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Miniprojectsfornutrition.docx

These are the mini projects for you to do this assignment on

Part 1: Update of Mini-Projects 1 and 2

Mini-Project 1: Healthy Snack Recipe Book

What I have Done:

I have collected ten recipes for healthy snacks that can be served to preschoolers, taking into account nutritional balance and ease of preparation. Each recipe contains a brief description of different health benefits.

I have completed the initial draft layout of the recipe book. I used colorful visuals as much as possible to make it appealing to parents and children.

Next Steps:

I will, therefore, work on finalizing the recipes and try them out on a few children to get their suggestions regarding taste and presentation changes.

I will also share my layout draft with my peers to get ideas on how to make it more interesting before compiling the final version.

Mini-Project 2: Physical Activity Calendar

What I Have Done:

I created a 30-day physical activity calendar, ensuring activities were named for each day of the month. In the children's development, gross motor skills are part of the action, such as jumping, running, and dancing.

Peer Review: The course instructor assigned a classmate to review my activities, ensuring they coincided with the NC Foundations on physical development.

What's Next:

The calendar will then be printed out and tested in the classroom. I will note any changes that should be made regarding the level of engagement and other modifications to encourage more participation.

Testing will be followed by a request for feedback from the children and parents on how functional the calendar is.

Conclusion

Attachments include the following, which serve as documentation of completion for this assignment: a draft of the recipe book and a sample of the physical activity calendar.

Part 2: Ellyn Satter's Approach

Pros and Cons

Pros:

Satter's approach will provide a positive relationship with food, enabling children to self-regulate their intake and develop healthy eating habits. Hence, Satter's approach coincides with the developmental Indicator from Goal HPD-1 (Harris et al., 2020). Such an approach will make the child independent and build his preferences, taking enough time, as stated in NC Foundations, p. 70.

Division of feeding responsibilities: Parents provide, and children decide. This approach empowers the child, respects his autonomy in food consumption, and thus increases the likelihood of offering him new foods.

Cons:

Some parents find it stressful to be in complete control of their children's diets (Lohse & Satter, 2021). I have often encountered this when working with parents concerned about their children's nutritional needs.

Overall, this method would take much time and consistency, and time is something that many families don't have, as it has been said in Chapter 12 of the Health, Safety, & Nutrition textbook by Paris.

Personal Experience

I have worked with preschoolers, and Satter recommends setting the environment for meals as one way to minimize mealtime battles. When children are relaxed and at liberty to make choices, they tend to become more accepting of new food offered to them.

Developmental Indicators and Strategies

Developmental Indicator related to Goal HPD-1: Encouraging children to taste various healthy foods, page 70 of the NC Foundations supports developing healthy eating patterns.

Developmental Indicator related to Goal HPD-2: Page 71: Engaging children in active play supports Satter's approach as it allows children to be physically healthy, which supports their healthy eating.

Strategies:

1. Differentiate foods at each meal (NC Foundations, p. 73).

2. The infant should be offered a predictable mealtime routine (NC Foundations, p. 74).

Part 3: Planning Mini-Project 3

Project Description

My Mini-Project 3 will address the requirement for fruits and vegetables in children's diets.

I have selected this subtopic/strategy because Children's eating of fruits and vegetables is important for their normal growth and developmental stage and would establish lifelong healthy eating patterns.

My project will consist of a 1–2 page informational packet for families that includes helpful tips on how to select, prepare, and present fruits and vegetables in creative ways.

My project could be helpful for families who want to improve their children's diets and make mealtime enjoyable.

Two resources I will use for my project content are:

Chapter 12: Basic Nutrition for Children from the Health, Safety, & Nutrition textbook.

2. NC Foundations Health & Physical Development standards pages 80-86.

 

 

References

Harris, C., Estes, P., & Satter, E. (2020). Feasibility of Using Satter’s How to Eat Method to Improve Eating Competence Among Previous Dieters in a Metropolitan Hospital System Employee Wellness Program.  Current Developments in Nutrition,  4, nzaa059_024.  https://www.sciencedirect.com/science/article/pii/S2475299123093253Links to an external site.

Lohse, B., & Satter, E. (2021). Use of an Observational Comparative Strategy Demonstrated Construct Validity of a Measure to Assess Adherence to the Satter Division of Responsibility in Feeding.  Journal of the Academy of Nutrition and Dietetics,  121(6), 1143-1156.  https://www.sciencedirect.com/science/article/pii/S2212267220314830Links to an external site.

from  Week 5 Discussion - Evaluating an approach + Mini-Project #3

Mini Project 2

Playing is an essential attribute of mental health and joy in early childhood care and education. This was pointed out in the North Carolina Department of Public Instruction resource, whereby cognitive and physical development in children is supported, and their emotional well-being is nurtured through play. Children learn how to act in social situations, ways in which to express their emotions and find a way to solve a problem that arises through playing (Raikes et al., 2023). This is because institutions make learning pleasant; it minimizes stress and anxiety and thus creates better conditions for mental health among young pupils.

This art of play further develops resilience as children experience problems in their play and learn to handle frustrations when negotiating a role or solving problems in an activity (Hadani et al., 2021). These activities build emotional regulation and self-confidence, which creates a foundation for future social interactions and academic success.

References

Hadani, H. S., Winthrop, R., & Hirsh-Pasek, K. (2021). Playful learning landscapes: Convergence of education and city planning. In  Powering a learning society during an age of disruption (pp. 151-164). Singapore: Springer Nature Singapore.  https://library.oapen.org/bitstream/handle/20.500.12657/49538/1/9783030632342.pdf#page=157Links to an external site.