Individual Assignment Coversheet Psychology and Education units

DETAILS OF ASSIGNMENT Student name Email address Unit code and name Assessment title Word count Referencing style eLearning Advisor Kristy Snell 5851157@student.swin.edu.au SLEE104 The Healthy and Active Child Assessment 3: Learning Plan ID number Phone contact 5851157 0419893504

1016 APA referencing style

Jeannette Keser
.

Date of submission

05/06/2013

DECLARATION

(the first four boxes must be completed for the assignment to be accepted)

I declare that: This assignment does not contain any material that has previously been submitted for assessment at this or any other university. This is an original piece of work and no part has been completed by any other student than signed below. I have read and understood the avoiding plagiarism guidelines at http://www.swinburne.edu.au/ltas/plagiarism/students.htm and no part of this work has been copied or paraphrased from any other source except where this has been clearly acknowledged in the body of the assignment and included in the reference list. I have retained a copy of this assignment in the event of it becoming lost or damaged. (optional) I agree to a copy of the assignment being retained as an exemplar for future students (subject to identifying details being removed).

Yes No Student acknowledgement

DETAILS OF FEEDBACK

Kristy Snell

Date

05/06/2013

Office Use Only Date received Total mark / grade Late penalty applied? Marker

Normally, you will receive feedback on an assessment within two weeks from the date of submission.

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN

Assessment 3: Learning Plan Kristy Snell Swinburne University SLEE104: The Healthy and Active Child Jeannette Keser 5th June, 2013.

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN Food Groups Plate Name of experience Five food groups plate Design and create a plate that enables children to understand of areas of nutrition and healthy eating choices using the five food groups. Age group Description 4-6 years of age Group children into tables of five. The design of the plate will be individualized as each child will paint their own. Using the Eatwell Plate template provided, children will trace the pie graph outline with the pencil onto a piece of tracing paper. Cut the outer scrap areas of tracing paper off using scissors. Transfer the print onto the plate using a soft grey lead pencil, and using the masking tape to keep it in place. Remove the tracing paper; the pie graph will be transferred onto the plate. Using the ceramic paint pens colour each section of the graph according to its food group. The colours can be decided using collaborative discussion promoting cooperation, decision making and positive interactions involving healthy food

choices (EYLF, 1.1.2). The children are encouraged to paint pictures of the food they like to eat in the correct food group for example: an apple and banana in the fruit and vegetable section. After the plates have dried they need to be baked in the oven for 30 minutes at 170c, this will ensure the paint to not wash/wear off. The plates are ready to be used for a meal, encouraging children to sort and classify the food into the appropriate food groups based on the knowledge they have digested from collaborative discussion. Rationale Children in the preschool years learn healthy eating, hygiene practices and physical activities that are embedded, promoted and practiced in the program that is delivered adhering to the National Quality Standard 2.2.1. Marotz refers to working as part of a team during nutritional activities, as this provides opportunities for children to develop problem solving, decision making, and cooperation and communication skills. Providing an open ended learning environment encourages the growth of social and emotional skills; children learn to take increasing responsibility for their own health and physical wellbeing (EYLF, 2.2.3). According

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN to Nutrition Australia children spend 1/3 of their day at school; providing a variety of healthy choices will have positive effects on childrens learning, play, wellbeing and happiness at

school. Providing opportunities for practice of fine motor skills enables children to intentionally control and combine movements such as using scissors, tracing and painting. Working collaboratively enables building of healthy relationships; helping to promote healthy people psychologically using scaffolding that supports the childrens learning. A childs developmental outcomes can be negatively affected even if his/her nutrition is only slightly less than required. Follow the healthy eating pyramid areas for discussion of different foods and where they belong. Fruit and vegetables provide our bodies with fibre and vitamins; Breads and cereals (carbohydrates) are energy foods providing us with energy for our brain and body; Meat, fish and alternatives provide protein enabling overall growth; Dairy is a good source of calcium for growing bones and teeth. Water is a cheap valuable resource that is also a much healthier alternative to sugary beverages such as juices and soft drinks which are shown to have a negative impact on childrens behaviour and physical health issues such as dental caries, diabetes and obesity. Young children are in the process of forming lifelong eating habits, and are thus more receptive to new ideas about food and food related practices. Resources -Class size of 25 children: Five cups of water (one per group) 25 Paint brushes (fine tip) 25 Soft grey lead pencils Masking tape (one roll per group) Ceramic paint Ceramic paint pens (five different colours) 25 pairs of scissors Tracing paper 25 ceramic plates

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN Introduction Create a group discussion using a healthy eating pyramid and watching: Packing a School Lunchbox video. Conversing about what everyone ate for breakfast that morning, or what they have packed in their lunchbox for that day. Involving children in nutrition activities improves their ability to learn and remember. Read a book about food such as Brown Bread and Honey by Pamela Allen. Strategies Invite children to participate. Involving families in childrens nutrition education program increases the diversity and quality of students diets. Encourage children to explore these four key points: 1. Food is needed for a healthy body. 2. Nutrients come from foods. 3. A variety of foods must be eaten. 4. Foods must be handled carefully so thus are safe to eat.

Washing hands before meal times, promotes implementation of good hygiene practices. Discussion about whom and what need a variety of foods to grow and keep healthy. Exposure to different food types and their names using actual food or pictures. A balance of food with physical activity is required for optimal development and health. Promoting healthy lunch box ideas. Role modelling healthy food and water choices in front of the children. When building the food pyramid, raise awareness that childhood obesity is now the most prevalent nutritional disease in children. The number of young people who are obese has tripled in the past 25 years.

Serving a variety of fruits and vegetables each day can improve childrens health and reduce their risk of developing diseases such as cancer, heart disease, hypertension, diabetes and obesity.

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN Conclusion

As children complete their plates, discussion about nutrition, health, wellbeing and safety in the kitchen could arise, as the plates need to be baked once the paint has dried. Possible extensions involving childrens nutrition could be: what are seasonal fruits, an excursion to the local fresh fruit store or supermarket, the importance of good hygiene practices, classroom cooking lessons and demonstrations, creating a meal plan for the home, creating a shopping list for lunch boxes, caring for plants and/or animals in and out of the classroom, starting a vegetable garden, taste testing different food, colouring sheets featuring fruits and vegetables, different ethnic foods and eating customs around the world, guest speakers e.g. a dentist, implementation of a program such as Munch and Move, physical exercise and movement using gross motor skills with nutrition provides a balance for overall good health, nude food and the effects packaging and materials can have on the environment.

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN References Albon, D., Mukherji, P. (2008). Food and Health in Early Childhood: A Holistic Approach. Chapter 3: Healthy Eating Guidelines. Allen, P. (2003). Brown Bread and Honey. Puffin, published by Penguin Books Australia. Articles about health. Health tips of the day. The Food Pyramid for kids. Retrieved from: http://www.healthsourcing.com/foodpyramid-for-kids-servings-1.html Early Years Learning Framework. (2010). Retrieved from:

http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learni ng_framework_for_australia.pdf Hall, S.K. (2009). Raising Kids in the 21st Century: The Science of Pedagogical Health for Children. Krause, K.L., Bochner, S., Duchense, S, McMaugh, A. (2010). Education Psychology. For Learning and Teaching. Chapter 1: Emerging Skills. Marotz, L, R. (2012). Health, Safety, and Nutrition for the Young Child. Chapter 20: Nutrition Education Concepts and Activities.

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN Nutrition Australia. Retrieved from: http://www.nutritionaustralia.org/national/packing-school-lunchbox National Quality Standard. Retrieved from: http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/nqf/nationalqualitystandard.pdf Robertson, C. (2010). Safety, Nutrition and Health in Early Education. Chapter 7: Protecting Good Nutrition in Early Childhood Environments. The Food Standards Agency. (2007). The Eatwell Plate. Retrieved from: www.food.gov.uk

Running head: Kristy Snell SLEE104. ASS 3: LEARNING PLAN

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