (LO 14-4, PPT slide 20) a. Calcium and phosphorus – are major components of teeth and bones and primarily found in dairy, grain, legume, and soy products. A calcium deficiency can cause rickets. (LO 14-4, PPT slides 2123) b. Iron is a critical component of hemoglobin that carries oxygen to all body cells. It is found in red meats (heme iron) and iron-fortified breads and cereals. A diet deficient in iron can cause anemia.

(LO 14-4, PPT slide 24) c. Potassium plays a key role in the transmission of nerve impulses that are critical for the performance of voluntary and involuntary activity. Best potassium food sources include fruits and vegetables, whole grains, meats, and seafood.

V. Knowledge Check Activity: 2 minutes. (PPT slide 27) VI. Water is present in every living cell and makes up approximately 60 to 75 percent of a person‘s body weight. (LO 14-5, PPT slides 25-26) a. Water is critical for survival, especially during active growth and physical activity. People can only live for approximately 3 days without water, compared to 8-10 days without food). b. Water plays a critical role in transporting nutrients throughout the body and regulating body temperature.

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

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1. Discussion: Vitamins: Duration 3 minutes a. Question: What advantage does drinking a glass of orange juice with your iron-enriched breakfast cereal provide? i. Answer: Vitamin C in the orange juice improves the amount of iron absorbed from the cereal.

2. Discussion: Supplementary Proteins: 5 minutes a. Question: What are supplementary proteins and how are they formed? i. Answer: Supplementary proteins are formed by combining a small amount of complete protein with an incomplete protein. Example: macaroni and cheese.

3. Discussion: Fluorosis: Duration 5 minutes a. Question: What is fluorosis and how can it be prevented? i. Answer: Fluorosis is a condition that causes brown or white spots form on children‘s teeth as a result of too much fluoride consumption. Children should be cautioned against swallowing fluoride toothpaste, especially if the local water supply is also fluoridated, to prevent this condition.

4. Discussion: Water Requirement: Duration 5 minutes a. Question: Why is a child‘s need for water greater than an adult‘s? i. Children‘s bodies are made up of more water than an adult‘s; this percentage continues to decrease with age. Children also tend to lose water more quickly than an adult because of their activity, frequent illness, and poorer water regulation.

5. Discussion: Vitamin B12: Duration 5 minutes a. Question: What foods supply vitamin B-12, and what populations might be at risk for a deficiency? i. Answer: Vitamin B12 is found in animal-based foods, such as meat, eggs, seafood, and dairy products. Populations at greatest risk for a deficiency are young children and people who follow a strict vegetarian diet (no eggs, no dairy). [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Prepare a 5-day lunch menu that a mother could pack for her 5-7 year-old to take to school. Be sure to address the at-risk nutrients and consider food safety.

2. Visit a local restaurant and order a vegetarian dish (or prepare a new vegetarian recipe at home). What ingredients contributed protein? Was the dish appealing and would you consider eating it again?

Comment on the experience.

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3. Develop a list of ten nutritious snacks for a child who is allergic to citrus and egg products.

4. Write a 5-day lunch menu for a five-year-old child who follows a lacto-ovo vegetarian diet.

5. Design a vegetable garden with plants that would provide a portion of a child‘s daily protein, carbohydrate, vitamin A and C, and calorie requirements.

[return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 15: Feeding Infants

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 89 Student Downloads ................................................................................................................................... 89 Chapter Objectives ................................................................................................................................... 89 Complete List of Chapter Activities and Assessments........................................................................... 89 Key Terms.................................................................................................................................................. 90 What's New in This Chapter .................................................................................................................... 90 Chapter Outline ........................................................................................................................................ 90 Additional Discussion Questions.............................................................................................................. 92 Additional Activities and Assignments.................................................................................................... 93

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the critical role that food plays in an infant‘s growth and development. Breast and formula feeding are discussed as well as the introduction of complementary foods. A section is also devoted to common feeding challenges that infants may experience.

STUDENT DOWNLOADS Teacher Checklist 15-1 Recommended Infant Meal Pattern Teacher Checklist 15-2 Supporting the Nursing Mother Teacher Checklist 15-3 Thawing Frozen Breast Milk Safely Teacher Checklist 15-4 Age-Related Infant Eating Behaviors Partnering with Families - Partnering with Families

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 15-1 LO 15-2 LO 15-3 LO 15-4 LO 15-5

Explain how the feeding relationship can support the infant‘s development across all domains.

Discuss the advantages and limitations of breast and formula feeding.

Demonstrate the correct infant feeding position.

Describe how to determine when an infant is developmentally ready for complementary foods.

Identify and discuss several health concerns associated with infant feeding.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective

Activity/Assessment

Lo 15-1

Video Quiz

LO 15-2, 15-5 LO 15-1 LO 15-2 LO 15-2

Writing Assignment Discussion Activity Small Group Activity Class Discussion Activity LO 15-3, 15-4, 15- Assessment 1-3 5 LO 15-1, 15-4, 15- Chapter Case Study 5 All Chapter Review Questions

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide PPT slide

Duration 15 minutes

Certification Standard NAEYC 1a, 6d

30 minutes 15 minutes 10 minutes 10 minutes

NAEYC 1d, 2b, 6c NAEYC 1a, 1c NAEYC 2b, 6d NAEYC 2a, 2b, 6c

PPT slide

5 minutes

NAEYC 1a, 1d, 6d

Textbook

20 minutes

Textbook

30 minutes

NAEYC 1a, 1d, 2b, 6d NAEYC 1, 2, 6

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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All

Quiz

MindTap

30 minutes

NAEYC 1, 2, 6

[return to top]

KEY TERMS Antibodies – special substances produced by the body that help protect against disease.

Aseptic procedures – treatments to produce a product that is free of disease-producing bacteria.

Distention – the state of being stretched or enlarged.

Electrolytes – minerals, including sodium, calcium, and potassium, that help to maintain proper body fluid balance and regulate critical body functions.

Low-birthweight (LBW) – weighing less than 5.5 pounds (2,500 grams) at birth.

Palmar grasp – using the entire hand to pick up objects.

Physiological and developmental readiness – growth (both physical and cognitive) and chemical processes that lead to the ability to perform a function.

Pincer grip – using the thumb and finger to pick up an object.

Regurgitation – the return of partially digested food from stomach to mouth. [return to top]

WHAT'S NEW IN THIS CHAPTER  

New emphasis on the feeding relationship and its effect on infants‘ biological, learning, and developmental needs.

New CACFP meal planning guidelines for feeding infants.

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. An infant‘s nutrient needs are determined primarily by their rapid growth.

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a. Icebreaker: Small Group Activity: 15 minutes. In small groups of 4 or 5 students, determine how many individuals have fed and cared for an infant. If students are willing, ask them to share some positive and negative experiences. What advice would students who have not had this experience be interested in knowing about in advance? b. Infants grow at a rate that is greater than at any other time in their life.

(LO 151, PPT slides 4-5) c. An infant‘s nutritional needs are also influenced by the quality of their mother‘s diet during pregnancy. i. A mother who consumes insufficient calories during pregnancy is likely to give birth to an undernourished, low-birthweight infant.

These infants are at high-risk for developmental challenges, vitamin deficiencies, illness, and premature death. ii. Overweight or obese mothers often give birth to large infants who may face health challenges, such as heart disease and diabetes later in life, congenital anomalies, and premature death. iii. Discussion Activity: 15 minutes. As a class, discuss how pregnancy, food insecurity, and infant cognitive potential are interrelated. Why should communities be concerned?

What are some solutions that could be implemented to address this challenge?

II. Breast milk or formula is the only food that infants need or should be fed the first six months following birth.

during

III. Breast feeding is strongly recommended and encouraged. Although breast milk and formula are similar in composition, breast milk supplies the infant with antibodies that help to protect against communicable illnesses; antibodies are not present in infant formulas. (LO 15-2, PPT slides 10-13) a. Breast-feeding mothers require additional calories and nutrients (e.g., protein, vitamins, calcium, and fluids in their diet. b. Early childhood programs can take steps to create an environment that supports breastfeeding mothers. c. Mothers may provide breastmilk that can be fed to an infant in her absence. It is important that caregivers understand how breastmilk must be handled and prepared for an infant. d. Small Group Activity: 10 minutes. Gather in small groups of 4 or 5 students. Take 5 minutes to identify and discuss the ways that early childhood programs can support the breastfeeding mother. What are the challenges that a program might encounter? Share your group‘s results with the class. e. Class Discussion Activity: 15 minutes. As a class, discuss this question: Should mothers be allowed to breast feed their infants in any public or private location? State your position and explain why you feel this way.

IV. Formula must be prepared carefully to maintain sanitary conditions and adequate nutrients (not too few or too many). (LO 15-2, PPT slides 15-16) V. Breast-versus formula feeding. (LO 15-3, PPT slide 17)

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VI. Young infants require frequent feedings because they can only consume milk in small amounts at a given time. (LO 15-3, PPT slide 19) a. The infant should be fed in a semi-upright position to reduce the risk of choking and ear infections. b. Infants swallow air during feedings and must be burped periodically to prevent discomfort and spitting up.

VII. Complementary foods can be introduced at around six months-of-age. (LO 154, PPT slides 20-21) a. By this age, infants can swallow (not just suck) and their digestive system has matured so that it can metabolize carbohydrates and proteins (other than milk). b. An infant‘s iron stores are relatively depleted by this time. Iron-fortified cereals are formulated to address this developing deficiency.

VIII. Common Feeding Challenges and Precautions. (LO 15-5, PPT slides 22-24) a. Food allergies b. Colic c. Anemia d. Baby bottle tooth decay e. Ear infection f. Obesity g. Vomiting, diarrhea, and constipation h. Teething [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Choking: Duration 5 minutes. a. Question: What behavioral indicators suggest that an infant is ready to eating complementary foods?

begin

i. Answer: Around 6 months-of-age and infant has developed the ability to move food from the front to the back of their mouth, open their mouth and chew, sit up in a chair, show interest in picking up food items, and signal when they are hungry and have had enough to eat.

2. Discussion: Palmar Grasp versus Pincer Grip: Duration 5 minutes. a. Question: What is the difference between a palmar grasp and pincer grip?

When do these skills typically develop? i. Answer: Palmar grasp involves using the whole hand to pick up an object; grip involves picking up an object between the fingers and thumb.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

pincer

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3. Discussion: Food Allergies: Duration 5 minutes. a. Question: What are the signs of food allergy? i. Answer: Signs of a food allergy include runny nose, wheezing, diarrhea, vomiting, rash, and/or constipation.

4. Discussion: Choking: Duration 5 minutes. a. Question: Why are young infants prone to choking? How should infants be decrease this risk?

fed to

i. Answer: Choking is not uncommon and becomes less frequent as the muscles used for swallowing mature. Feeding infants in an upright position decreases the potential for choking.

5. Discussion: Burping: Duration 5 minutes. a. Question: Why is it important to burp an infant frequently during feedings? i. Answer: Infants tend to swallow air during feedings. Burping them several times during feedings reduces regurgitation and discomfort. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Interview several mothers who have infants between 6 and 10 months of age. Ask about the challenges they experienced when initially trying to introduce their infant to solid foods. What strategies did they find most helpful in getting their infant to eat? Summarize, comment on, and post your findings.

2. According to Ellyn Satter, ―Feeding is a reciprocal relationship that depends on the abilities and characteristics of both the parent and the child.‖ Describe several adult caregiver and infant behaviors that are involved in, and necessary for, this give-and-take interaction to be successful.

3. Contact several pediatrician offices in your community. Find out how often they encounter infants who have food allergies, what symptoms typically bring the infant‘s family to their office, and what recommendations pediatricians are likely to offer.

4. Survey at minimum of 10 mothers regarding their early infant feeding practices. Find out if they chose to breast- or formula feed their infant, how long they breast fed (if this method was elected), and their reason(s) for deciding to or not to breastfeed their infant. [return to top]

Instructor Manual © 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 16: Feeding Toddlers, Preschoolers, and School-Age Children

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 95 Student Downloads ................................................................................................................................... 95 Chapter Objectives ................................................................................................................................... 95 Complete List of Chapter Activities and Assessments........................................................................... 95 Key Terms.................................................................................................................................................. 96 What's New in This Chapter .................................................................................................................... 96 Chapter Outline ........................................................................................................................................ 96 Additional Discussion Questions.............................................................................................................. 98 Additional Activities and Assignments.................................................................................................... 99

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to young children‘s nutrient requirements and how their development influences eating behaviors. Strategies for promoting children‘s healthy eating and physical activity patterns and expanding their acceptance of new foods is also addressed.

STUDENT DOWNLOADS Teacher Checklist 16-1 MyPlate Daily Food Group Recommendations Teacher Checklist 16-2 Introducing New or Unfamiliar Foods Partnering with Families – Feeding Toddlers and Young Children

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 16-1 Discuss the developmental characteristics typical of toddlers, preschoolers, and school-age children.

LO 16-2 Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

LO 16-3 Describe preschoolers‘ and school-age children‘s unique nutrient requirements and ways to meet them.

LO 16-4 Discuss how adults can encourage children‘s healthy eating behaviors.

LO 16-5 Identify and discuss common health problems associated with children‘s unhealthy eating patterns.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 16-1, 16-4

Activity/Assessment

Duration

Certification Standard

15 minutes

NAEYC 1a, 4b, 4c, 6d

Writing Assignment Knowledge Check Small Group Discussion Small Group Activity

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide PPT slide

LO 16-1, 16-4 LO 16-1, 16-2 LO 16-5 LO 16-3, 16-5

30 minutes 2 minutes 15 minutes 15 minutes

NAEYC 1d, 2b, 6c NAEYC 1a, 1b NAEYC 6a NAEYC 1a, 1b, 2a

LO 16-2, 16-4

Think, Pair, Share Activity

PPT slide

10 minutes

NAEYC 1c, 2b, 4a, 5a

Video Quiz

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LO 16-1, 16-2, 16-3 LO 16-4, 16-5 All All

Assessment 1-3

PPT slide

5 minutes

NAEYC 1a, 6d

Chapter Case Study Chapter Review Questions Quiz

Textbook Textbook MindTap

20 minutes 20 minutes 30 minutes

NAEYC 1a, 2b NAEYC 1, 2, 6 NAEYC 1, 2, 6

[return to top]

KEY TERMS Dental caries – tooth decay Down syndrome – a genetic disorder that is characterized by unique facial features, intellectual disabilities, and motor delays Hypertension – elevation of blood pressure above the normally accepted values Neophobic – fear of things that are new and unfamiliar Prader-Willi syndrome – a chromosomal disorder that causes learning and behavior problems, poor muscle tone, short height, and overeating that can lead to obesity Satiety – a feeling of satisfaction or fullness [return to top]

WHAT'S NEW IN THIS CHAPTER    

New CACFP meal planning guidelines for preschool- and school-age children aligned with the national standards Updated information regarding children‘s dietary practices and their relationship to the early development of hypertension, cardiovascular heart disease, and diabetes Additional information on promoting children‘s food acceptance and the media‘s influence on children‘s food preferences and eating habits New Connecting to Everyday Practice feature about the reliability of nutrition information on the Internet

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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I. Children‘s appetite begins to slowly decrease as they enter the toddler and preschool years. This is due to their slower growth rate and, in turn, need for fewer calories. Food refusals and less interest in eating are also a reflection of behavioral changes that are occurring. (LO 16-1, 16-2, 16-3, PPT slides 5-6, 9-11) a. Icebreaker: Think, Pair, Share Activity: 15 minutes. Students should reflect individually, then pair with another student to discuss the question, and finally share their responses with the class. i. Think. Think about one food that you strongly disliked as a child. Why did you find this food objectionable? ii. Pair. Locate another student in your class who shared a similar food dislike and compare your rationales for the refusal behavior. iii. Share. Share your results with the class.

II. Mealtime friction can be challenging. Struggles can be minimized when adults respect their role in the feeding relationship. a. Adults are responsible for serving nutritious foods, deciding when they will be offered to children, and serving as a positive role model. (LO 16-2, 16-3, PPT slides 12-16) b. Children are responsible for deciding what and how much to eat. c. Knowledge Check Activity: 2 minutes. (PPT slides 7-8) What does the term neophobic refer to or describe?

III. Adhering to these roles allows children to exercise some control during mealtimes. Encouraging children to serve themselves foods in small amounts and then request more if they are still hungry fosters their sense of control and independence. a. Small Group Discussion Activity: 15 minutes. The ability to estimate an appropriate food portion is becoming a lost art. Manufacturers have taken advantage of this limitation in human judgment and gradually increased the size (and cost) of foods sold to the public. For example, a once standard 8 ounce soft drink is now more commonly sold in 16, 32 and even 54 ounce servings.

– What are the consequences of this change in people‘s ability to determine an appropriate serving size?

– Is it always better to ‗get more value for your money‘?

– How might the size of plates and containers contribute to overeating?

– What are some effective strategies to help children learn about correct serving sizes?

IV. Introducing children to a wide variety of nutritious foods from all food groups is important; they are in the process of forming lifetime eating patterns and food preferences.

V. Positive mealtime environments. (LO 16-2, 16-3, PPT slides 19, 21) a. Rules and reprimands should be limited during mealtime. b. Children gradually learn acceptable mealtime behaviors through observation and gentle guidance.

VI. Food must never be used as a punishment or reward (e.g., ―no dessert unless you clean your plate). When food is used in this manner, it takes on an emotional quality that can lead to disordered eating.

VII. Children who have developmental disabilities or medical conditions may present unique feeding

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challenges with regard to nutrient needs, food acceptance, and/or eating abilities. (LO 16-2, 16-3, PPT slide 23) VIII. Children who consume a nutritious diet and are physically active are less likely to develop foodrelated health conditions, including: a. Dental caries b. Obesity c. Hypertension d. Cardiovascular heart disease e. Cancer f. Diabetes g. Small Group Activity: 10 minutes. Studies have shown that approximately 36 percent of all U.S. children eat fast food on any given day. In some cases, children are consuming more than two-thirds of their daily calories from ultra-processed and fast foods. In small groups of four or five students, discuss why this trend has developed and what the short- and long-term health consequences are for children. After 5 minutes, designate one person to share the group‘s responses with the class.

IX. Mealtime behaviors that are typical of toddlers, preschoolers, and young school-age children include: a. Selective eating b. Think, Pair, Share Activity: 10 minutes. Students should reflect individually, then pair with another student to discuss the question, and finally share their responses with the class. i. Take 2 minutes to think about strategies that adults can use to encourage children‘s acceptance of foods that are refused. ii. Pair. Discuss your ideas with a partner. iii. Share. Share several suggestions for reducing children‘s food selectivity and improving their food acceptance with the class. c. Dawdling d. Food jags

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Portion Distortion: Duration 5 minutes a. Question: Explain the concept of ―portion distortion‖ and its relationship to childhood obesity. i. Answer: Portion distortion refers to a person‘s inability to recognize an appropriate serving size.

The increasing size of foods and meals served in restaurants has been blamed for this development.

Children have become accustomed to larger portion sizes, which contribute to obesity.

2. Discussion: Food Refusal: Duration 5 minutes

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a. Question: How would you respond to a child who refuses to eat foods that have been served for a meal? i. Answer: The child‘s right to refusal should be accepted (child‘s role in the feeding relationship). However, no additional foods or substitutes should be offered. Instead, the child must wait until the next snack or meal is served. Refused foods should continue to be served (it may take 10-12 times before children are willing to try them) and/or prepared in a different manner.

3. Discussion: Hyperactivity: Duration 5 minutes a. Question: Do food additives cause children to become hyperactive? i. Answer: The research has not supported this outcome. However, some children may be sensitive to other chemicals (e.g., coloring, flavoring) in the food that cause this behavior.

4. Discussion: Food Refusal: Duration 5 minutes a. Question: How should a teacher respond to a child who repeatedly requests additional milk while refusing to eat their meal? i. Answer: Water can be offered rather than additional milk. Children who drink milk to the exclusion of other foods may develop nutrient deficiencies. They are also not learning to explore and eat a variety of foods.

5. Discussion: Dawdling: Duration 5 minutes a. Question: Why do some children dawdle at mealtime? i. Answer: Dawdling is usually a sign that the child is not hungry and has had enough to eat.

Children may also use the behavior to get attention. It is important to respect the child‘s disinterest in eating, dismiss them from the table, and not provide additional food until the next snack or mealtime. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Visit a local fast-food restaurant. Conduct a 30-minute observation and note the foods young children are typically eating. Present and discuss your findings in class. Why do you think this occurs and what recommendations would you offer?

2. Select three uncommon fruits and/or vegetables that children are unlikely to have tasted. What reactions do you anticipate? Provide several suggestions for preparing and serving each item so it will appeal to young children. Post your recommendations on an online discussion board.

3. Examine the children‘s menu at a local fast food chain restaurant. Analyze and comment on the nutrient quality of the food options provided. Modify the children‘s menu to include healthier meal choices. Alternatively, develop a new children‘s menu for a fast-food restaurant.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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4. A four-year-old boy in your classroom refuses to eat any vegetables served for meals or snacks. His family accepts this behavior and believes ―he will eventually outgrow it.‖ Do you agree or disagree with their rationale? What nutrient deficiencies is this child likely to develop? What can you do to interest him in at least tasting some of the vegetables? [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 17: Meal Planning and Service

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 101 Student Downloads ................................................................................................................................. 101 Chapter Objectives ................................................................................................................................. 101 Complete List of Chapter Activities and Assessments......................................................................... 101 Key Terms................................................................................................................................................ 102 What's New in This Chapter .................................................................................................................. 102 Chapter Outline ...................................................................................................................................... 103 Additional Discussion Questions............................................................................................................ 104 Additional Activities and Assignments.................................................................................................. 105

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to address the concept of planning and serving nutritious meals to young children. Steps that planners can follow when developing a menu and serving meals are discussed in detail. Information about the Child and Adult Care Food Program (CACFP) and National School Lunch (NSL) program are also included.

STUDENT DOWNLOADS Partnering with Families – Planning Healthy Meals

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 17-1 LO 17-2 LO 17-3 children.

LO 17-4 LO 17-5

Describe four criteria that must be addressed when developing children‘s menus.

Explain how weekly and cycle menus differ.

Plan snacks that meet the nutrient requirements of toddlers, preschoolers, and school-aged Create mealtime environments that are inviting for children and adults.

Describe four strategies for controlling food costs.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 17-1, 17-3 LO 17-1 LO 17-1 LO 17-1 LO 17-3 LO 17-4 LO 17-1, 17-3, 17-5 LO 17-1, 17-3 All All

Activity/Assessment

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide

Duration

PPT slide

2 minutes

Certification Standard NAEYC 1a, 1d, 6d NAEYC 1d, 2a, 6c NAEYC 1a-1c, 2b, 6d NAEYC 6b

PPT slide PPT slide

1 minute 10 minutes

NAEYC 6d NAEYC 1a, 4a, 6d

PPT slide

5 minutes

NAEYC 1a, 6b

Chapter Case Study

Textbook

20 minutes

Chapter Review Questions Quiz

Textbook

30 minutes

NAEYC 1a, 4b, 5b, 6d NAEYC 1-6

MindTap

30 minutes

NAEYC 1-6

Video Quiz Writing Assignment Small Group Discussion Activity Knowledge Check Activity Reflection Activity Think, Pair, Share Activity Assessment 1-3

15 minutes 30 minutes 15 minutes

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[return to top]

KEY TERMS Cost control – reduction of expenses through portion control inventory and waste reduction Cycle menus – menus that are written to repeat after a set interval, such as every three to four weeks Enriched – adding nutrients to grain products to replace those lost during refinement; thiamin, niacin, riboflavin, and iron are nutrients most commonly added Ethnic – pertaining to races or groups of people who share common traits or customs First-In-First-Out (FIFO) inventory method – a method of storage in which the items stored for the longest time will be retrieved first Fruit drinks – products that contain 0–10 percent real fruit juice, added water, and sugar Full-strength – undiluted (as in 100 percent fruit or vegetable juice) Odd-day cycle menus – menus planned for a period of days other than a week that repeat after the planned period; cycles of any number of days may be used. These menus are a means of avoiding repetition of the same foods on the same day of the week.

Procurement – the process of obtaining services, supplies, and equipment in conformance with applicable laws and regulations Sensory qualities – aspects that appeal to sight, sound, taste, feel, and smell Weekly menus – menus that are written to be served on a weekly basis Whole grains – grain products that have not been refined; they contain all parts of the grain kernel [return to top]

WHAT'S NEW IN THIS CHAPTER   

New meal planning guidelines based on revised National School Lunch Program and CACFP requirements New meal reimbursement rates New Connecting to Everyday Practice feature on food insecurity and children‘s nutrition programs

[return to top]

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. Menu planning is a process that is important for: organizing food service, meeting children‘s nutrient requirements, addressing licensing or funding guidelines, and managing food costs. (LO 17-1, PPT slides 5-7) a. Icebreaker: Discussion Activity: 15 minutes. As a class, discuss your experiences and/or memories about eating lunch at school. Did you typically bring your own lunch or eat in the school cafeteria? Did you enjoy the foods that were served at school? If you did not eat ‗school lunches‘, why did you prefer to bring your own lunch? How could schools improve the lunches they serve? b. Meeting Children‘s Nutritional Needs. Special attention must be paid to including nutrientrich sources of vitamins A and C, potassium, iron, and calcium. c. Small Group Discussion Activity: 15 minutes. In groups of four or five students, learn how many individuals have experience planning menus for children. As a menu planner: How confident are they about their knowledge of children‘s nutritional needs? What do you want to learn more about to be a better meal planner? After 8-10 minutes, share your group‘s findings with the class.

II. Children‘s menus should be visually appealing. Colorful menus are attractive and provide a wider variety of nutrients. Flavor, texture, and temperature combinations also make food more pleasing to the palate and increase the likelihood that children will eat what is served. (LO 17-1, PPT slides 8-10) III. The Child and Adult Care Food Program (CACFP) provides food cost reimbursement to participating programs. The purpose of this program is to ensure that young children receive nutritious food that is essential to their healthy growth and development. (LO 17-3, PPT slides 13-16) a. Knowledge Check Activity: 2 minutes (PPT slides 10-11) IV. Menus should also be planned to introduce children to new or unfamiliar foods. This is also an effective way to incorporate foods from different cultures. Although new foods may initially be rejected, they gradually become more familiar and likely to be accepted when served repeatedly over time.

Involving children in their preparation can also increase food acceptance. (Review PPT slides 5-7) V. The CACFP meal pattern (e.g., breakfast, lunch or dinner, snack) provides a sound framework that any program or family can follow to meet children‘s nutrient needs. a. Menu Planning Practice Activity (LO 17-1, 17-3, 17-5, PPT slides 18-20) VI. Carefully planned snacks can provide important nutrients that may otherwise be lacking in children‘s meals. Food choices should be focused on fruits, vegetables, whole grains, low-fat dairy, and lean proteins. Snacks also provide an opportunity to introduce children to new foods that they can taste.

(LO 17-3, PPT slide 16)

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VII. Attention should be paid to providing a pleasant, relaxing mealtime environment that helps children to focus their attention on eating. Several food service styles can be used, including food being placed on children‘s plates by an adult, children being allowed to serve themselves (family-style), or a combination of these styles. a. Think, Pair, Share Activity: 10 minutes. Students should reflect individually, then pair with a partner to discuss the question, and finally share their responses with the class. i. Think. Think about several ways to create a pleasant mealtime environment for children and adults. ii. Pair. Pair up with another student and discuss your ideas. iii. Share. Share two ideas for creating a pleasant mealtime experience that you and your partner discussed.

VIII. Food can be expensive to purchase but should not be the main consideration when planning menus. Planners can use several strategies to plan nutritious menus within a budget. (LO 17-5, PPT slides 21-22, 25) [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Menu Planning: Duration 5 minutes a. Question: What are the advantages and disadvantages of the following menu planning approaches: weekly; cycle; odd-day cycle? i. Answer: Weekly menus require less initial time to develop than do cycle or odd-day cycle menus; the disadvantage is that the planner must repeat this process every week. Cycle menus require more initial planning time, but they save time and food costs once they are developed. Odd-day cycle menus avoid serving the same meal or foods on the same day each week.

2. Discussion: Vitamins: Duration 5 minutes a. Question: What are five foods that provide a rich source of vitamin C? i. Answer: There are many possibilities (see Table 17-3).

3. Discussion: Menu Planning: Duration 5 minutes a. Question: Why is color important to consider when planning and serving meals? i. Answer: Colorful food combinations improve the appeal of a meal.

4. Discussion: CACFP: Duration 5 minutes a. Question: What is CACFP? Who can participate in this program? i. Answer: The Child and Adult Food Program (CACFP) is a federal program that reimburses eligible early childhood centers, family childcare homes, after-school programs, and adult group homes

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for the food, labor, and administrative costs of meals served to children and adults. Eligibility to participate in this program requires that a program be licensed, plan and serve meals according to CACFP guidelines, maintain records, and pass an annual audit. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Visit a grocery store in an upscale and a lower income neighborhood. Observe shoppers in each setting for at least 30 minutes and note the types of foods in their grocery carts. How would you categorize the items typically being purchased at each site? What contrasts did you observe (e.g., fresh versus canned vegetables/fruits, prepared foods versus ‗from scratch,‘ sugary beverages versus 100% juice or water, types of breakfast cereals)? If you were responsible for planning the menus in a local school or early childhood program, how would these observations influence the foods you would serve?

2. Maintain a dietary log for 3 days and record everything you had to eat and drink. What food groups were adequately represented? In what areas was your diet deficient? Suggest several changes that you could realistically make in your diet to improve nutrient intake.

3. Identify a child (of any age) to use for the following experiment. Prepare and serve an unfamiliar/uncommon fruit or vegetable. Describe the child‘s initial reaction or response. What techniques did you use to encourage the child to at least taste the item? What strategies were successful and unsuccessful? What effect(s) would this experiment have on future menu planning efforts? Post your comments on a class discussion board or chat room or share in class.

4. Many psychosocial factors (e.g., family history, income, transportation, religious beliefs) exert a collective influence on a person‘s food choices and menu planning. Identify and provide examples of several factors that affect your personal food selections and preferences. Post your comments on a class discussion board or chat room. What similarities do you share with your classmates?

5. Video record children in a group setting while they are eating. Identify and describe an aspect of the mealtime that you would change based on what you have learned in this chapter. Observe the same video and describe children‘s eating behaviors from a developmental perspective. [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 18: Food Safety

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TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 107 Student Downloads ................................................................................................................................. 107 Chapter Objectives ................................................................................................................................. 107 Complete List of Chapter Activities and Assessments......................................................................... 107 Key Terms................................................................................................................................................ 108 What's New in This Chapter .................................................................................................................. 108 Chapter Outline ...................................................................................................................................... 109 Additional Discussion Questions............................................................................................................ 109 Additional Activities and Assignments.................................................................................................. 110

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to raise an awareness about foodborne illnesses and practices that are critical to assuring food safety.

STUDENT DOWNLOADS Teacher Checklist 18-1 Correct Hand Washing Technique Teacher Checklist 18-2 Checklist for Evaluating Sanitary Conditions in Food Service Partnering with Families - Wash Those Hands!

Areas

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 18-1 Discuss why the incidence of foodborne illness is increasing and what audiences are at greatest risk.

LO 18-2 Outline basic safety and sanitation practices critical to preventing foodrelated illness.

LO 18-3 Explain how an HACCP plan is conducted to improve food safety.

LO 18-4 Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

LO 18-5 Describe several large-scale efforts that are designed to make food safer for human consumption.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 18-1 LO 18-2 LO 18-1, 18-4 LO 18-1, 18-2, 18-5 LO 18-2, 18-3 All LO 18-2, 18-4 LO 18-2, 18-4 LO 18-2, 18-4 All

Activity/Assessment Video Quiz Writing Assignment Class Discussion Activity Small Group Discussion Activity Knowledge Check Activity Reflection Activity Assessment 1-3 Chapter Case Study Chapter Review Questions Quiz

Source (i.e., PPT slide, Workbook) MindTap Video Case MindTap PPT slide PPT slide

Duration

Certification Standard

15 minutes 30 minutes 15 minutes 15 minutes

NAEYC 1a, 6d NAEYC 6b, 6d NAEYC 6a, 6d NAEYC 6d, 6e

PPT slide

2 minutes

NAEYC 6d

PPT slide PPT slide Textbook Textbook

5 minutes 5 minutes 20 minutes 30 minutes

NAEYC 6d, 6e NAEYC 6d NAEYC 6d, 6e NAEYC 6d, 6e

MindTap

30 minutes

NAEYC 5b, 5c, 6b, 6d

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[return to top]

KEY TERMS Critical control point (CCP) – a point or procedure in a specific food system where loss of control may result in an unacceptable health risk Food infections – illnesses resulting from the ingestion of live bacteria in food Food intoxications – illnesses resulting from the ingestion of food containing residual bacterial toxins in the absence of viable (live) bacteria Foodborne illness – a disease or illness transmitted by the ingestion of food contaminated with bacteria, viruses, some molds, or parasites Foodborne illness outbreak – two or more persons who become ill after ingesting the same food; laboratory analysis confirms food as the source of the illness Hazard Analysis Critical Control Point (HACCP) – a food safety and self-inspection system that highlights potentially hazardous foods and how they are handled in the food service department Irradiation – food preservation by short-term exposure of the food to gamma rays Microbial – refers to living organisms, such as bacteria, viruses, parasites, or fungi that can cause disease Pasteurization – the process of heating a food to a prescribed temperature for a specific amount of time necessary to destroy disease producing bacteria [return to top]

WHAT'S NEW IN THIS CHAPTER    

New food safety concerns, research, and practices Updated and expanded information about national and international efforts to improve food supply safety, including commercial food production practices New Connecting to Everyday Practice feature regarding food safety and climate change New section on teaching children about food safety

[return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. The incidence of foodborne illness in this country and worldwide continues to increase and poses a significant public health concern. a. What individuals are most likely to be sickened by foodborne illnesses? b. Why are children at high risk?

II. Foodborne illnesses are caused by bacteria, viruses, fungi, molds, and yeasts. Food can also be contaminated with chemicals, rodent droppings, and metal or glass particles. a. Being knowledgeable about common food sources, illness symptoms, and appropriate control measures can effectively reduce the chances of causing a foodborne illness.

III. Steps can be taken to minimize the risk of a foodborne illness by checking foods carefully when making a purchase, handling and storing foods properly, implementing personal sanitation and hygiene practices, and cooking foods to a recommended temperature. a. Individuals who prepare food should be in good health, free of any infection or communicable illness, and practice good handwashing procedures. b. Food preparation areas must be kept clean and sanitized. c. Caution should be used to store assure that perishable foods are stored properly. Refrigerator and freezer temperatures should be monitored with a thermometer.

IV. The HACCP (Hazard Analysis and Critical Control Point) is a seven-step, self-administered program that food handlers can follow to identify and control potentially hazardous steps in food production and preparation.

V. Food manufacturers are required to follow strict sanitation procedures when producing and preparing food for human consumption. Pasteurization, steam treatments, irradiation, and alternative packaging and production techniques are being employed by the food industry to reduce the risk of foodborne illness outbreaks.

VI. It is important that young children begin to learn about food safety. The four core safe food principles provide an effective framework to use for designing meaningful learning experiences: clean, separate, cook, and chill. [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

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1. Discussion: Foodborne Illness: Duration 5 minutes a. Question: What foods are commonly associated with foodborne illness outbreaks? i. Answer: Protein-source foods, such eggs, meat, seafood, and dairy, and leafy greens are most often a cause of foodborne illnesses.

2. Discussion: Foodborne Illness: Duration 5 minutes a. Question: What conditions encourage harmful bacteria to multiply in food? i. Answer: Four conditions are essential for bacterial growth: oxygen, temperatures between 40°F and 140°F, moisture, and time.

3. Discussion: Prevention Practices: Duration 5 minutes a. Question: What food handling practices should be implemented to prevent foodborne illnesses caused by salmonella? i. Answer: Refrigerating foods quickly, washing foods that will not be cooked before eating, and cooking foods to the correct temperature 4. Discussion: Handwashing: Duration 5 minutes a. Question: At what times must careful hand washing be practiced? i. Answer: Hands should be washed before handling food items; after handling raw protein-based foods; after touching dirty dishes, toys, or garbage; after using the bathroom; after changing diapers or helping a child use the bathroom; after coughing, blowing your nose, or sneezing; after eating or administering medication; and after touching hair or face.

5. Discussion: Foodborne Infections: Duration 5 minutes a. Question: How are E. coli infections transmitted? i. Answer: E. coli infections are transmitted via uncooked or undercooked meats and seafood, unpasteurized milk and/or juice, and raw fruits and vegetables. It can also be spread via dirty hands (fecal-oral). [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Survey the food storage and preparation areas in your house or current living arrangement using Teacher Checklist 18.2. How did your kitchen compare to the sanitation standards? What findings surprised you? Identify three unsafe conditions that you identified and outline the steps you will take to correct them.

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2. Read ―Using dietary supplements wisely,‖ prepared by the National Center for Complementary and Integrative Health (https://www.nccih.nih.gov/health/using-dietary-supplements-wisely). Were you aware that the production and sale of vitamins, herbal products, and dietary supplements are unregulated?

What else did you learn from this article that surprised you about the safety of over-the-counter products?

What populations are more likely to need and to use these products? Are these products considered safe for children?

3. Visit the vitamin supplement section in your local pharmacy or grocery store. Read the labels on several different brands of the same vitamin. Are the usage recommendations (e.g., dose, conditions addressed, side effects) similar? In what ways do they differ? How do you know if the tablet contains the actual ingredients listed? What recommendations would you offer to a friend who uses food supplements and herbal products?

4. The incidence of norovirus is increasing and currently responsible for approximately 50 percent of all food-borne illnesses. Visit the CDC website (https://www.cdc.gov/norovirus/index.html) to learn more about norovirus. What foods are the most common source of this viral infection? How is it transmitted?

What steps can food handlers take to prevent the occurrence of this illness?

5. Visit a fast-food or sit-down restaurant. Observe the food handlers/servers and note behaviors that could be conducive to the transmission of food-borne illness. Interview the manager and ask about the type of sanitation training employees typically receive. Research your state‘s food handling regulations and training requirements or certification for food handlers. Do you think all food handlers should be required to complete basic sanitation training? Justify your viewpoint. [return to top]

Instructor Manual Lynn Marotz, Health, Safety, and Nutrition for the Young Child, 2024, 978-0-357-76576-0; Chapter 19: Nutrition Education: Rationale, Concepts, and Lessons

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 112 Student Downloads ................................................................................................................................. 112 Chapter Objectives ................................................................................................................................. 112 Complete List of Chapter Activities and Assessments......................................................................... 112 Key Terms................................................................................................................................................ 113 What's New in This Chapter .................................................................................................................. 113 Chapter Outline ...................................................................................................................................... 113 Additional Discussion Questions............................................................................................................ 115 Additional Activities and Assignments.................................................................................................. 116

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to emphasize the importance of including nutrition education in children‘s early learning experiences. The principles of effective instruction and rationales for involving families in children‘s nutrition education are also discussed. Numerous lesson plan examples are provided in this chapter for teachers to use in their classroom.

STUDENT DOWNLOADS Partnering with Families - More Fruits and Vegetables Please

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: LO 19-1 Explain why it is important to educate young children about nutrition, and what role schools and families should play in this process.

LO 19-2 Summarize the basic nutrition concepts and safety considerations that must be addressed when planning learning experiences for children.

LO 19-3 Discuss the principles of effective curriculum and lesson development.

LO 19-4 Describe several factors that influence children‘s ideas about food and nutrition.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective LO 19-2, 19-3

Activity/Assessment

Source (i.e., PPT slide, Workbook) MindTap Video Case

Duration

LO 19-1 LO 19-1

MindTap PPT slide

30 minutes 10 minutes

PPT slide PPT slide

10 minutes 10 minutes

LO 19-2, 19-3

Writing Assignment Think, Pair, Share Activity Small Group Activity Small Group Discussion Activity Discussion Activity

PPT slide

10 minutes

LO 19-4

Small Group Activity

PPT slide

15 minutes

LO 19-2, 19-3, 19-4 LO 19-1, 19-4

Assessment 1-3

PPT slide

10 minutes

Chapter Case Study

Textbook

20 minutes

LO 19-3 LO 19-1, 19-3

Video Quiz

15 minutes

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Certification Standard NAEYC 1b, 4c, 5c NAEYC2b, 6b, 6d NAEYC 1a, 4a, 4b, 6c NAEYC5 a, 5b NAEYC 4a, 5a, 5b, 5c NAEYC 2a, 2b, 4c NAEYC 1b, 1c, 2a NAEYC 1b, 1c, 2a NAEYC 2b, 2c, 5a, 6d

112

All

Chapter Review Questions Quiz

All

Textbook

30 minutes

NAEYC 1-6

MindTap

30 minutes

NAEYC 1-6

[return to top]

KEY TERMS Assessment – a measurement of effectiveness used to determine whether or not learning objectives have been achieved Attitudes – beliefs or feelings one has toward certain facts or situations Behavioral objectives – a clear and measurable description of a specific behavior that an individual is expected to learn Concepts – combinations of basic and related factual information that represent a broader statement or idea Nutrition education – activities that impart information about food and its use in the body Peer – one of the same rank; equal Sensorimotor – Piaget‘s first stage of cognitive development, during which children learn and relate to their world primarily through motor and sensory activities Serrated – saw-toothed or notched

[return to top]

WHAT'S NEW IN THIS CHAPTER   

New resources for teaching children about nutrition Additional emphasis on family engagement and educating children about healthy eating and physical activity Lesson plans that include updated children‘s book lists

[return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

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I. Children are in the process of forming strong beliefs and personal values regarding food.

Consequently, it is an ideal time to introduce nutrition education so that children have access to accurate information. (LO 19-1, PPT slides 6-7) a. Icebreaker Activity: 15 minutes. Have student form pairs and spend 5minutes discussing the following questions: What memorable experiences have they had with a different cuisine when traveling to another state, region, or abroad? How did the food(s) or preparations differ from what they knew? How might this experience apply to teaching young children about nutrition? b. Think, Pair, Share Activity: 10 minutes. Students should reflect individually, then pair with another student to discuss the question, and finally share their responses with the class. i. Think. Take a minute to consider why it is important to begin teaching young children about nutrition? ii. Pair. With a partner, discuss and compare your reasons for including nutrition learning experiences in children‘s early education. iii. Share. After 5 minutes, share your rationales with the class.

II. Nutrition concepts can be integrated across the curriculum and reinforced during activities that involve language, sensorimotor, cognitive, motor, and science activities. (LO 19-1, PPT slides 8-10) a. Nutrition lessons should be part of a coordinated, long-range framework that is based on children‘s interests and advances their developmental skills. b. Sharing information with children‘s families may contribute to their nutrition knowledge. It can also promote understanding about how to provide nutritious meals and encourage healthy eating habits. c. Small Group Activity: 15 minutes. In groups of three or four students, create two measurable behavioral objectives. After 5 minutes, have each group present their objectives to the class for feedback.

III. A sound nutrition education program is based on four basic principles: (1) food is needed for a healthy body, (2) nutrients come from foods, (3) a variety of foods must be eaten, and (4) foods must be handled carefully so they are safe to eat.

IV. Teaching children about nutrition is most effective when it is well-planned and involves them in hands-on food preparation activities with real food that can be eaten. (LO 19-2, 19-3, PPT slide 12) V. Safety must always be considered and addressed when conducting food-related activities and lessons. (LO 19-2, 19-3, PPT slide 13) VI. Developing nutrition lessons that are safe, effective, and meaningful for children requires thoughtful planning, appropriate topic selection, the establishment of measurable behavior objectives, identifying sound instructional methods, and the conduct of continuous assessment. (LO 19-3, PPT slides 14-17) a. Small Group Activity: 15 minutes. In groups of four or five students, identify and describe a nutrition activity/lesson and explain how it can be used to support and reinforce children‘s skill development in other developmental areas (e.g., math, science, language, motor). Have each group present their results to the class.

VII. Children‘s ideas about food and nutrition are shaped in multiple ways, including adult modeling, peer influence, and media exposure. (LO 19-4, PPT slide 18)

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a. Discussion Activity: 10 minutes. Family involvement in children‘s nutrition education is essential to achieving success. What does this statement suggest and why is family involvement in children‘s nutrition education important? What ways can schools get families more involved in children‘s nutrition education? b. Small Group Activity: 10 minutes. In groups of five or six students, consider the following question: In what ways has your family, religion, culture, and/or community influenced your current food preferences? After 5 minutes, share some of these examples with the class. [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Learning Objectives: Duration 5 minutes a. Question: What is a behavioral learning objective and what purpose do these objectives serve? i. Answer: Behavioral objectives are a clear and measurable description of what an individual is expected to learn as a result of the experience/lesson. Its purpose is to serve as a planning guide and evaluation tool for improvement.

2. Discussion: Nutrition Education: Duration 5 minutes a. Question: How can teachers use the National Health Education Standards to guide the development of a meaningful nutrition education program? i. Answer: The National Health Education Standards provide a comprehensive framework, based on research, which can be used to build a meaningful and progressive curriculum that advances children‘s health, safety, and nutrition learning from Pre-K-grade 12.

3. Discussion: Information Assessment: Duration 5 minutes a. Question: What criteria can teachers use to determine if the information is accurate and reliable? i. Answer: Is the information from a reliable source (e.g., professional organization, government, or educational site), are the author‘s credentials legitimate, are health claims substantiated, are materials age- and developmentally appropriate, and are projects/lessons safe?

4. Discussion: Reporting Maltreatment: Duration 5 minutes a. Question: What four basic concepts serve as the foundation for children‘s nutrition education? i. Answer:

 

Nutritious food is essential for children‘s growth and health.

Nutrients come from foods.

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 

A variety of foods should be eaten every day because no one food provides all of the essential nutrients.

Foods must be handled carefully before they are eaten to ensure that they are nutritious and safe.

5. Discussion: Cooking Safety: Duration 5 minutes a. Question: What safety precautions must be considered when planning and conducting a cooking activity that involves the children making scrambled eggs for lunch? i. Answer: Student answers may vary. Several factors to consider include, checking for children‘s food allergies, washing hands before and after touching the eggs, keeping eggs refrigerated until they are used, providing equipment that is accessible and safe for children to use, careful planning, supervising all steps of the activity, and allowing plenty of time to complete the activity. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists) – they are for you to use if you wish.

1. Locate five nutrition lesson plans posted one of the searchable teacher-oriented websites. Evaluate and comment on the learning objectives, lesson design, and accuracy of the nutrition content described.

2. Observe a kindergarten or preschool classroom during lunchtime. Randomly select 5 children and record: 1) if they tasted the fruits and/or vegetables served and, 2) if they ate all of the fruit and/or vegetables on their plate. Next, design a lesson to teach children about the benefits of consuming more fruits and vegetables. Present the lesson to the same classroom of children that you initially observed.

Several days later, observe the same children you focused on during the first session. Describe any notable changes in the children‘s willingness to taste and to finish the fruits and vegetables on their plates.

If none were observed, what recommendations would you have for continued efforts to encourage their acceptance?

3. Arrange to spend several hours with the nutrition educator at your local WIC (Special Supplemental Nutrition Program for Women, Infants, and Children) office. What aspects of nutrition education were commonly addressed with clients? What questions or concerns about children‘s nutrition did clients ask about most often? What can you take away from this experience and use when planning nutrition education for children and their families?

4. Conduct a search to learn about organic foods and the pros and cons of choosing them over mainstream products. Visit a local grocery store and identify 10 food items, such as cereals, crackers, soups, and fresh produce that have an organic counterpart. Prepare a list of comparison prices for each mainstream food item and its organic equivalent. Summarize your findings in a short paper. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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