health, nutrition, and safety: obesity awareness (self ... · retention – intention applying new...

Retention – Intention Applying New Knowledge through Online Training

ChildCareTrainingConsultants,LLCTheresaVadala,Ed.D.

(702)837-2434www.childcaretrainingclasses.org

[email protected]

____________________________________________________________________Name

____________________________________________________________________

Date

ChildCareTrainingConsultants,LLC

Health, Nutrition, and Safety: Obesity Awareness (Self-study Guide)

AbouttheTrainer

AbouttheTrainerTheresa (Terry)Vadalahasover30yearsexperience in thefieldofearlychildhoodeducaKon.DuringthatKmeshehadtheopportunitytoteachandtaketheroleasaprincipalinwhichshedevelopedandimplemented training courses on observaKon and assessment,management and administraKon, leadership and professionaldevelopment for staff and families in a cultural diverseenvironment.Terryhasalsohadtheopportunity torecruit,advise,monitorstaffandoverseetheaccreditaKonprocess.

TerryisaChildDevelopmentAssociate(CDA)ProfessionalDevelopmentSpecialist(PD)andisqualifiedtoassesscompetenciesandfacilitatecoursesduringverificaKonvisitsinEnglishandSpanish.TerryisaProfessionalDevelopmentTrainer,hastaughtChildDevelopmentCoursesatthecollege level, and has Bachelors Degree in Child Development, a Masters and DoctoralDegree in EducaKonal Leadership with SpecializaKon in Curriculum and InstrucKonalDesign.SheconKnuestodeveloptrainingcoursesforchildcareprovidersandisnowintheprocessofgoingnaKonal.ChildCareTrainingConsultants,LLCChildCareTrainingConsultants,LLC isanEducaKonalTrainingCompanythatoffersweb-based professionalgrowthtrainingtochildcareproviders. Thecompanycurrentlyoffersregistry approved clock hours and is undergoing the InternaKonal AssociaKon forConKnuing EducaKon and Training (IACET) accreditaKon process to begin offeringConKnuingEducaKonUnits(CEU’s)tolearners.Thecompanyhasbeenineffectsince2011,firstprovidingon-sitetraining,in2013thecompanybeganitsweb-basedtrainingprocessalongwithon-sitetraining.TheCompanyPresident/CEOisTheresaVadala,aECEMasterTrainerandCurriculumDeveloperforALLChildCareProviders.

Child Care Training Consultants. LLC 2017 Revised 2

DearStudent,Child Care Training Consultants, LLC Professional Development Training Courses are designed toprovide students with training based on Core Knowledge Areas and Competencies, Content,AcKviKes, Outcomes and the Transfer of Learning aligned with instrucKonal objecKves. TheinstrucKonalobjecKvesarebasedonBloom’sTaxonomyhierarchalmodel.

Goal/sThe goal of Child Care Training Consultants, LLC is to provide current research-based training byincorporaKngbestpracKcesandintegraKonofnewlearningstrategiesfor learnerstoconnectnewlearningconceptstopriorlearning.ThiswillbeperformedbyalignmentofallcoursedesigntrainingcontentwithFiveEssen)alTrainingComponents.FiveEssen;alTrainingComponents• AlignmentofinstrucKonalobjecKvestothetraininggoal• AlignmentofacKviKestoinstrucKonalobjecKves• AlignmentofassessmentstoInstrucKonalobjecKves• AlignmentoflearningoutcomestoinstrucKonalobjecKves• AlignmentofthetransferoflearningtoinstrucKonalobjecKves

Vision“All Child Care Providers across the naKonwill have the opportunity to receive current research-based, self-paced online professional development training that aligns with acKviKes, self-studyguides,trainingoutcomes,assessmentsandtransferoflearningtoinstrucKonalobjecKves.”Mission“Child Care Training Consultants, LLC mission is to develop professional growth online training that

include self-study guides with best practices and integration of new learning strategies and concepts

for learners to connect to prior learning. This self-paced online delivery method enables us to reach

and accommodate child care providers/educators across the nation with clock/contact hours and Continuing Education Units (CEU) to stay up to date with any changes in their field.**NOTE:Print/ViewtheSelf-helpGuide.Youareencouragedtotakenotesandreviewthecourse

contentbeforetakingtheendofcoursequiz.

INTRODUCTION

RegistryApprovalInforma;onHealth,Nutri;on&Safety:ObesityAwareness(Part1)

ClockHours:2

CourseLevel:Intermediate

Prerequisite/s:Self-studyGuide


ADDIEModel(Instruc;onalDesign)TheADDIEmodelistheprocesstradiKonallyusedbyinstrucKonaldesignersandtrainingdevelopers. The five phases—Analysis, Design, Development, ImplementaKon, andEvaluaKon—represent a dynamic, flexible guideline for building effecKve training andperformancesupporttools.Phase1:AnalysisIn the analysis phase, instrucKonal problem is clarified, the instrucKonal goals andobjecKves are established and the learning environment and learner's exisKngknowledgeandskillsareidenKfied.BelowaresomeofthequesKonsthatareaddressedduringtheanalysisphase:

•  WhoistheaudienceandtheircharacterisKcs?•  IdenKfythenewbehavioraloutcome?•  Whattypesoflearningconstraintsexist?•  WhatarethedeliveryopKons?•  WhataretheonlinepedagogicalconsideraKons?•  WhatistheKmelineforprojectcompleKon?

Phase2:DesignThe design phase deals with learning objecKves, assessment instruments, exercises,content,subjectmaheranalysis,lessonplanningandmediaselecKon.Thedesignphaseshould be systemaKc and specific. SystemaKc means a logical, orderly method ofidenKfying,developingandevaluaKngasetofplannedstrategiestargetedforahainingtheproject'sgoals.SpecificmeanseachelementoftheinstrucKonaldesignplanneedstobeexecutedwithahenKontodetails.Thesearestepsusedforthedesignphase:

•  DocumentaKonoftheproject'sinstrucKonal,visualandtechnicaldesignstrategy

•  InstrucKonalstrategiesbasedonintendedbehavioraloutcomesbydomain(cogniKve,affecKve,psychomotor).

•  StoryboardCreaKon•  Theuserinterfaceanduserexperience•  PrototypecreaKon•  Visualdesign(graphicdesign)applicaKon

ADDIE Model (Instructional Design)


Phase 3: Development The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed

and revised according to any feedback given.

Phase 4: Implementation During the implementation phase, a procedure for training the facilitators and the

learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student

registration. This is also the phase where the project manager ensures that the books, hands on equipment, tools and software are in place, and that the learning application or Web site is functional.

Phase 5: EvaluationThe evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation

consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.

ADDIE Model (Instructional Design)

Instructional Design. (2013). Retrieved from http://www.instructionaldesign.org/models/addie.html


TheCon;nuingEduca;onUnit–HowtoCalculateCEUsOne(1)ConKnuingEducaKonUnit(CEU)equalsten(10)contacthoursoflearnerinteracKonwiththecontentofthelearningacKvity,whichincludesclassroom,self-pacedinstrucKon,pre/postassignments,and/orhomeworkinsupportofalearningoutcome.A contact hour is one clock hour of interacKon between a learner and instructor, orbetween a learner and materials, which have been prepared to cause learning. ContactimpliesaconnecKonbetweenalearnerandalearningsource.ForpurposesoftheCEU,thatconnecKonistwo-way;thatis,theinstructororlearningsourcemustmonitorthelearner’sprogressand/orprovide some formof feedback to the learner.ThisdefiniKonapplies forface-to face interacKon as well as distance learning programs. The CEU should not beawardedforlearningacKviKesinwhichindividualsareengagedinunplanned,unsupervised,ornon-sponsoredlearning.Coun;ngHourstowardCEUWhencalculaKngthenumberofCEUsforacourse,thenumberofcontactminutesmustbetotaledanddividedby60toarriveatthenumberofcontacthours.Totalcontacthoursmust then be divided by 10 to obtain the number of CEUs. CEUs must be expressed intenthsofaCEU;thatis;17contacthoursequateto1.7CEU;athreecontacthourprogramequatesto.3CEU..

Contacthoursofcon;nuingeduca;onarecalculatedasfollows:1contact/clockhour=60minutesofinstruc;on=0.1CEU

10contacthours=Onecon;nuingeduca;onunit(CEU)1.0CEU

1contact/clockhour = 60minutesofinstrucKon=0.1CEU2contact/clockhours = 120minutesofinstrucKon=0.2CEU3contact/clockhours = 180minutesofinstrucKon=0.3CEU4contact/clockhours = 240minutesofinstrucKon=0.4CEU5contact/clockhours = 300minutesofinstrucKon=0.5CEU6contact/clockhours = 360minutesofinstrucKon=0.6CEU7contact/clockhours = 420minutesofinstrucKon=0.7CEU8contact/clockhours = 480minutesofinstrucKon=0.8CEU9contact/clockhours = 540minutesofinstrucKon=0.9CEU10contact/clockhours = 600minutesofinstruc;on=1.0CEU


LearningEnvironmentandSupportSystemsTechnologyRequirementsInordertohavethebestlearningexperience,the student’s internet access and computersystem shouldmeet or exceed the followingminimumrequirements:Internet Access – High-speed internet (DSL,4Gorfaster)isneededinordertostreamthevideosineachlessonComputer–AnycomputercapableofrunningamodernbrowserMobileDevice–AnyAndroidorApplephoneortabletwithamodernbrowserBrowser – Google Chrome, Safari, MozillaFirefox,orMicrosorEdge.


CustomerServiceandStudentSupportInordertoprovideahigh-qualitylearningexperience,allstudentshaveaccesstosupportstafftoansweranyandallquesKonsregardingthecourseinwhichtheyareenrolled.ThisincludestechnicalandcoursematerialquesKons.Ourstaffisavailableforassistancebyphone(702)837-2434atthefollowingKmes:

Monday–Thursday:9AM–5PMPTFriday:9AM–12PMPT

StudentscansubmitquesKonsviaemailtochildcaretrainingclasses1@gmail.com24/7.Emailswillberespondedtowithin24hours.

WelcometoHealth,Nutri;on&Safety:ObesityAwarenessTraining

Purpose:The purpose of this Self-Study Guide is to provide learners with current research and updated Dietary Guidelines for Americans. The benefits of learning this information is to promote a safe and healthy lifestyle both in the classroom and at home. It is important to implement the information within this Self-study guide in order move your students to optimal levels of performances.

Goals: Thegoalof this training is topromote eating healthy habits and obesity awareness to child care providers and families given the information from the 2015-2020 Dietary Guidelines for Americans.Trainer:TheresaVadala,Ed.D.ContentArea:Health,SafetyandNutriKonTitle:Health,NutriKon&Safety:ObesityAwareness(Part1)2ClockHours,OnlineCourseLevelofExperience:☐BeginningXIntermediate☐AdvancedCourseDescrip;onLearn the components of eating healthy, nutritional facts, maintaining a safe environment

and childhood obesity. Building an awareness of childhood obesity and planning intentional physical education activities and food menus for children and families based on the “Let’s Move” Initiative and ChooseMyPlate are considered. DevelopaparenthandbookusingtheprovidedtemplateandcreatelessonplanacKviKestouseindailyteachingpracKces.LearnerswillalsoidenKfylearningoutcomes,transferoflearningstrategies,andassessmentsusedbasedonlearningobjecKves.Prerequisite/s:Thetargetaudienceforthiscourseischildcareproviders,administrators,andparents.CourseMaterials:Self-StudyGuide

CHILDCARETRAININGCONSULTANTS,LLC.


Health,Nutri;on&Safety:ObesityAwareness(Part1)

CourseObjec;ves:ParKcipantswillbeabletodescribetheimportanceandbenefitsofeaKnghealthy,implementphysicalacKviKesintheclassroomandidenKfysafetypolicieswithinthechildcarecentergiventhetoolsprovidedduringthecurrentschoolyear.BytheendofthetrainingparKcipantswillbeableto:1)  DescribetheimportanceandbenefitsofeaKnghealthygiventhe2015-2020dietary

guidelinesforAmericans,nutriKonalfacts,andsodium/sugarintake.2)  ImplementcrossingthemidlineandbalanceacKviKesintothedailyclassrouKne,given

grossmotorandcoordinaKonacKviKes.3)EmpowerParents&CaregiversbyprovidingthemwithresourcesandinvolvementinlessonplanningandphysicalacKviKes.

CHILDCARETRAININGCONSULTANTS,LLC.


OutlineofTrainingContent

TrainingContent

TrainingMethods

TimeFrame

(2Hours)

Introduction

Describetheimportanceand

benefitsofeatinghealthygiventhe

2015-2020dietaryguidelinesfor

Americans,nutritionalfacts,

sodiumandsugarintake.

Exercise1.1MyPlateMyStateActivityExercise1.2ClueCards:WhoamI?Exercise1.3Sugar/CokeDemonstrationExercise1.4NutritionalFactsfor“FunnyFishbowl”RecipeExercise1.5CreateaRebusRecipe

(0.40minutes)

0.05

0.10

0.05

0.10

0.10

2)Implementphysicalactivitiesin

totheclassroom,suchascrossing

themidlineandbalanceactivities

givengrossmotorandcoordination

activities.

Exercise2.6Eye-HandCoordinationExercise2.7BalanceActivities

(0.20minutes)

0.10

0.10

3)EmpoweringParents&

CaregiversA)BMIIndexResourcesforParentsB)FoodSafetyPoliciesforParentsC)LessonPlan:

• CookingExperience• PhysicalActivities• ParentInvolvement

• Diversity&Inclusion

Exercise3.8DevelopaParentHandbookExercise3.9Createalessonplanthatincludes:

• CookingExperience• PhysicalActivities• ParentInvolvement

• Diversity&Inclusion

(0.50minutes)

0.25

0.25

Reflection/Overview

Quiz

Evaluation

Overview/Reflection/Questions (0.10minutes)

TrainingOutline


TableofContents

RESEARCH 28PART1:HEALTH&NUTRITION 29

A.Obesity&Well-being 29•  WhatisObesity? 30

•  BMIIndex 30•  ChildhoodObesity 31•  WhyareMoreChildrenObeseinToday’sSociety? 31

•  WhatCausesObesityinChildren? 32

B.Let’sMoveIniKaKve,FoodGuidePyramid&ChooseMYplate 33

•  ABriefHistoryofUSDAFoodGuidelines 34•  ChooseMYPlate 36•  Exercise1.1MYPlateMYState 37•  Exercise1.2ClueCard:WhoAmI? 38

•  KitchenAcKviKes 39•  HealthyTipsforPickyEaters 40

C.2015-2020DietaryGuidelinesforAmericans 41

•  TopTenThingsyouNeedtoKnowaboutthe2015-2020 DietaryGuidelinesforAmericans 42

•  GovernmentRecommendaKons 44

•  Sugar&Health 44•  SugarConsumpKonintheU.S. 44•  SugarStacks 45

•  Exercise/Demonstra;on1.3Sugar-Coke 47•  Sodium 49•  SaltIntake/FoodFacts 50•  RecommendaKonSodiumIntake 50

•  Foods&SodiumNutriKonalFacts 51

D.NutriKonalFacts:DoyouKnowWhatyouareEaKng? 52•  TheNew&ImprovedNutriKonalFacts–KeyChanges 52

•  RecommendedDietaryAllowances 55•  Exercise1.4Nutri;onalFactsfor“FunnyFishbowl”Recipe 56•  Exercise1.5CreateaRebusRecipe 59


TableofContents

PART2:PHYSICALACTIVITIESINDAILYCLASSROOMACTIVITIES 60

A.CrossingtheMidline 61•  GrossMotor&CoordinaKonAcKviKes 62

B.WhatisCrossingtheMidline? 60

•  Exercise2.6EyeHandCoordina;on 63C.BalanceAcKviKes 64

•  Exercise2.7BalanceBeamAc;vi;es 65

•  BeaFitKidPART3:EMPOWERINGPARENTS&CAREGIVERS 67

A.ParentHandbookTemplate 70•  Exercise3.8CreateaParentHandout 70

B.Diversity&Inclusion 83•  Exercise3.9DevelopaLessonPlantouseinyourDailyAc;vi;es 84

Overview 85Glossary 87References 88Appendixes 91FeedbackEvalua;onForm 101


Research

Health,Nutri;on&Safety:ObesityAwareness&

Research

InFebruaryofthisyear,FirstLadyMichelleObamapresentedherambiKousLet’sMovecampaigntobahletheterrifyingchildhoodobesityepidemic.LadyObamawasinspirednotonlyfromherfamilyandchildren’slifestyle,butalsobysomestartlingobesitystaKsKcsthathavebeengatheredbymedicalresearchersoverthepastthirtyyears.AchildisconsideredobeseiftheirBMI(BodyMassIndex)is30orhigher,andthisBMIlevelinanyone,especiallychildrenhasthepotenKaltocauseveryseverehealthissues.RecentstudiesusingDEXAscanningdevicesshowthatthisnumberisprobablymuchhigherthanoriginallythought.ThereisnobeherKmetosolvetheobesityissuesamongAmerica’schildren,andtheadultsofeverygeneraKon.Childhoodobesityhastripledinthepast30years.In1980,theobesityrateof6-11yearoldswas6.5%,in2008hadtripledto19.6%.Fortoddlersandpreschoolersaged2-5,theobesitylevelshaverisenfrom5%to12.4%inthesameamountofKme.AccordingtotheNaKonalCollaboraKveonChildhoodObesityResearch(NCCOR),1outof3childrenareobeseoroverweightbeforetheir5thbirthday.Andapproximately12.5millionor17%ofchildrenandadolescentsaged2to19yearsareobese.Theseratesareevenhigherforeconomicallydisadvantagedchildren.Genes,epigeneKcs,theintrauterineenvironment,aswellasearlylifeinfluencesplayaroleinwhetherornotachildisobese.ObesityprevenKoniscriKcalbecausethosewhobecomeoverweighttendtohavemoreseriouscomorbidiKesasobeseadults,includingcardiovasculardiseases,type2diabetes,andcertaincancersthroughoutthelifespan.ThechildhoodobesityepidemicdemandsacKon,butacKonrequiresanevidencebasetoensureopKmaloutcomesthatarealsocost-effecKve.MulKdisciplinaryresearchisneededtodevelopeffecKveandefficientbehavioralintervenKonstopreventchildhoodobesity.ThesepreventaKveintervenKonswillneedtoproducechangesatmulKplelevels,includingindividuals,families,schools,healthcareproviders,communiKesandgovernmentpolicy.

Reference:Center for Childhood Obesity research (2017) http://hhd.psu.edu/ccor

SPARK (2010). Child Obesity Research Studies and Facts. http://www.sparkpe.org/blog/child-obesity-research/

Ourbodiesneednutrientsvitaltoourhealthand fruits, vegetables, whole grains, milkproducts, and lean proteins give us thosenutrients.EaKnghealthyprovidesourbodieswith the needed nutrients vital to ourhealth.Fruits,vegetables,wholegrains,milkproducts, and lean protein give us thosenutrients. EaKng healthy helps manageweight, protects against heart disease andotherillnesses.WhyisitImportanttoEatHealthy?Benefitsofhealthyea;ngare:•  Helpstomanageweight•  Protectsagainstheartdisease,diabetes

&otherillnesses•  Makesskin,hair,andnailshealthy•  Provides needed vitamins, minerals,

andfiber

ListaddiKonalbenefitstoeaKnghealthy:________________________________________________________________________________________________________________________________________________________________________________________________________________________


ChildhoodObesity&Well-beingAccording to the Center for DiseaseContro l and PrevenKon (2017) ,Childhood obesity has immediate andlong-term impacts on physical, social,andemoKonalhealth.Forexample:Childrenwithobesityareathigher risk for having other chronichealth condiKons and diseases thatimpact physical health, such as asthma,sleep apnea, bone and joint problems,type2diabetes,andriskfactorsforheartdisease.Children with obesity are bullied andteased more than their normal weightpeers,andaremorelikelytosufferfromsocial isolaKon, depression, and lowerself-esteem. In the long term,childhoodobesity also is associated with havingobesity as an adult, which is linked toserious condiKons and diseases such asheartdisease,type2diabetes,metabolicsyndrome,andseveraltypesofcancer.

Part1:TheImportanceofHealthyEa;ng

A.Obesity&Well-being

B.Let’sMoveIniKaKve

C.2015-2020DietaryGuidelinesforAmericans

D.NutriKonalFacts:DoyouKnowWhatyouareEaKng?

BMIMassIndex

Obesity is defined as having excess bodyfat.Overweightisdefinedashavingexcessbody weight for a parKcular height fromfat,muscle,bone,water,oracombinaKonof these factors.Bodymass index,orBMI,is a widely used screening tool formeasuring both overweight and obesity.BMI percenKle is preferred for measuringchildren and young adults (ages 2–20)becauseittakesintoaccountthattheyaresKllgrowing,andgrowingatdifferentratesdepending on their age and sex. Healthprofessionals use growth charts to seewhetherachild’sweightfallsintoahealthyrange for the child’s height, age, and sex.Childrenwith a BMI at or above the 85thpercenKleandlessthanthe95thpercenKleare considered overweight. Children at orabovethe95thpercenKlehaveobesity.Obesity is defined as body mass index (BMI) which is a measure of body fat based

on height and weight. A person is considered obese when his or her BMI is 30 or higher. The reason BMI increases, is due to eating more calories than the body

uses. The extra calories not used in physical activity are stored in your body as fat.

References:Centers for Disease Control and Prevention (2017)https://www.cdc.gov/healthyschools/obesity/ facts.htmHeart & Lung Association (2017) www.nhlbisupport.com/bmi/


BMIisameasureofbodyfatbasedonheight&weight.Obesity(abodymassindexof30orhigher)BMICategories:Underweight=<18.5

Normalweight=18.5–24.9

Overweight=25–29.9

Obesity=BMIof30orgreater

EaKngmorecaloriesthanyourbodyuses

MorecaloriesstoredasfatnotusedinphysicalacKvity.

WhatisObesity?

Whyaremorechildrenobeseintoday’ssociety?

•  Bothparentsareworking

•  Childreneatmoreboxedfoods

•  Hugevarietyofsnacks

•  Super-sizedfoodsatfastfoodrestaurants

•  ToomuchTV/computeruse/videogames

•  LackofphysicalacKviKes

•  Unsafeenvironmenttoplayoutdoors

•  Less“play”inschools

Morechildrentodaytendtoeatmoreboxedmeals since both parents work. Families areon the go, andfind it easier toprovide theirchildrenwithsnacksorfastfoods.Childrenintoday’s society are in the mist of theinformaKon age. Technology is at the Kp ofourfingersandyoungchildrenareexposedtocomputeruseandvideogames.

With video games,DVDs, andeasy access tomoviesonline,childrentodaywatchcountlesshoursofTVandlackphysicalacKvity.Studiesshow that children younger than 2 years ofageshouldnotwatchTV.Children2oroldershould only watch 1-2 hours of TV per day.The average amount of TV children watchtoday is 32.5hoursof TVperweek.Anotherreason for lack of physical acKvity is thatsomechildrenliveinunsafeenvironmentanddo not lay outdoors. Further, studies areshowing that there is less play in school dueto the rigors of academics and higherstudentsoutcomes.


Childrenage2-5watch32.5hoursofTV

Childrenyoungerthan2-NOTVChildren2orolder-1or2hrsperday

ChildhoodObesityToday, about one in three American kidsand teens is overweight or obese. Theprevalence of obesity in children morethantripledfrom1971to2011.Childhoodobesity is now the No. 1 health concernamong parents in the United States.Amongchildrentoday,obesityiscausingabroad range of health problems thatpreviously weren’t seen unKl adulthood.Theseincludehighbloodpressure,type2diabetes and elevated blood cholesterollevels.Obese children aremoreprone tolowself-esteem,negaKvebodyimageanddepression and experience psychologicaleffects.

References:Centers for Disease Control and Prevention (2017)https://www.cdc.gov/healthyschools/obesity/ facts.htmHeart & Lung Association (2017) www.nhlbisupport.com/bmi/U.S. Food & Drug Administration (2017) https://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm385663.htm#formats


WhatCausesObesityinChildren?Children become overweight and obese for avarietyofreasons.ThemostcommoncausesaregeneKc factors, lack of physical acKvity,unhealthy eaKng paherns, or a combinaKon ofthese factors. Only in rare cases is beingoverweight causedbyamedical condiKon suchas a hormonal problem. A physical exam andsomebloodtestscanruleoutthepossibilityofamedicalcondiKonasthecauseforobesity.Althoughweightproblemsruninfamilies,notallchildrenwitha familyhistoryofobesitywillbeoverweight.Childrenwhoseparentsorbrothersorsistersareoverweightmaybeatanincreasedrisk of becoming overweight themselves, butthis can be linked to shared family behaviorssuchaseaKngandacKvityhabits.

FirstLadyMichelleObama:BallesChildhoodObesity'Let'sMove'Ini;a;ve

February2010

Let’smoveisacomprehensiveiniKaKvelaunchedbytheFirstLady,MichelleObama,dedicatedtosolvingtheproblemofobesity.Thegoalistobringanawarenesstotheproblems of obesity so that children grow up healthier. The childhood task forcerecommendaKonsfocusonthefivepillarsoftheLet’sMoveiniKaKve:1.Crea1ngahealthystartforchildren2.Empoweringparentsandcaregivers3.Providinghealthyfoodinschools4.Improvingaccesstohealthy,affordablefoods5.Increasingphysicalac1vityAccord ing to the USDA 2010guidelines, the food pyramid haschanged from the My Pyramid toChooseMyPlate. My Plate illustratesthe five food groups that are thebuildingblocksforahealthydietwhileusing a familiar image. The colors orsizesof the foodgroupsarenot tobealteredorchanged.Theideaistomakeyour plate half fruits and vegetables.Thefoodgroupsare:Fruits - any fruit 100% fruit juicecountsaspartofthefruitgroup.Fruitsmaybefresh,canned,frozen,ordried,andmaybewhole,cut-up,orpureed.Vegetables - any vegetable or 100%vegetablejuicecountsasamemberofthe vegetable group. Vegetables maybe raw or cooked; fresh or frozen;canned,dried,dehydrated,whole,cut-upormashed.Grains - Any food made from wheat,rice,oats,cornmeal,barleyoranothercereal grain is a grain product. Bread,pasta,oatmeal,breakfastcereals,

Child Care Training Consultants. LLC 2017 Revised

torKllas, and grits are examples of grainproducts.Protein Foods-All foodsmade frommeat,poultry, seafood, bean, peas, eggs,processedsoyproducts,nuts,andseedsareconsideredpartoftheproteinfoodgroups.Dairy - All fluid milk products and manyfoods made from milk like yogurt andcheese are considered part of the dairygroup.Oils -Oilsare liquidfats, likevegetableoilsused for cooking. Oils come from manydifferent plants and fish. Oils are NOT afood group, but they provide essenKalnutrientsourbodiesneeds.

18

Let’sMoveIni;a;ve&ChooseMYplate

19

A Brief History of USDA Food Guides

1916 to 1930s: “Food for Young Children” and “How to Select Food”

Established guidance based on food groups and household measures

Focus was on “protective foods”

1940s: A Guide to Good Eating (Basic Seven)

Foundation diet for nutrient adequacy

Included daily number of servings needed from each of seven food groups

Lacked specific serving sizes

Considered complex

1956 to 1970s: Food for Fitness, A Daily Food Guide (Basic Four)

Foundation diet approach—goals for nutrient adequacy

Specified amounts from four food groups

Did not include guidance on appropriate fats, sugars, and calorie intake

1979: Hassle-Free Daily Food Guide

Developed after the 1977 Dietary Goals for the United States were released

Based on the Basic Four, but also included a fifth group to highlight the need to moderate intake of fats, sweets, and alcohol

1984: Food Wheel: A Pattern for Daily Food Choices

Total diet approachCIncluded goals for both nutrient adequacy and moderation

Five food groups and amounts formed the basis for the Food Guide Pyramid

Daily amounts of food provided at three calorie levels

First illustrated for a Red Cross nutrition course as a food wheel

20

June 2011

1992: Food Guide Pyramid

Total diet approach—goals for both nutrient adequacy and moderation

Developed using consumer research, to bring awareness to the new food patterns

Illustration focused on concepts of variety, moderation, and proportion

Included visualization of added fats and sugars throughout five food groups and in the tip

Included range for daily amounts of food across three calorie levels

2005: MyPyramid Food Guidance System

Introduced along with updating of Food Guide Pyramid food patterns for the 2005 Dietary Guidelines for Americans, including daily amounts of food at 12 calorie levels

Continued “pyramid” concept, based on consumer research, but simplified illustration. Detailed information provided on website “MyPyramid.gov”

Added a band for oils and the concept of physical activity

Illustration could be used to describe concepts of variety, moderation, and proportion

2011: MyPlate

Introduced along with updating of USDA food patterns for the 2010 Dietary Guidelines for Americans

Different shape to help grab consumers’ attention with a new visual cue

Icon that serves as a reminder for healthy eating, not intended to provide specific messages

Visual is linked to food and is a familiar mealtime symbol in consumers’

minds, as identified through testing

“My” continues the personalization approach from MyPyramid

For more information:

Welsh S, Davis C, Shaw A. A brief history of food guides in the United States. Nutrition Today November/December 1992:6-11.

Welsh S, Davis C, Shaw A. Development of the Food Guide Pyramid. Nutrition Today November/December 1992:12-23.

Haven J, Burns A, Britten P, Davis C. Developing the Consumer Interface for the MyPyramid Food Guidance System. Journal of Nutrition Education and Behavior 2006, 38: S124–S135.

Center for Nutrition Policy and Promotion

21

ChooseMYPlate

22

#MyPlateMyStateNEVADA

What foods are grown, raised, or produced in yourState/Territory?

______________

______________

______________

______________

______________

______________

______________

______________

______________

______________

______________

______________

______________

______________

ChooseMyPlate.gov/MyState

EXERCISE1.1#MYPlateMYState

23

Serving Up MyPlate — Grades 3 & 4

Name:_________________________________ Date: ________________________

You will now play the Who Am I? game, where you will gather clues about what food item you are. Write down 10 questions you want to ask. Your questions should be answered with a yes or no. Then keep track of your clues. Can you figure out who you are?

10 Questions:

1. yes no

2. yes no

3. yes no

4. yes no

5. yes no

6. yes no

7. yes no

8. yes no

9. yes no

10. yes no

Who am I?

What food group do I belong to?

What other foods can I be eaten with?

Clue CardWHO AM I?

http://teamnutrition.usda.gov

EXERCISE1.2ClueCards-WhoAmI

EXERCISE:NUTRITIONALFACTS


Top10ThingsYouNeedtoKnowAboutthe2015-2020DietaryGuidelinesforAmericans

5. Healthy eaKng paherns limit addedsugars.Lessthan10%ofyourdailycaloriesshould come from added sugars .ChooseMyPlate.gov provides moreinformaKonaboutaddedsugars,whicharesugarsand syrups thatareadded to foodsor beverages when they are processed orprepared. This does not include naturallyoccurring sugars such as those consumedaspartofmilkandfruits.6. Healthy eaKng paherns limit saturatedandtransfats.Lessthan10%ofyourdailycalories should come from saturated fats.Foodsthatarehighinsaturatedfatincludebuher, whole milk, meats that are notlabeled as lean, and tropical oils such ascoconutandpalmoil.Saturatedfatsshouldbe replacedwithunsaturated fats, suchascanolaoroliveoil.7. Healthy eaKng paherns limit sodium.Adultsandchildrenages14yearsandovershould limit sodium to less than 2,300mgper day, and children younger than 14years should consume even less. Use theNutriKon Facts label to check for sodium,especially in processed foods like pizza,pastadishes,sauces,andsoups.8.MostAmericanscanbenefitfrommakingsmall shirs in their daily eaKng habits toimprove their health over the long run.Small shirs in food choices—over thecourseofaweek,aday,orevenameal—canmakeadifferenceinworkingtowardahealthyeaKngpahernthatworksforyou.

The Dietary Guidelines provides a clear path to help Americans eat healthfully, informed by a critical, and transparent review of the scientific evidence on nutrition.

1. A lifeKme of healthy eaKng helps toprevent chronic diseases like obesity, heartdisease, high blood pressure, and Type 2diabetes.

2.HealthyeaKngisoneofthemostpowerfultools we have to reduce the onset ofd i s e a s e . T h e D i e t a r y G u i d e l i n e srecommendaKons can help you makeinformed choices about eaKng for you andyourfamily.3. The path to improving health throughnutriKonistofollowahealthyeaKngpahernthat’s right for you. EaKng paherns are thecombinaKon of foods and drinks you eatoverKme.AheaKngpahern isadaptabletoa person’s taste preferences, tradiKons,cultureandbudget4.AhealthyeaKngpahernincludes:Avarietyofvegetables:darkgreen,redandorange, legumes (beans and peas), starchyand other vegetables, Fruits, especiallywholefruit,Grains,atleasthalfofwhicharewhole grain, Fat-free or low-fat dairy,including milk, yogurt, cheese, and/orforKfiedsoybeverages.Avarietyofproteinfoods,includingseafood,lean meats and poultry, eggs, legumes(beans and peas), soy products, and nutsandseeds.Oils, including those from plants: canola,corn, olive, peanut, safflower, soybean, andsunflower.Oils alsoarenaturallypresent innuts,seeds,seafood,olives,andavocados


Top10ThingsYouNeedtoKnowAboutthe2015-2020DietaryGuidelinesforAmericans

9.RememberphysicalacKvity!RegularphysicalacKvityisoneofthemostimportantthingsindividualscandotoimprovetheirhealth.AccordingtotheDepartmentofHealthandHumanServices’.PhysicalAcKvityGuidelinesforAmericans,adultsneedatleast150minutesofmoderateintensityphysicalacKvityeachweekandshouldperformmuscle-strengtheningexercisesontwoormoredayseachweek.Childrenages6to17yearsneedatleast60minutesofphysicalacKvityperday,includingaerobic,muscle-strengthening,andbone-strengtheningacKviKes.10. Everyone has a role– at home, schools,workplaces, communiKes, and food retailoutlets–inencouragingeasy,accessible,andaffordablewaystosupporthealthychoices.1.  How much of your daily calories should

comefromaddedsugars?_______________________________________________________________________________________________________________2. ChooseMyPlate.gov provides moreinformaKon about added sugars. What areaddedsugars?(Giveexamples._______________________________________________________________________________________________________________3. How much physical acKvity do childrenneed?__________________________________

____________________________________________________________________

ChangestomakeathomeAt home, you and your family can try outsmall changes to find what works for youlikeaddingmoreveggiestofavoritedishes,planningmeals and cooking at home, andincorporaKng physical acKvity into Kmewithfamilyorfriends.Schools can improve the selecKon ofhealthy food choices in cafeterias andvending machines, provide nutriKoneducaKon programs and school gardens,increaseschool-basedphysicalacKvity,andencourage parents and caregivers topromotehealthychangesathome.Workplaces can encourage walking oracKvity breaks; offer healthy food opKonsin the cafeteria, vendingmachines, and atstaff meeKngs or funcKons; and providehealthandwellnessprogramsandnutriKoncounseling.CommuniKes can increase access toaffordable, healthy food choices throughcommunity gardens, farmers’ markets,shelters, and food banks and createwalkable communiKes bymaintaining safepublicspaces.


RecommendedSugarIntake


GovernmentRecommenda;onsThe InsKtute of Medic ine sets therecommendeddietaryallowance,orRDA, fornutrients.Sincesugarisn’tarequirednutrientinthediet,theinsKtutehasnotissuedanRDAforit.However, itdoessuggestthatnomorethan25percentofcaloriescomefromaddedsugars–orbetween38and55percentofallcalories from carbohydrates. In the DietaryGuidelines for Americans 2010, the USDA’srecommendaKonismorevague,advisingthatcombined calories from solid – that is,saturatedor trans– fatsandaddedsugarbelimited to 5 to 15 percent of total dailycalories. On a 2,000-calorie diet, this wouldmean limiKng yourself to between 100 and300 calories from these two types ofingredients,but theUSDAoffersnoseparaterecommendaKonforsugar.

www.ers.usda.gov/topics/crops/sugar-sweeteners/

SugarandHealthThecaloriesthataddedsugarscontributeto yourdiet canpackonpoundswithoutyour even realizing it, leading tooverweightandobesity,whichareriskfactors for type 2 diabetes. In addiKon,excess sugar consumpKon has links tohigh triglycerides, which can put you indangerofdevelopingheartdisease.Giventhese health implicaKons, the AmericanHeartAssociaKonhasissuedguidelinesforaddedsugarconsumpKon.TheassociaKonsuggests that women get no more than100 calories a day from added sugar, orabout 6 teaspoons. For men, theassoc iaKon recommends l im iKngconsumpKon to 150 calories daily, or 9teaspoons.

Sugarstacks.com

ReducedFatOreos3cookies(34g)Sugars,total: 14gCalories,total: 150Caloriesfromsugar: 56OreoSnackCakes1package(24g)Sugars,total: 9gCalories,total: 100Caloriesfromsugar: 36Oreos3cookies(34g)Sugars,total: 14gCalories,total: 160Caloriesfromsugar: 563reducedfatOreocookiescontain31/2sugarcubes.


Sugarstacks.com

CinnabonCinnamonRoll1pastrySugars,total:55gCalories,total:813Caloriesfromsugar:220Cinnaboncinnamonrollscontainabout14sugarcubes.

TwinkiesSnackCakes1TwinkieSugars,total: 19gCalories,total: 145Caloriesfromsugar: 742Twinkies(1package)Sugars,total: 37gCalories,total: 290Caloriesfromsugar: 148


EXERCISE/DEMONSTRATION1.3

Howmuchsugardoesa20ouncebolleofcokecontain?

Hint: 1 cube = 4 grams20 oz coke = 65 grams of sugar

DEMONSTRATIONTakeaboxofsugarcubesandstacktheamountofcubesthata20ozbohleofcokecontains.1cube=4gramsanda20ozbohleofcokecontains64oz.divide64by4.

39g 65g 108g


RecommendedSodiumIntake

The Institute of Medicine (IOM) recommends the following “adequate intakes,” per

day:

•  1,000 milligrams (mg) for children aged 1 to 3

•  1,200 mg for children aged 4 to 8

•  1,500 mg for people aged 9 to 50

•  1,300 mg for adults aged 51 to 70

•  1,200 mg for seniors over 70 years of age.

Sodium plays an important role in the body. Salt is essential for: 1) fluid balance,

2) muscle strength 3) nerve function

U.S. guidelines call for less than 2,300 milligrams of sodium per day -- about 1 teaspoon of table salt.

Half of Americans should drop to 1,500 milligrams a day.

SaltIntake

Sodiumplaysanimportantroleinourbody.SaltisessenKalforfluidbalance,musclestrength,andnervefuncKon.TherecommendedUSDAguidelinesforsaltintakeislessthan2,300milligramsperdaywhichisaboutateaspoonoftablesalt.SodiumprovidesessenKalnutrientsourbodiesneed.However,ifoursaltintakeistoohigh,itcouldcausehighbloodpressureorotherillnesses.


36

FoodsandSodiumNutri;onalFacts


The N

ew

and Im

pro

ved N

utr

itio

n F

acts

Lab

el –

Key

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ges

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U.S

. Foo

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d D

rug

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inis

trat

ion

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final

ized

a n

ew N

utrit

ion

Fact

s la

bel f

or p

acka

ged

food

s th

at w

ill m

ake

it ea

sier

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ou to

mak

e in

form

ed fo

od c

hoic

es th

at

supp

ort a

hea

lthy

diet

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upd

ated

labe

l has

a fr

esh

new

des

ign

and

refle

cts

curr

ent s

cien

tific

info

rmat

ion,

incl

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g th

e lin

k be

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et a

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hron

ic d

isea

ses.

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ent

Lab

el

Nut

riti

on F

acts

Serv

ing

Size

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)

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lori

es

230

% D

ail

y V

alu

e*

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s Fa

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rate

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t 1g

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ole

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diu

m 1

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ota

l C

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te 3

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tein

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cium

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Am

ou

nt

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r S

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ing

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tary

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er 4

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cent

Dai

ly V

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e ba

sed

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00 c

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ie d

iet.

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r dai

ly v

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epen

ding

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ds.

Iron

Serv

ings

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m F

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tal F

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min

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tam

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tal F

at

Less

than

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than

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Le

ss th

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l Car

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Nut

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er

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To

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Fa

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rans

Fat

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ole

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diu

m

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tal

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rbo

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rate

37g

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tary

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er 4

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tal S

ugar

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udes

10g

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ed S

ugar

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rote

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ail

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The

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aily

Val

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lls y

ou h

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trien

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rvin

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food

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dai

ly d

iet.

2,00

0 ca

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day

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sed

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ener

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utrit

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ce.

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onta

iner

Se

rvin

g s

ize

2

/3 c

up

(5

5g

)

*

1 2 3 54 6

1. S

ervi

ngs

The

num

ber

of “

serv

ings

per

co

ntai

ner”

and

the

“Ser

ving

Siz

e”

decl

arat

ion

have

incr

ease

d an

d ar

e no

w in

larg

er a

nd/o

r bo

lder

typ

e.

Ser

ving

siz

es h

ave

been

upd

ated

to

refle

ct w

hat p

eopl

e ac

tual

ly e

at a

nd

drin

k to

day.

For

exa

mpl

e, th

e se

rvin

g si

ze fo

r ic

e cr

eam

was

pre

viou

sly

1/

2 cu

p an

d no

w is

2/3

cup

.

Ther

e ar

e al

so n

ew r

equi

rem

ents

fo

r ce

rtai

n si

ze p

acka

ges,

suc

h as

th

ose

that

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wee

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e an

d tw

o se

rvin

gs o

r ar

e la

rger

than

a s

ingl

e se

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g bu

t cou

ld b

e co

nsum

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on

e or

mul

tiple

sitt

ings

.

2. C

alor

ies

“Cal

orie

s” is

now

larg

er a

nd b

olde

r.

3. F

ats

“Cal

orie

s fr

om F

at”

has

been

re

mov

ed b

ecau

se r

esea

rch

show

s th

e ty

pe o

f fat

con

sum

ed is

mor

e im

port

ant t

han

the

amou

nt.

4. A

dded

Sug

ars

“Add

ed S

ugar

s” in

gra

ms

and

as

a pe

rcen

t Dai

ly V

alue

(%D

V) i

s no

w r

equi

red

on th

e la

bel.

“Add

ed

Sug

ars”

incl

ude

suga

rs th

at h

ave

been

add

ed d

urin

g th

e pr

oces

sing

or

pac

kagi

ng o

f a fo

od. S

cien

tific

data

sho

ws

that

it is

diffi

cult

to m

eet

nutr

ient

nee

ds w

hile

sta

ying

with

in

calo

rie li

mits

if y

ou c

onsu

me

mor

e th

an 1

0 pe

rcen

t of y

our

tota

l dai

ly

calo

ries

from

add

ed s

ugar

.

5. N

utri

ents

The

lists

of n

utrie

nts

that

are

re

quire

d or

per

mitt

ed o

n th

e la

bel

have

bee

n up

date

d. V

itam

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and

po

tass

ium

are

now

req

uire

d on

th

e la

bel b

ecau

se A

mer

ican

s do

no

t alw

ays

get t

he r

ecom

men

ded

amou

nts.

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min

s A

and

C a

re n

o lo

nger

req

uire

d si

nce

defic

ienc

ies

of th

ese

vita

min

s ar

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re to

day.

Th

e ac

tual

am

ount

(in

mill

igra

ms

or

mic

rogr

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in a

dditi

on to

the

%D

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ust b

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ted

for

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min

D, c

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um,

iron,

and

pot

assi

um.

The

daily

val

ues

for

nutr

ient

s ha

ve

also

bee

n up

date

d ba

sed

on n

ewer

sc

ient

ific

evid

ence

. The

dai

ly v

alue

s ar

e re

fere

nce

amou

nts

of n

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to c

onsu

me

or n

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eed

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are

used

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alcu

late

the

%D

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6. F

ootn

ote

The

foot

note

at t

he b

otto

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f the

la

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as c

hang

ed to

bet

ter

expl

ain

the

mea

ning

of %

DV.

The

%D

V he

lps

you

unde

rsta

nd th

e nu

triti

on

info

rmat

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in th

e co

ntex

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tota

l da

ily d

iet.

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se th

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w la

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ly 2

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all

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ness

es w

ill h

ave

an a

dditi

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r to

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ply.

Dur

ing

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tran

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n tim

e,

you

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see

the

curr

ent N

utrit

ion

Fact

s la

bel o

r th

e ne

w la

bel o

n pr

oduc

ts.

For

mor

e in

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atio

n ab

out t

he n

ew N

utrit

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Fact

s la

bel,

visi

t:

ww

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od/G

uida

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Nutri;onalFacts:Doyouknowwhatyouareea;ng?

Nutri;onalFacts


10% 5% 0% 7% 13%

14%

10%

20%

45% 6%

20%

160m

g

8g

Nut

ritio

n Fa

cts

Cal

orie

s 23

0A

mou

nt p

er s

ervi

ng

Tota

l Fat

Sa

tura

ted

Fat 1

g

T

rans

Fat

0g

Cho

lest

erol

0m

gSo

dium

To

tal C

arbo

hydr

ate

37g

Diet

ary F

iber 4

g To

tal S

ugar

s 12g

Inclu

des 1

0g A

dded

Sug

ars

Prot

ein

3g

Vita

min

D 2m

cg

Calci

um 2

60m

g Iro

n 8m

gPo

tass

ium 2

35m

g

% D

aily

Val

ue*

The

% D

aily V

alue

(DV)

tells

you

how

muc

h a

nutri

ent in

a

serv

ing o

f foo

d co

ntrib

utes

to a

dail

y diet

. 2,0

00 ca

lories

a

day i

s use

d fo

r gen

eral

nutri

tion

advic

e.

8 se

rving

s per

cont

ainer

Serv

ing

size

2/3

cup

(55g

)

*

Nut

riti

on F

acts

Serv

ing

Size

2/3

cup

(55g

)

Ca

lori

es

230

% D

aily

Va

lue

*

Tran

s Fa

t 0g

Satu

rate

d Fa

t 1g

Suga

rs 1

g

Ch

ole

ste

rol

0mg

So

diu

m 1

60m

gT

ota

l C

arb

oh

ydra

te 3

7g

Pro

tein

3g

10%

Cal

cium

45%

12%

Am

ou

nt

Pe

r S

erv

ing

Die

tary

Fib

er 4

g

* Per

cent

Dai

ly V

alue

s ar

e ba

sed

on a

2,0

00 c

alor

ie d

iet.

Your

dai

ly v

alue

may

be

high

er o

r low

er d

epen

ding

on

your

cal

orie

nee

ds.

Iron

Serv

ings

Per

Con

tain

er A

bout

8

Cal

orie

s fro

m F

at 7

2

To

tal F

at

8g5

%

0%

7%

12%

16%

Vita

min

AVi

tam

in C

8% 20%

C

alor

ies:

2,

000

2,

500

Tota

l Fat

Le

ss th

an

65g

80g

Sat F

at

Less

than

20

g 25

gC

hole

ster

ol

Less

than

30

0mg

300m

gSo

dium

Le

ss th

an

2,40

0mg

2,40

0mg

Tota

l Car

bohy

drat

e 30

0g

375g

Die

tary

Fib

er

25g

30g

10%

5%

0%

7%

13%

14%

10%

20%

45% 6%

20

%

160m

g

8g

Nut

riti

on F

acts

Ca

lori

es

23

0A

mo

un

t p

er

serv

ing

To

tal F

at

Satu

rate

d Fa

t 1g

T

rans

Fat

0g

Ch

ole

ste

rol

0mg

So

diu

m

To

tal C

arb

oh

ydra

te 3

7gD

ieta

ry F

iber

4g

Tota

l Sug

ars

12g

Incl

udes

10g

Add

ed S

ugar

s P

rote

in 3

g

Vita

min

D 2

mcg

Cal

cium

260

mg

Iron

8mg

Pota

ssiu

m 2

35m

g

% D

ail

y V

alu

e*

The

% D

aily

Val

ue (D

V) te

lls y

ou h

ow m

uch

a nu

trien

t in

a se

rvin

g of

food

con

tribu

tes

to a

dai

ly d

iet.

2,00

0 ca

lorie

s a

day

is u

sed

for g

ener

al n

utrit

ion

advi

ce.

8 se

rvin

gs p

er c

onta

iner

Se

rvin

g s

ize

2

/3 c

up

(5

5g

)

*

ServingSizeChanges


40

RecommendedDietaryAllowances


Exercise1.4Whatarethenutri;onalfactsforthis“FunnyFishbowl”recipe?

Rainbow

Sprinkles

Food coloring

Fish Crackers


Exercise1.4WhatarethenutriKonalfactsforthis“FunnyFishbowl”recipe?GatherthenutriKonalfactsfrotheFunnyFishbowlRebusRecipeandlistthefollowingfactsforeachingredient.

RiceCake CreamCheese FishCrackers

RainbowSprinkles FoodColoring Other


Listtheservingsize,calories,sugarandsodiumintake,andnutrientsforeachcategoryofingredientsandcalculate.IstherecipeoverorundertherecommendedsugarandsodiumintakerecommendaKons?RiceCake

Serving Size ___________Calories per Serving Size________ Sugar Intake Amount_________________ (Include added Sugar) Vitamin D_________ Calcium_______ Iron_________ Potassium________

CreamCheese

FishCrackers

SugarSprinkles

FoodColoring

Other

Sodium Intake Amount_______






TOTALs

Calories _________Sugar _________Sodium _________Vitamin D _________Calcium _________Iron _________Potassium _________

Howmanycalories/nutrients(ineacharea)doesapreschooler(ages3-5)needtoreachtheUSDAnutri;onalrecommenda;ons?

Calories _________Sugar _________Sodium _________Vitamin D _________Calcium _________Iron _________Potassium _________






MakeaFruitPizza!Youwillneed:

•  1preparedthin-crust12”pizzacrust

•  8oz.lightcreamcheese

•  4cupsassortedfreshfruit,suchaspineapplechunksorslices,blueberries,strawberries,honeydew,cantaloupe,pihedcherries,peachslices,etc.

Spray12-inchpizzawithnonsKckspray.Placecrustonpizzapanandbakeat350°Ffor8-10minutes.Cool.Spreadlightcreamcheeseovercooledcrust.Arrangebananaslicesandassortedfruitonpizza.Varycolorsandshapestomakeadesignorevenaface.BecreaKve!Cutinto10wedges.Makes5two-sliceservings.


EXERCISE1.5CreateaRebusRecipe

UsetherecipetemplatesprovidedtocreateaFruitPizzaRebusRecipe.(Youmaycreateyourown)

Part2:PhysicalAc;vi;esinDailyClassroomAc;vi;es

A.WhyisCrossingtheMidlineImportant?B.BalanceAcKviKesC.EnhancingCoordinaKon


Whyismidlinecrossingsoimportant?Crossing the midline means that onehand spontaneously moves to theother side of the body to reach orwork there. AcKviKes that includecrossingthemidlinehelpdevelopfinemotor skills and helps our arms getequal pracKce at developing skills.Midline crossing emerges as childrendevelopbilateralcoordinaKonskills.•  Helps develop good fine motor

skills.•  Helps get equal pracKce at

developingskills

CrossingtheMidline

46

Adults(18-64years)Adults should do at least 2 hours and 30minutes each week of aerobic physicalacKvity at amoderate level OR 1 hour and15 minutes each week of aerobic physicalacKvityatavigorouslevel.BeingacKve5ormore hours each week can provide evenmore health benefits. Spreading aerobicacKvity out over at least 3 days a week isbest. Also, each acKvity should be done forat least10minutesataKme.Adultsshouldalso do strengthening acKviKes, like push-ups, sit-ups and liring weights, at least 2daysaweek.Childrenandadolescents(6-17years)Children and adolescents should do 60minutes or more of physical acKvity eachday.Mostofthe60minutesshouldbeeithermoderate- or vigorous intensity aerobicphysical acKvity, and should includevigorous-intensityphysicalacKvityat least3days a week. As part of their 60 or moreminutes of daily physical acKvity, childrenand adolescents should include muscle-strengthening acKviKes, like climbing, atleast3daysaweekandbone-strengtheningacKviKes, like jumping, at least 3 days aweek. Children and adolescents are orenacKveinshortburstsofKmeratherthanforsustained periods of Kme, and these shortbursts can add up tomeet physical acKvityneeds. Physical acKviKes for children andadolescents should be developmentallyappropriate,fun,andoffervariety.

Physicalac;vityisimportantforeveryone,buthowmuchyouneeddependsonyourage.

Youngchildren(2-5years)There is not a specific recommendaKon forthe number of minutes young childrenshouldbeacKveeachday.Childrenages2-5yearsshouldplayacKvelyseveralKmeseachday. Their acKvity may happen in shortbursts of Kme and not be all at once.Physical acKviKes for young children shouldbe developmentally appropriate, fun, andoffervariety.Physical ac;vity is generally safe foreveryone.The health benefits you gain from beingacKve are far greater than the chances ofge|ng hurt. Here are some things you candotostaysafewhileyouareacKve:If you haven't been acKve in a while, startslowly and build up. Learn about the typesand amounts of acKvity that are right foryou. Choose acKviKes that are appropriateforyourfitnesslevel.•  Build up the Kme you spend before

switching to acKviKes that take moreeffort.

•  Use the right safety gear and sportsequipment.

•  ChooseasafeplacetodoyouracKvity.•  Seeahealthcareprovider

Development SuggestedAc;vi;es Benefits

Strengtheningshouldermuscles

Climbing,animalwalkmusicandmovement,(leopardwalk)Walkballdownwall/HandpushesThebigpush,elbowsup

StrengthensmusclestabilityworkwithsmallermusclesImprovedfinemotor/wriKng

StrengtheningtheCORE(i.e.founda;on/Stepladdertopaint)

Pretendplay,Climbing(trees,junglegyms,climbingwalls),supermanstretch/kneebend

SupportsspineEnhancegoodpostureImproveschild’sbalance

Developinghand-eyecoordina;on

Throwingandcatchingaball/CrossingthemidlineacKviKes

BalanceAcKviKes/heal-toeReachingforobjectsby

reachingacrossyourmidline.

BalanceBeamAcKviKes

EyetrackingskillsvitalforreadingGoodcoordinaKon

Developingbilateralcoordina;on

Pullingonarope,usingarollingpin,throwingandcatchingaball…

StrengthensgrossmotoracKviKesStrengthensfinemotoracKviKes

ReadthechartandidenKfygross-motordevelopment,suggestedacKviKes,andbenefitseachstrategyprovides.Inreviewingthischart,strengtheningtheCOREreferstoimaginingthecoreofyourbodyasthefoundaKon.Suchasusingastepladdertopaint.Letmeexplain,whenpainKngawallyouwouldnotdanglefromtheceilingtopaint.YouwoulduseastepladdertostandfirmwhenpainKng.Itisthesamewithyourbody.Whenthecoreofyourbodyisstrong,youarebehercoordinatedandbalanced.ThefollowingslideswillprovideacKviKesoncrossingthemidlineandbalanceacKviKes.


GrossMotor&Coordina;onAc;vi;es


Use right handReach across midline

Touch shape (color/number/letter)Use left hand

Reach across midlineTouch shape (color/number/letter)

EXERCISE2.6EYEHANDCOORDINATION

Tape-6shapesonthewall,3ononesideandthreeontheother(aboutafootandahalfapart)atthechild’seyelevel.HavethechildstandinfrontoftheshapesandaskthechildtopointtoashapethatyoucalloutusingalternaKnghands(right,ler).TheobjecKveofthisacKvityisforthechildtoreachacrossthemidlinetopointtotheshape.PriorknowledgeforthisacKvityincludeschildrenknowingwhichistheirrightandlerhand.

InnerearsensesdirecKonormoKon

SightsensesdirecKonyourbodyismoving

Touchhelpsbodygrounditself

Muscleandjointsensorytellthebodyitismoving

Central Nervous System (CNS)

Brain and spinal cord

CNS receives signals,

combines into a plan of

coordination

BalanceacKviKesareimportantforyourchildren to help maintain balance. Thebodymaintainsbalancebyusingfourofthesenses:TheinnerearsensesdirecKonormoKonYour sight senses the direcKon yourbodyismoving.The sense of touch helps ground yourbody.The muscle and joint sensory tell thebodyitismoving.SowhathappensistheCentralNervousSystem (CNS) receives the signals andcombines them into a p lan ofcoordinaKon.


BalanceAc;vi;es

Howdoesthebodymaintainbalance?

Placea5”-6”stripofmaskingtapeonthefloor.

Firstwalkhealtoeacrossthestripoftape.Next,stareatanobjectinfrontofyouasyouwalkhealtoeacrossthestripoftape.Thenmoveheadsidetoside/upanddownasyouwalkheeltoe.Lastly,closeyoureyesasyouwalkhealtoe.Thisexercisedemonstrateshowdependentwearewhenitcomestousingmorethanoneofourfivesensessimultaneously.Whenstudentsworkandplaythroughouttheday,beintenKonalaboutimplemenKngcrossingthemidlineandbalanceacKvatestohelpdevelop fine motor skills and bilateral coordination skills.


Exercisingprovidesmanyhealthbenefitsaswellaspsychologicalbenefitstobothchildrenandadults.

Someofthebenefitsofexerciseare:•  Strengthensmuscles•  Buildsstrongbones•  Improvesfitnesslevel•  Weightmanagement•  Helpstoreducetheriskofdiabetes,heartdisease,highbloodpressureandother

healthissues

Whenweexercise,you:•  Feellessstressed•  Feelbeheraboutyourself

•  Feelmorereadyandalerttolearninschool

•  Keepahealthyweight

•  Buildandkeephealthybones,musclesandjoints

•  Sleepbeheratnight

EXERCISE2.7BalanceBeamAc;vity

Part3:EmpoweringParents&Caregivers

A.ParentHandbookTemplate B.LessonPlanning:Diversity&Inclusion


ParentsandPhysicalAc;vityduringEarlyChildhoodPhysicalacKvityisakeycomponentofenergybalance,andkeepingsmallchildrenacKveisanessenKalpartofprevenKngchildover-weight.Researchhasshownthatparentswhoareinvolvedintheirchild’sphysicalacKviKesareassociatedwithlowerrisksofacceleratedweightgainandexcessadiposityamongpreschool-agedchildren.Aneight-yearstudyofthree-tofive-year-oldchildrenfoundthatthemostacKvechildrenhadsignificantlylowerbodymassindex(BMI)thantheirlessacKvecounterparts.Astudyofthree-tofive-year-oldchildrenahendingpreschoolfoundthatoverweightboysweresignificantlylessacKvethannormal-weightboysduringthepreschoolday.Onein3childrenintheUnitedStatesareoverweightorobese.Childhoodobesityputskidsatriskforhealthproblemsthatwereonceseenonlyinadults,liketype2diabetes,highbloodpressure,andheartdisease.Childhoodobesitycanbeprevented.ItisimportantforparentstobeinvolvedintheirchildnutriKonalchoices,bothathomeandatschool.CommuniKes,healthprofessionals,andfamiliescanworktogethertocreateopportuniKesforkidstoeathealthierandgetmoreacKve.Makeadifferenceforkids:spreadthewordaboutstrategiesforprevenKngchildhoodobesityandencouragecommuniKes,organizaKons,families,andindividualstogetinvolved.


Doyouknowyoursafetypolicies?Doyouhaveaparenthandbookforyourcenter?

Whereisthecenter’sfireexKnguisherlocated?_____________________________________________________________________________________________________________________________________________________________________________________________________________________Poten;alsafetyhazards

•  Cribs•  Sorbedding•  Playgroundsurfacing•  Childsafetygates•  Windowblindcords•  Drawstringsinchildren'sclothing•  Recalledchildren'sproducts

Listotherpoten;alsafetyhazards_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Takeaminuteandthinkaboutwhereyourschoolpoliciesarelocated.Aretheyuptodate?Aretheyreadilyavailable?Wherearethecenter’sfireexKnguishers?Doyouknowtheprotocolwhenachildgetshurt.Whatdoyoudofirst?HowdoyouknowwhentonoKfylicensingaboutaninjury?Thereisalottoconsiderwhenworkingwithchildren.SomepotenKalsafetyhazardsincludesorbeddingincribs,windowblindcords,drawstringsinchildren’sclothing,andrecalledchildren’sproducts.Othersincludepoolsofwater,motorvehicle,burns,poisoning,strangulaKon,andfirearms.


1 | P a g e

Parent Handbook Worksheet ©Nakali Consulting, Inc 2010

Parent Handbook

Business Name

Your Logo

EXERCISE3.8CreateaParentHandbook


2 | P a g e


Mission, Philosophy Statement or Welcome Letter

You might want to include your Mission Statement here or a welcome letter that lets parents know what your beliefs and philosophies around children and child care are.


3 | P a g e


Table of Contents Mission Statement / Welcome Letter

Attendance Ages Served ..................................................................................... Page 4 Weekly Schedule .............................................................................. Page 4 Absences, Appointments and Early Pick-ups ................................... Page 4 Termination ...................................................................................... Page 4

Holidays and Vacations

Holidays ............................................................................................ Page 5 Vacations ......................................................................................... Page 5 Emergency/Substitute Care .............................................................. Page 5

Program and Curriculum

Meals ............................................................................................... Page 6 Supplies ........................................................................................... Page 6 Change of Clothing .......................................................................... Page 6 Parent Involvement .......................................................................... Page 6 Emergencies .................................................................................... Page 6 Daily Activity Schedule ..................................................................... Page 7 Illness, Medication and Immunizations ............................................. Page 8 Guidance policy ............................................................................... Page 9

Tuition Fees

Weekly Rates ................................................................................. Page 10 Deposit .......................................................................................... Page 10 Late Fees ....................................................................................... Page 10 Methods of Payment ...................................................................... Page 10

Enrollment Forms

Child Introduction Form ................................................................. Page 11 Field Trip Permission Form ............................................................ Page 12 Authorization to Administer Medication ......................................... Page 13 Parent sign-in/Out Sheet .............................................................. Page 14


4 | P a g e


Attendance Ages Served What ages will you serve in your program?

Enrollment procedures What are your enrollment procedures? Do you require parents to visit and or stay with their children in the beginning? What paperwork/documentation do you require before the child starts? Do you have a trial period? Weekly Schedule What days will you be open? What time will you open and when will you close? Be clear about what your hours are and put them in writing. Do you have a cut-off time for drop off? If so, be sure to state it. If you decide to extend your hours, or offer non-traditional hours for individual families, indicate this in a separate agreement in their individual contract.

Absences What are your policies around absences? Do you expect to be notified if a child will not be in child care for the day? If so, at what point do you expect to be notified? Do you expect to be paid for absences? Appointments and early pick-ups Do you want to be notified if a child will be picked up early, or if a child has an appointment and will be leaving, and returning again later in the day? Termination What are causes for termination? What procedures are to be followed, and notices given for termination? What, if any, payment do you expect if notice is not given?


5 | P a g e


Holidays and Vacations Holidays What holidays are you closed for? Do you expect to be paid for holidays?

Vacations Will you close for a vacation? When and for how long? Do you expect to be paid for your vacation time?

Emergency/Substitute Care Be clear with parents that they must have arrangements for substitute care in the event that you are unable to care for their child. The parents, not the provider is responsible for arranging substitute care!


6 | P a g e


Program and Curriculum

Meals Will you serve meals or will the parents be responsible for providing them? Do you participate in the child care food program? Serve only organic foods? What if a child has specific dietary needs or has allergies?

Supplies Are parents responsible for supplying diapers and wipes? Snacks, cleaning or paper supplies? Or do you provide some of things items for a fee?.

Change of Clothing Are parents are responsible for maintaining a spare set of clothing in their child’s cubbies? Do you expect them to make sure the spare set of clothing matches their child’s current size?

Parent Involvement Do you expect parent participation in the program? Do you want parents to volunteer in the day care? Do you hold individual parent conferences or group meetings? Do you have a newsletter or parent bulletin board?

Emergencies Do you conduct regular Fire and Earthquake drills? In the event of fire or other emergency where you have to evacuate, where should parents meet you? Do you expect each family to contribute water, non perishable food items and a full set of clothing for their child to be stored with the emergency supplies in case of earthquake or other natural disaster or emergencies. If so, how often do you expect them to refresh the food and water supplies?


7 | P a g e


Daily Activity Schedule

It's a good idea to let parents know what your daily schedule is. When parents know your schedule, they can make better decisions about when to drop off or pick up their child, which may result in less disruptions in your schedule. It also gives parents a general idea what activities their child will be participating in.

Your Schedule can be as simple or as detailed as you wish.


8 | P a g e


Illness When should the parent keep the child home? Do you require a doctor’s note in order for a child to return to child care after certain illnesses? What are your policies for administering medication?

Medications What are your policies for administering medication?

Immunizations Be sure parents understand that complete Immunization records must be on file prior to a child’s first day of enrollment. You will need to have a blue immunization form filled out and kept up to date for each child.


9 | P a g e


Guidance Policy It is very important that you discuss guidance and discipline policies with parents, and are in agreement on this issue.


10 | P a g e


Fees

Tuition/ Rates Be clear on what your rates are, and what type of care and hours your rates cover. Be sure to include when and how you expect to be paid. What are the consequences of late payments? Payment during Family Vacations What about parents vacations? Do you expect to be paid for part/all of the time when the child is not there due to a family’s vacation?

Deposit Do you require a deposit? Is it refundable if the parent changes his mind? Late Fees Do you charge a late fee? How much? When does it start? Do you expect to be paid the late fee immediately, or when the parent pays the tuition? Methods of Payment What payment methods do you accept? Do you charge a service fee of $25 for any returned check? In the event multiple returned checks, do you require that parents make all future tuition payments in cash only?


11 | P a g e


CHILD INTRODUCTION FORM Please help me get to know your child. What are his/her routines, likes, dislikes etc.

Eating ___________________________________________________________________________

Sleeping _________________________________________________________________________

Toileting _________________________________________________________________________

Daily Activities ____________________________________________________________________

________________________________________________________________________________

Fears ___________________________________________________________________________

Likes ____________________________________________________________________________

Dislikes __________________________________________________________________________

Habits ___________________________________________________________________________

Favorites _________________________________________________________________________

Tell me a little about where your child is developmentally

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________

What other information should I know/be aware of to care for your child as an individual? Events at home often influence your child's behavior. I am better able to help your child when you inform me of situations and/or events that might influence his/her overall behavior such as:

x Divorce. x Separation from a relative or friend. x Death of a relative or friend.

Knowing about these transitional times allows me to give special attention, understanding, and care. The information you give me will remain confidential. Has anything happened recently in your child’s life that might have an effect on her/him?

______________________________________________________________________________________

______________________________________________________________________________________


12 | P a g e


FIELD TRIP PERMISSION FORM .

I give my permission for my child, _____________________________________, to leave __________________________________________ for supervised trips via car or public transportation to special places such as:

• the Public Library • the Zoo or Museum

• the Park • Public Events at City Hall or Civic Center

Restrictions on such trips for my child include:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

___________________________________ ____________ Signature of Parent or Guardian Date

___________________________________ ____________ Signature of Parent or Guardian Date


13 | P a g e


AUTHORIZATION TO ADMINISTER MEDICATION

Child’s Name _______________________________________ Date_________________

__________________________________ has my permission to administer the following prescription

medications to my child.

___________________________ ____________________________ _____________________________

Dosage instructions

_______________________________________________________________________________________

__________________________________ has my permission to administer the following over the counter

medications to my child.

___________________________ ____________________________ _____________________________

Dosage instructions

_______________________________________________________________________________________

__________________________________ has my permission to administer the following creams, lotions or

ointments to my child.

___________________________ ____________________________ _____________________________

Application instructions _______________________________________________________ ____________________________ has my permission to apply the following sunscreen or sun block

on my child.

___________________________ ____________________________ _____________________________

Application instructions _______________________________________________________ __________________________________ _________________ Signature of Parent or Guardian Date __________________________________ _________________ Signature of Parent or Guardian Date


14 | P a g e


Parent Sign-In/Out Sheet

All parents must sign their child both in and out each day at the time of drop-off or pick-up.

Date Child’s Name Time In Parent’s signature Time Out Parent’s signature

Diversity&Inclusion


Certainstudiessuggestthatchildrenofhighersocioeconomicbackgrounds,ratherthanmoredisadvantagedbackgrounds,benefitmorefromintervenKons.Policy-makersandpracKKonersmustthereforeconsiderthepotenKalimpactofintervenKonstoensurethatobesityprevenKondoesnotdeepenexisKnginequaliKes.ThefocusofobesityprevenKonintervenKonsshouldbeonprotecKngtherightofallchildrentoahealthystarttolife.StrategiesandprogramsneedtoprioriKzetheinclusionofvulnerablegroups,parKcularlychildrenwithdisabiliKes.Childrenwithspeciallearningneeds,forinstance,canbeprovidedforbyrecommendaKonsandguidanceonthemodificaKonofpopulaKon-basedstrategiesforspecificgroups.Itisalsoimportanttoensurethatchildrenarenotdisadvantagedonthebasisofgender.


Title:Date:_______________________AllohedTimeFrame:_________________

LearningObjecKves1)2)3)

LearningAcKviKes1)2)3)

WhatLearningOutcomesdoyouexpecttoachieve?1)2)3)

HowwillyoumaketheTransferofLearningintoyourclassroom?1)2)3)

Howwillyouassessstudents?1)2)3)

Howwillyouinvolveparents?

HowwillyouincludeDiversity?

HowwillyouincludeALLstudents?

Exercise3.9CreateaCookingExperienceLessonPlanthatincludesParents,Diversity&Inclusion

Overview

Whyisitimportanttounderstandtheimportanceofthe2015-2020DietaryGuidelinesforAmericans?NutriKonalFacts?Sodium&sugarintake?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Whatiscrossingthemid-line?_____________________________________________________________________________________________________________________________________________________________________________________________________________________WhyisitimportantforchildrentoengageinacKviKesthatinvolvecrossingthemid-line?_____________________________________________________________________________________________________________________________________________________________________________________________________________________WhatisBMIIndex?_____________________________________________________________________________________________________________________________________________________________________________________________________________________Howwasparentinvolvementevidentinthistraining?_____________________________________________________________________________________________________________________________________________________________________________________________________________________Howwasdiversityandinclusionevidentinthistraining?_____________________________________________________________________________________________________________________________________________________________________________________________________________________


Overview

WhatwerethelearningobjecKvesforthistraining?(List)_____________________________________________________________________________________________________________________________________________________________________________________________________________________Whatlearningstyleswereused?(Describe)_____________________________________________________________________________________________________________________________________________________________________________________________________________________Whatdidyoulearntoday?(List3-5outcomeslearnedtoday)_____________________________________________________________________________________________________________________________________________________________________________________________________________________Howdidyoumeetyourintendedlearningoutcomes?_____________________________________________________________________________________________________________________________________________________________________________________________________________________WeretheacKviKesandcontentcoveredbeusefulinyourdailyacKviKes?(Howso?)_____________________________________________________________________________________________________________________________________________________________________________________________________________________Whatmethodofassessmentswereusedtoassesslearners?_____________________________________________________________________________________________________________________________________________________________________________________________________________________


Glossary


BMIIndex-BodyMassIndex(BMI)isaperson'sweightinkilogramsdividedbythesquareofheightinmeters.AhighBMIcanbeanindicatorofhighbodyfatness. BMICategories:Underweight=<18.5Normalweight=18.5–24.9Overweight=25–29.9Obesity=BMIof30orgreaterCalcium-Calcium,themostabundantmineralinthebody,isfoundinsomefoods,addedtoothers,availableasadietarysupplement,andpresentinsomemedicines(suchasantacids).CalciumisrequiredforvascularcontracKonandvasodilaKon,musclefuncKon,nervetransmission,intracellularsignalingandhormonalsecreKon,thoughlessthan1%oftotalbodycalciumisneededtosupportthesecriKcalmetabolicfuncKonsCalorie-Acalorieisaunitofenergy.InnutriKonandeverydaylanguage,caloriesrefertoenergyconsumpKonthrougheaKngand drinking, and energy usage through physical activity. For example, an apple may have 80 calories, while a 1 mile walk might use up about 100 calories.Iron-Iron is a mineral that our bodies need for many functions. For example, iron is part of hemoglobin, a protein which carries oxygen from our lungs throughout our bodies. It helps our muscles store and use oxygen. Iron is also part of many other proteins and enzymes.Obesity-Obesitymeanshavingtoomuchbodyfat.Itisdifferentfrombeingoverweight,whichmeansweighingtoomuch.Theweightmaycomefrommuscle,bone,fat,and/orbodywater.Bothtermsmeanthataperson'sweightisgreaterthanwhat'sconsideredhealthyforhisorherheight.Potassium-Potassium is one of the seven essential macro-minerals, along with calcium, magnesium, phosphorus, sodium, chloride, and sulfur. We require at least 100 milligrams of potassium daily to support key bodily processes.VitaminD-Vitamin D is a fat-soluble vitamin that is naturally present in very few foods, added to others, and available as a dietary supplement. It is also produced endogenously when ultraviolet rays from sunlight strike the skin and trigger vitamin D synthesis. Vitamin D obtained from sun exposure, food, and supplements


CenterforDiseaseControlandPrevenKon.(2010,January11).Vision,mission,corevalues,andpledge.Retrievedfromhhp://www.cdc.gov/about/organizaKon/mission.htm

CenterforDiseaseControlandPrevenKon.(2012,August28).Overweight&obesity:Data

&staKsKcs.Retrievedfromhhp://www.cdc.gov/obesity/data/childhood.htmlDepartmentofHumanandHealthServices.(n.d.).AboutHHS.Retrievedfrom

hhp://www.hhs.gov/about/

DomesKcPolicyCouncil.ChildhoodObesityTaskForce,WhiteHouse.(2011).Whitehouse

taskforceonchildhoodobesity:Oneyearprogressreport.Retrievedfromwebsite:hhp://www.letsmove.govsites/letsmove.gov/files/Obesity_update_report.pdf

FoodandNutriKonServices.(2011).Healthy,hunger-freekidsactquickfacts.Retrieved

fromhhp://www.fns.usda.gov/cga/factsheets/2011_hh�a.pdfFoodandNutriKonService.(2012,August26).Healthy,hunger-freeact2010.Retrieved

fromhhp://www.fns.usda.gov/cnd/governance/legislaKon/cnr_2010.htm

FoodandNutriKonServices.(2012).Newsroom:Usdaunveilshistoricimprovementsto

mealsservedinamerica’sschools.Retrievedfromhhp:www.fns.usda.gov/cgapressreleases/2012/0023.htm

Han,J.,Lawlor,D.,&Kimm,S.(2010).Childhoodobesity.

Heart&LungAssociaKon(2017)www.nhlbisupport.com/bmi/Instructional Design. (2013). Retrieved from http://www.instructionaldesign.org/models/

addie.html

SPARK (2010). Child Obesity Research Studies and Facts. http://www.sparkpe.org/blog/child-

obesity-research/SugarStacks(2009)Retreivedfromhhp://www.sugarstacks.com

OTMomLearningAcKviKes.(2017).Retreivedfromwww.ot-mom-learning-acKviKes.com

USDAChoosemyplate(2010)Retreivedfromhhps://www.choosemyplate.gov

REFERENCES

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quiz.

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ourworkshopsandtoidenKfyareaswhereaddiKonalgrowthmaybeneeded.

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74

Health, Nutrition, and Safety: Obesity Awareness

(Part 1)

ProfessionalDevelopmentContacts

ChildCareTrainingConsultants,LLC.TheresaVadala,Ed.D.

CONTACTINFORMATION

Website: www.childcaretrainingclasses.org

Email: [email protected]

Business Phone (702) 837-2424


76

NameofTraining:__________________________________________________Date:_________Feedbackisoneofthebestwaysfortrainerstodeterminewhatisworkingwellwithtrainingcontentandtoidentifyareaswhereprofessionalgrowthmaybeneeded.Pleasetakeafewminutestoshareyourthoughtsaboutthistraining.Pleasecheck“✓”howmuchyouagreewitheachstatementaboutthetraining.

Statements StronglyDisagree(Poor)

Disagree(Fair)

NeitherDisagreeorAgree

Agree(Good)

StronglyAgree

(Excellent)

N/A

1.Thelearningobjectivesforthistrainingwereclear.

2.Thetrainingwaswellorganized.

3.Thetrainingwassensitivetotheneedsofparticipants.

4.Thetrainingkeptmeengagedandinterested.

5.Theactivitiesandthecontentcoveredwillbeusefulinmydailywork.

6.Theactivitieswererelevanttothetrainingcontent.

7.Thetrainingcontributestomyeducational,professional,and/orpersonaldevelopment.

8.Thequalityofthetrainingmetmyexpectations.

9.Thetrainingincludedanoverviewofthetrainingandreinforcementactivities.

10.Theendofthetraining“quiz”fairlytestedthestatedlearningobjectives.

11.TheInstructorprovidedfeedbackonthemasteryofthelearningoutcomes.

12.Takingthisonlinetrainingwasanoverallpositiveexperience.

13.Technicalassistancewasreadilyavailablewhenneeded.

14.TheSelf-studyGuidewasusefulandfollowedthetrainingobjectives.

Statements Poor Fair Good Excellent

13.BEFOREthetrainingmyknowledgeofthetopicwas:

14.AFTERthetrainingmyknowledgeofthetopicwas:

COMMENTS/Howcanthistrainingbeimproved?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

FeedbackEvalua;onForm