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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
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Book Description
Teachers play a crucial role in providing food-and-eating messages to children as part of nutrition education programs that have been instituted nationwide as a way to increase school accountability for the growing problems of childhood malnourishment, diabetes, and obesity. In crafting and conveying these messages, teachers must navigate, and bring together in a locally logical way, government and institution mandates, their personal beliefs and cultural backgrounds, student diversity, and the classroom food environment. This also includes the children themselves, who are of varied weights and sizes and come from a variety of cultural backgrounds and so have a variety of ideas about food. Educators therefore may teach healthy eating in environments that may complement or contradict, as well as call forth, particular messages. While various public health studies have explored the ramifications for child health of particular aspects of the classroom, little research has characterized the enacted strategies by which teachers navigate their complex work environments to actualize healthy eating mandates. For this, ethnographically informed methods are needed. By observing the preschool classes at the SDSU Children's Center and conducting open ended interviews and a data review focus group with teachers and administration regarding nutrition education, this research will begin to fill this gap and it will do so in a way that will aid teachers elsewhere in addressing the contradiction that may exist between what is said and what is done in the classroom.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
Get Book Here
Book Description
Teachers play a crucial role in providing food-and-eating messages to children as part of nutrition education programs that have been instituted nationwide as a way to increase school accountability for the growing problems of childhood malnourishment, diabetes, and obesity. In crafting and conveying these messages, teachers must navigate, and bring together in a locally logical way, government and institution mandates, their personal beliefs and cultural backgrounds, student diversity, and the classroom food environment. This also includes the children themselves, who are of varied weights and sizes and come from a variety of cultural backgrounds and so have a variety of ideas about food. Educators therefore may teach healthy eating in environments that may complement or contradict, as well as call forth, particular messages. While various public health studies have explored the ramifications for child health of particular aspects of the classroom, little research has characterized the enacted strategies by which teachers navigate their complex work environments to actualize healthy eating mandates. For this, ethnographically informed methods are needed. By observing the preschool classes at the SDSU Children's Center and conducting open ended interviews and a data review focus group with teachers and administration regarding nutrition education, this research will begin to fill this gap and it will do so in a way that will aid teachers elsewhere in addressing the contradiction that may exist between what is said and what is done in the classroom.
Author: Samara Madrid
Publisher: Routledge
ISBN: 1135051666
Category : Education
Languages : en
Pages : 217
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Book Description
This volume examines the emotional world of the early childhood classroom as it affects young children (whose emotional wellbeing is crucial to successful learning), educators (for whom teaching is never a solely cognitive act), parents, and administrators. In a culture where issues such as bullying and teacher burnout comprise major challenges to student success, this book brings together diverse voices (researchers, practitioners, children, and parents) and multiple perspectives (theoretical and personal) to refocus attention on the pivotal role of emotion in schools. To do so, editors Samara Madrid, David Fernie, and Rebecca Kantor envision emotion as a dynamic, fluid, and negotiated construct, performed and produced in the daily lives of children and adults alike. A nuanced yet cohesive analysis, Reframing the Emotional Worlds of the Early Childhood Classroom thus presents a challenge to the overriding concern with quantifiable classroom achievement that increasingly threatens to push the emotional lives of classroom participants to the margins of educational and public discourse.
Author:
Publisher:
ISBN: 9789464471458
Category :
Languages : en
Pages : 0
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Book Description
Author: United States. Congress. House. Committee on Ways and Means. Subcommittee on Trade
Publisher:
ISBN:
Category : Foreign trade regulation
Languages : en
Pages : 820
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Book Description
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309287197
Category : Medical
Languages : en
Pages : 115
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Book Description
The childhood obesity epidemic and related health consequences are urgent public health problems. Approximately one-third of America's young people are overweight or obese. Health problems once seen overwhelmingly in adults, such as type 2 diabetes, cardiovascular disease, and hypertension, are increasingly appearing in youth. Though the health of Americans has improved in many broad areas for decades, increases in obesity could erode these and future improvements. The IOM report Accelerating Progress in Obesity Prevention: Solving the Weight of the Nation recognized the importance of the school environment in addressing the epidemic and recommended making schools a focal point for obesity prevention. The development and implementation of K-12 nutrition benchmarks, guides, or standards (for a discussion of these terms, see the next section of this chapter) would constitute a critical step in achieving this recommendation. National nutrition education curriculum standards could have a variety of benefits, including the following: Improving the consistency and effectiveness of nutrition education in schools; Preparing and training teachers and other education staff to help them provide effective nutrition education; Assisting colleges and universities in the development of courses in nutrition as part of teacher certification and in updating methods courses on how to integrate nutrition education in subject-matter areas in the classroom and in materials; and Establishing a framework for future collaborative efforts and partnerships to improve nutrition education. Nutrition Education in the K-12 Curriculum: The Role of National Standards is a summary of the workshop's presentations and discussions prepared from the workshop transcript and slides. This summary presents recommendations made by individual speakers.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education
Publisher:
ISBN:
Category : National school lunch program
Languages : en
Pages : 64
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Book Description
Author: Lynn Parker
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 48
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Book Description
Abstract: This publication provides basic information about the relationship between nutrition and learning and includes steps for ensuring that students benefit from nutrition programs. This text may be used in the initiation of school meal programs and the incorporation of nutrition education into classroom learning.
Author: Josephine Martin
Publisher: Jones & Bartlett Learning
ISBN: 9780834209176
Category : Children
Languages : en
Pages : 774
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Book Description
Health Sciences & Nutrition
Author: Lynne Reeves Griffin
Publisher: Penguin
ISBN: 1440620083
Category : Family & Relationships
Languages : en
Pages : 276
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Book Description
The classic power struggle between parents and children- demystified. Nationally recognized behavior management expert Lynne Reeves Griffin offers a commonsense yet radical approach to parenting that will enable adults to win the tug-of-war with their children about what is, and isn't, acceptable behavior. This proactive plan provides parents with the tools to reclaim their authority, establish boundaries, and cease negotiation tactics such as rewards and punishments, based on the specific ages and temperaments of each child. Featuring anecdotes from more than 20 years of parental consulting, the author reveals the real struggles parents face in raising today's children.
Author: Julie Appleton
Publisher: Gryphon House, Inc.
ISBN: 0876592647
Category : Education
Languages : en
Pages : 210
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Book Description
Noting that young children learn about food and nutrition through food preparation, eating together, play, science activities, and games, this resource guide addresses food learning and nutritional provisions in early childhood programs. The guide is designed to meet the needs of children and adults in child care centers, family child care programs, preschools, kindergartens, and before- and after-school programs. The guide presents six approaches to food learning with suggestions for many hands-on activities: (1) children's decision making; (2) science and mathematics; (3) food cycles; (4) language, drama, and social studies; (5) physical activities and motor skills; and (6) food selection, preparation, and presentation. Suggestions are also offered about food provision in early childhood settings. The chapters are: (1) "An Introduction to Food Foundations," discussing the values of foods and eating, adult roles in facilitating food events with children, and the kinds of learning children gain from a variety of food opportunities; (2) "A Framework for Learning about Food," focusing on key principles for formal and informal curricula, learning and teaching considerations, and the learning process; (3) "Approaches to Children's Food Learning," introducing the six approaches and including sample activities; (4) "Food and Nutrition Issues and Information," discussing nutrition guidelines, infants' and children's nutritional needs, special food needs, meal planning, safety and food hygiene, and information for parents; (5) "Making Decisions about Food Foundations," including information on children's rights, negotiating food foundations, sample food education and nutrition policies, and a management process for food issues in early childhood programs. (Contains references and recommended readings organized by chapter.)(KB)
