CE 220 - Unit 4 - Sem PPT Updated 2002A

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Ivy Tech Community College, Indianapolis *

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CE220

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Health Science

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Dec 6, 2023

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Child Safety, Nutrition, and Health Seminar Unit #4 Health Literacy and Multiculturalism Remember to have your digital text open & syllabus nearby, if possible. Feel free to chat with each other. We will begin with audio at the TOP of the hour!
Press Record
Weekly Seminar Audio Check Since many students are new to online learning and to using computers for this purpose, it is always good to conduct a quick audio check before seminar begins. If you cannot hear me … I recommend that you refresh your screen page AND/OR change browsers, if necessary. Additionally, confirm that the volume on your speakers is on. If you have external speakers, be sure they are plugged in. If you still cannot hear me, please try logging out and back in. This often fixes the problem. As a final resort, please call Tech Support @ 1-866-522-7747.
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This week we will: Review unit 3 Discuss unit 4 assignments Discuss unit 4 seminar questions Attend Unit 4 ’field trips’ Answer questions! Are you ready to begin? Welcome to Our Seminar Unit 4
Thought for the Evening … 5 ”We can, whenever we choose, successfully teach all children… We already know more than we need to know in order to do that!” Ron Edmonds
Discussion Board Reminders 6 o Initial post is required to be a minimum of 200 words - making a clear connection to the unit readings, and answering all aspects of the DB questions. o Respond to your classmates with a minimum of 2 meaningful responses . If necessary, review the guidelines from Unit #1 and the ‘Student Guide to Online Communications.’ o Do not forget to cite your resources. ▪ Your original DB posting should have at least 1 citation. ▪ If you use any information from the book/materials in your subsequent responses, that information should also be cited. o Keep the flow of discussion going by sharing experiences and posting throughout the week. o Use correct spelling, grammar, and punctuation when posting. o Always do a spell check.
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Unit #3 in Review In Unit #3, we focused on the topics of Overview of Healthy Childhood Nutrition We learned to … The importance of incorporating a well-balanced dietary program. Developmentally appropriate and healthy food choices for young children. o Do you have any questions or Ah-Ha Moments from Unit 3?
Developmental Domains and Nutrition Education across the Curriculum 1. Cognitive Development: ○ Learning about food groups and nutrition. ○ Developing an understanding of portion sizes and balanced meals. ○ Exploring different flavors, tastes, and textures. ○ Building knowledge of cultural food traditions. 2. Physical Development: ○ Fine motor skills through self-feeding and using utensils. ○ Developing hand-eye coordination while scooping food and pouring drinks. ○ Enhancing grip strength and dexterity during mealtime activities. ○ Learning about the body's nutritional needs and how food supports growth and health. 3. Social Development: ○ Practicing turn-taking and sharing during mealtime conversations. ○ Engaging in cooperative meal preparation and cleanup activities. ○ Developing table manners and etiquette. ○ Building relationships with peers and adults through shared meals. 4. Emotional Development: ○ Experiencing a sense of security, comfort, and routine through regular mealtimes. ○ Nurturing and bonding with caregivers and peers during shared meals. ○ Developing a positive relationship with food and a healthy body image. ○ Learning to express food preferences, likes, and dislikes. 8
Developmental Domains and Nutrition Education Across the Curriculum 5. Language and Communication Development: ○ Expanding vocabulary through conversations about food, flavors, and mealtime experiences. ○ Developing sentence construction and grammar while expressing thoughts and preferences. ○ Practicing active listening and comprehension during mealtime conversations. ○ Following instructions related to food preparation and table etiquette. 6. Cultural Awareness: ○ Exposing children to diverse foods, cuisines, and cultural eating practices. ○ Learning about different cultural traditions and celebrations related to food. ○ Fostering respect for cultural diversity and appreciation for different dietary practices. 7. Self-Help Skills: ○ Learning to wash hands and practice personal hygiene before meals. ○ Building independence and confidence by setting the table and pouring drinks. ○ Developing self-feeding skills and appropriate serving sizes. ○ Gaining a sense of responsibility by participating in meal preparation and cleanup. Marotz, L. R. (2019). Health, Safety, and Nutrition for the Young Child (10th ed.). Cengage Learning US. https://purdueuniversityglobal.vitalsource.com/books/9780357040768 9
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Unit #4 Outcomes 10 • In Unit #4, we will focus on Health Literacy and Multiculturalism After completing Unit #4, you will be able to … • Identify the elements that will help families make healthy food choices for their children. • Discuss factors that contribute to healthy nutrition for young children. • Describe ways to support multiculturalism as it related to health in early childhood. • Identify developmentally appropriate materials for young children that incorporate multiculturalism. • Prepare developmentally appropriate learning activities for young children that reinforce the principles of health, nutrition, and safety. Professional Competency: • PC-4.2: Demonstrate an understanding of how one's perspective toward multiculturalism and diversity impacts an organization. Launch Poll
What is Health Literacy? Field Trip #1 Health Literacy, as defined in the Institute of Medicine report, Health Literacy: A Prescription to End Confusion , is ‘ the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. ’ (National Network of Libraries of Medicine [NNLM], n.d., ¶ 1). Not all of the families that we deal with will be ‘health literate’ and it is our job to assist them to become so. https://www.youtube.com/watch?v=GnFAgr5RNow
What is Health Literacy? The definition of health literacy was updated in August 2020 with the release of the U.S. government’s Healthy People 2030 ● Personal health literacy is the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others. ● Organizational health literacy is the degree to which organizations equitably enable individuals to find, understand, and use information and services to inform health- related decisions and actions for themselves and others. The new definitions: ● Emphasize people’s ability to use health information rather than just understand it ● Focus on the ability to make “well-informed” decisions rather than “appropriate” ones ● Acknowledge that organizations have a responsibility to address health literacy ● Incorporate a public health perspective From a public health perspective, the organizational definition acknowledges that health literacy is connected to health equity. Health equity is the attainment of the highest level of health for all people. We will achieve health equity when everyone has the opportunity to be as healthy as possible. CDC (n.d.) What is health literacy. https://www.cdc.gov/healthliteracy/learn/index.html
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Nutritional Guidance & Cultural Considerations Let’s review the following resource. Click the live link below for FIELD TRIP #2. https://www.kraftcanada.ca/article/providing-nutrition-guidance-to-a-multicultural-populatio n-the-importance-of-cultural-competency-000000413 Providing Nutrition Guidance to a Multicultural Population: The Importance of Cultural Competency Upon returning, be prepared to use this information to address seminar questions. **Launch Poll
Case Study 14 "Rachel Quick & Maria DeCasa, two friends in Cara's 4-year-old class, bring lunch to school every day. Maria brings meals prepared at home: rice and beans, a piece of fruit, and a thermos with a cold tropical juice drink. Rachel usually brings a store-bought brightly colored, pre-packaged children's meal with processed meat and crackers, a sugary dessert and a soda. Maria wants to eat lunches like her friend at school and has become disinterested in her own food. Mrs. DeCasa expresses to Cara her concern with her daughter's interest in pre-packaged foods and does not want her daughter to eat those kinds of "American" meals. As an aside, Rachel's mother and father are busy executives and do not have time to prepare lunches for their child to bring to school."
Case Study (Cont.) Seminar Question #1 As an Early Childhood Provider (ECP), how can you reach out to the families about this situation?
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How to talk to families ❖ Schedule a meeting ❖ Create a non-judgmental environment ❖ Foster a supportive classroom environment ❖ Maintain ongoing communication ❖ Share observations and highlight decisions that impact food choices ❖ Educate about healthy eating ❖ Offer practical tips on meal planning, simple recipes, and healthy food swaps Empower parents and caregivers to make healthier choices for their children 16
Case Study (C ont.) 17 Seminar Question #2 How can you help Maria's mother understand Rachel's family situation?
Ideas to support Maria s mom ’ ❖ Schedule a one-on-one meeting to discuss concerns and create an open dialog. ❖ Use active listening to hear the mom’s concerns - show empathy and validate her feelings. ❖ Point out every family has different circumstances and challenges. ❖ Share observations and facts - Rachel’s family has busy schedules, may have limited time to prepare meals. ❖ Promote understanding - Rachel’s family isn’t showing a lack of concern for Rachel’s well-being. Highlight the importance of avoiding judgment and assuming the worst about the other families choices. ❖ Cultural sensitivity - Acknowledge and respect Mrs. Decasa’s desire to maintain cultural food choices. Healthy eating habits does not mean dismissing culture, but finding a balance between the two. ❖ Collaborate with Mrs. Decasa to come up with some ideas to maintain her cultural food choices while also appealing to her daughter. Ex. provide healthy store bought options or pack the lunch in a way that looks like a prepackaged meal that might appeal to her daughter. ❖ Involve Maria in the meal prep to involve her in food choices and a discussion of healthy eating and healthy habits. ❖ Offer resources. ❖ Offer ongoing support. 18
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Case Study (Cont.) Seminar Question #3 What could Maria's Mom do to make Maria's meal more appealing?
How can Mom make Maria s meals more ’ appealing? ❖ Involve Maria in meal planning ❖ Create visually appealing meals - colors, shapes, containers, etc. ❖ Incorporate Maria’s preferences ❖ Provide variety ❖ Include culturally familiar foods ❖ Make it interactive - ex. include a dip for vegetables or fruits. ❖ Pack a surprise - an occasional treat, or a note ❖ Find inspiration - pinterest, cookbooks, friends, etc. ❖ Seek feedback from Maria and adjust 20
Case Study (Cont.) 21 Seminar Question #4 What could be done to encourage Rachel's family to send her to school with healthier foods?
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How to encourage healthier meal options 22 ❖ Open communication ❖ Provide educational resources ❖ Offer time saving alternatives - ex. meal prepping on weekends, making slow cooker meals, sending leftovers for lunch, local delivery services that provide healthier options, time saving recipes ❖ Highlight long term benefits of healthy eating ❖ Invite Rachel’s input on meal ideas ❖ Promote positive peer influence - by sending in healthier meals Rachel is becoming a role model for her classmates. ❖ Organize nutrition related events ❖ Encourage gradual change - ex. switch out the sugary drink for water ❖ Offer ongoing support
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Case Study (Cont.) 23 Seminar Question #5 Can you think of 2 activities that will help children and their families understand the food choices of different cultures ? 5 minute Breakout rooms
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Examples of Activities To Learn About Foods in Differnt Cultures 24 ❖ Cultural food fair ❖ Global recipe exchange ❖ Around the world taste testing ❖ Cooking activities ❖ Cultural food collage ❖ Gardening ❖ Nutrition label scavenger hunt ❖ Play nutrition related games ❖ Show pictures of foods from around the world ❖ Read books about food from around the world ❖ Taste tests ❖ Do a look alike activity - if the children like a certain type of cheese, introduce a cheese from a different part of the world. ❖ Dramatic play cooking centers
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On the Unit 4 Discussion Board Health Literacy The discussion will focus on health literacy and its necessity for adults and children to lead healthy lives. There are many advertisements that portray not-so-healthy snacks to be wonderful choices for children. Therefore, it is essential that healthy snacks be advertised as well. • Define health literacy. What aspects of health literacy can be provided in the early learning environment? • What can be done if the parent is not health literate? How can parents get educated on important health topics? Purdue University Global | This is Where the Title of the Presentation Will Go 25
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Unit #4 Assignment – PREVIEW 26 Developmentally appropriate practice (DAP) is practice that meets young children where they are, enabling them to reach goals that are both challenging and achievable. DAP applies to all learning and all children, including health, safety, and nutrition. Health, safety, and nutrition learning can be any activity and can be structured, planned, or brief spontaneous happenings. Using the Assignment 4 Template you will complete a chart identifying three developmentally appropriate (DAP) learning activities for young children that are based on health, nutritional information, and safety that are responsive to diverse cultures. -Be sure to review the rubric and use as a checklist to ensure all elements have been addressed. -Complete the learning activity in unit 4 to help you get read for the assignment
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27
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Unit 4 Assignment Template 28 Share screen with sample activity
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Before We Go Weekly Reminders … 29 Complete all Readings Textbook: Read the following chapters in your text: Chapter 12: “Nutrition Guidelines” Chapter 19: “Nutritional Education: Rationale, Concepts, and Lessons” Web Resources ⮚ Post your answers to our DB questions and respond to your peer’s postings. (Please do not wait until the last minute.) ⮚ Attend live seminar/complete the Option 2 Seminar Written Assignment. ⮚ Complete the Unit #4 Assignment. **Launch Final Poll
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Wrap Up for Unit #4! 30 HOORAY! You have just completed your Unit #4 live Seminar! Thank you all for joining me this evening! If you need assistance, remember to email me @ gbugda@purdueglobal.edu Have a GREAT rest of the evening, a GREAT rest of the week, and I will see you on the ‘D’ board!
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Unit 4 Seminar Resources Health Literacy: https://www.youtube.com/watch?v=GnFAgr5RNow Providing Nutrition Guidance to a Multicultural Population: The Importance of Cultural Competency http://www.kraftcanada.com/healthy-living/healthy-living-articles/provid ing-nutrition-guidance-to-a-multicultural-population-the-importance-of-c ultural-competency Marotz, L. R. (2020). Health, safety, and nutrition for the young child (10 th ed.). Belmont, CA: Wadsworth Cengage Learning. Purdue University Global | This is Where the Title of the Presentation Will Go 31
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