Article 6 Title: Article- “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families” Introduction: This article addresse

Article 6 Title: Article- “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families”

Introduction: This article addresse

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Article 6 Title: Article- “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families”

Introduction: This article addresses ways to create a nutritionally purposeful classroom that supports young children’s healthy food choices.

The Assignment: Summarize the article by answering the three questions listed below. Each question should have an answer that has a minimum of 5 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article – that is plagiarism.

1. What is the main focus of the article?

2. What are three strategies that are discussed in the article? what knowledge did you gain from your reading?

3. How will you implement the strategies/ideas (from the article) when working with children? How can you use NC FELD to support these ideas?

Article for Module 5- Young Children, November 2014. “Looking at the Whole Picture: A Wellness Curriculum for Young Children and Their Families”

NAEYC Young Children 2014.pdf NAEYC Young Children 2014.pdf – Alternative Formats

(Attached is the Young Children’s publication. Be sure to know the article you are lookig for. If you are planning on printing the article- the pages for printing are different than the actual pages in the publication due to the table of contents, etc. The pages for this article, if printing would be pages 24-30)

Grading Criteria:

The summary is graded on a 100 point scale; it is worth 5% of your overall class grade.

Maximum points are given when length of 3 paragraphs with each paragraph containing a minimum of 5 sentences is met and content summarizes key strategies to use with young children and families.

20 points – Three paragraphs are included, each paragraph has a minimum of five sentences

20 points – First paragraph summarizes the main focus of the article

30 points – Second paragraph summarizes three strategies from the article

20 points – Third paragraph gives specific strategies/ideas you will use when working with young children.

10 points – correct grammar and spelling are used.

Resources: NAEYC Young Children November 2014

NC FELD: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf Nutrition
and Fitness
for All Young Children

58
International

Partners

66
Thinking

Skills

78
Interactive

Reading

The journal of the National Association for the Education of Young Children

November 2014

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78

6 Introduction

8 Preschool. Creating the Nutri­tionally Purposeful Classroom
Karrie Kalich, Dottie Bauer,
and Deirdre McPartlin

14 Preschool. Healthy Choices Start Early Teresa A.
Byington, Anne R. Lindsay,
and Madeleine Sigman-
Grant

22 Preschool Through Primary Grades. Looking at the Whole
Picture: A Wellness Curric­
u lum for Young Children
and Their Families Helen L.
Johnson and Leigh Shebanie
McCallen

28 Toddlers and Preschool. Quality Outdoor Play Spaces
for Young Children Karin H.
Spencer and Paul M. Wright

36 Preschool. Preventing Child­hood Obesity: Strategies to
Help Preschoolers Develop
Healthy Eating Habits Brent A.
McBride and Dipti A. Dev

58 Internationalizing Your Early Childhood College Program Laurie R. Noe

66 Grade 1. Community Explorers: Critical Thinking Strategies for Supporting
Dual Language Learners Tamara Spencer and Lisa Hertzog

72 Kindergarten Through Grade 1. Direct Versus Indirect Teaching of Number
Concepts for Ages 4 to 6: The Importance of Thinking Constance Kamii

78 Preschool. Conducting Interactive Reading Experiences Kathy Barclay

84 Meet the Author. Young Children Introduces: Marla Frazee, Pat Mora, and
Peter H. Reynolds Meghan Dombrink-Green

88 Toddlers Through Primary Grades. Research in Review. Too Scared
to Learn: Teaching Young Children Who Have Experienced Trauma
Travis Wright

Nutrition and
Fitness for All
Young Children

22

36 8

2

Vol 69 ■ No 5 November 2014
The journal of the National Association for the Education of Young Children

Young Children November 2014

Young Children

How do you
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Columns
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With Girls Layna Cole and Dan
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96 The Reading Chair. Isabel Baker
and Miriam Baker Schiffer

98 Rocking and Rolling. Why Hurry?
Respecting Development and
Learning Linda Gillespie and
Emily Adams

100 Index of Advertisers

NAEYC News
44 From Our President. Going to Con­
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Education Accreditation. NAEYC Early
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Cox Mitchell, Ronda Hawkins, and
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Governing Board and Leadership

ONLINE EXTRAS
NAEYC Affiliate Successes. The Early
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dren’s Books About
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n Resources on Nutri­
tion and Fitness for All
Young Children

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Vol 69 ■ No 5 November 2014
The journal of the National Association for the Education of Young Children

Young Children November 2014

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As your knowledge grows, so will their smiles, confi dence, and excitement for learning.
� e Richard W. Riley College of Education and Leadership at Walden University,
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� ey’re learning more
because you learned more.

T
he cover girl for this issue already loves
fresh vegetables. Firsthand experiences in the
cabbage patch teach her how they grow, what
they smell like, and how they taste. Well on her
way to making her own healthy choices about
nutrition, she represents what educators want

for young children—access to and enjoyment of nutritious
foods that build strong bodies.

The school-agers on the opposite page are models for
fitness, the other topic addressed in this cluster. They are
fortunate enough to attend a school with a playground that
offers physical challenges and schedules times when chil-
dren can build, test, and stretch their muscles and feel proud
of their accomplishments.

Promoting healthy nutrition and fitness in the early
childhood years is an important focus for educators. The
information and attitudes about food and exercise children
acquire in these years will last throughout childhood and
beyond. The authors of the articles in this cluster offer
research-based and classroom-tested ideas for embedding
positive messages about wellness in any early childhood
classroom.

“Creating the Nutritionally Purposeful Classroom,” by
Karrie Kalich, Dottie Bauer, and Deirdre McPartlin, offers
much encouragement and many developmentally appro-
priate strategies to help preschool teachers guide children
toward making healthy dietary choices. The authors present
ideas for the classroom and for communicating with fami-
lies about encouraging children to eat healthy food.

Teresa A. Byington, Anne R. Lindsay, and Madeleine
Sigman-Grant, authors of “Healthy Choices Start Early,”
provide an overview of a successful childhood obesity pre-
vention curriculum for preschoolers, their families, and their
teachers. The curriculum’s 21 lessons and three family events
promote healthy habits and address early learning standards
through dance, music, and health and fitness activities.

In “Looking at the Whole Picture: A Wellness Curricu-
lum for Young Children and Their Families,” Helen L.
Johnson and Leigh Shebanie McCallen describe classroom
and schoolwide wellness curricula that feature positive tone
and models, holistic and contextualized perspectives, and
embedded design. The authors share wellness promotion
activities that take place at school and through partnerships
with families.

Nutrition
and Fitness

for All Young Children

Scan for resources Children’s Books About Health

Look on the Young Children web page for “Children’s Books About nutrition and Fitness” (www.naeyc.org/yc/currentissue) to find an annotated
list of children’s books featuring health, food, nutrition,
and fitness.

6 Young Children November 2014

http://www.naeyc.org/yc/current

Goodbye and Good Luck!
For the past four years, Amy Shillady has been an out-
standing leader of the Young Children editorial team. As
journal editor, she has overseen numerous clusters and
ensured the excellence of each issue. Organized, knowl-
edgeable, and kind, she has used her administrative and
editing abilities and strong people skills to calmly guide
Young Children through publication time and again.

Amy is moving on to an
exciting new publishing
opportunity—outside NAEYC
but still in the early child-
hood education field. We
thank her wholeheartedly for
her contributions during her
time at NAEYC and expect to
hear of her ongoing support
for the field in this new role
in her professional journey.

“Quality Outdoor Play Spaces for Young Children,” by
Karin H. Spencer and Paul M. Wright, outlines the con-
nections between giving children opportunities to play
outdoors and promoting their health and wellness. The
authors share key features of well-planned outdoor play
spaces and explain how they offer children varied move-
ment and active play opportunities. The authors refer
readers to an online survey they can use to assess and then
improve their preschool programs’ outdoor play spaces.

Brent A. McBride and Dipti A. Dev, authors of “Pre-
venting Childhood Obesity: Strategies to Help Preschoolers
Develop Healthy Eating Habits,” focus on the ways adults’
mealtime interactions with children serve as opportunities
to foster children’s healthy eating habits. The article pres-
ents positive teaching strategies for encouraging children to
recognize when they are hungry and when they have had
enough to eat.

—Derry Koralek, Chief Publishing Officer
and Editor in Chief

7November 2014 Young Children

Ph
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e

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lle
n

B
. S

en
is

i

C
hildren’s dietary habits are
established early in life and shaped
by family preferences, culture,
and experience. Because many
young children spend a substan-

tial amount of time in group care settings, early
childhood professionals play an important role
in guiding children’s food preferences and eating
habits. Children of all ages and fitness levels can
benefit from a nutritionally purposeful environ-
ment. But adults need the tools to intentionally
increase children’s interest in eating healthy
foods through creating such an environment.
They need to regularly engage children in the
preparation of nutritious foods. And they need
effective strategies to incorporate healthy foods
and messages about nutrition into young chil-
dren’s learning environments.

In the dramatic play center, Cathy, a preschool
teacher, engages Grady and Jenni in a cook-
ing activity. Cathy explains to the children, “My
salad includes red, yellow, green, orange, and
purple vegetables. I want to be sure my body
gets everything it needs.” At the science table,
Christopher and Danielle carefully investigate
the seeds gathered from the bell peppers served
for the previous day’s snack. Rodrigo is at the
easel; when asked to describe his painting, he
reports, “This is the squash blossom. We saw it in
the garden.” Leah and Cooper are working with
colorful blocks at the math table and comparing
the blocks’ colors to the colors of their favorite
fruits and vegetables. At circle time, the class
discusses the daily menu, and Cathy reminds the
children about their opportunity to help prepare
and eat Whole-Grain Veggie Pizza for lunch.

Karrie Kalich,
Dottie Bauer, and
Deirdre McPartlin

Preschool

Creating the Nutritionally Purposeful
Classroom

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, 5

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Young Children November 20148

Nutrition
and Fitness
for All Young
Children

This is just a glimpse of some day-to-day
activities that occur in a nutritionally pur-
poseful preschool classroom environment.
Healthy foods are offered in an appropri-
ate manner. That is, foods for celebrations
follow nutritional guidelines, and teachers
give children time, support, and multiple
opportunities to try new foods. Children
are involved in as many aspects of food
preparation as possible. Food is respected
as something that nourishes us rather than
something to play with or waste. Adults
model healthy eating behaviors, and families
are involved in food learning experiences
as much as possible. In sum, the focus is
on intentionally supporting positive food
behaviors in children, staff, and families.

The nutritionally purposeful classroom
guides children toward making healthy
dietary choices in a developmentally appropriate way. This
philosophy was articulated through our experiences with
the Early Sprouts Gardening and Nutrition Curriculum
(Kalich, Bauer, & McPartlin 2009a, 2009b) (see “The Early
Sprouts Curriculum”) and aligns with Ann S. Epstein’s
concept of the intentional teacher. Epstein (2014) describes
the intentional teacher as one who “aims at clearly defined
learning objectives for children, employs instructional
strategies likely to help children achieve the objectives,
and continually assesses progress” (5). In the nutritionally
purposeful classroom, intentional teachers focus on nutri-
tion and health.

Home and school environments have a significant
influence on young children’s dietary habits and choices.
Because young children are strongly influenced by the
available food and the messages about food in their imme-
diate surroundings, the preschool years are an ideal time
to teach healthy eating. It is much easier and more effec-
tive to teach healthy behaviors about food than to undo

unhealthy ones. The nutritionally purposeful classroom
approach supports teachers regardless of their background
in or knowledge of nutrition.

The nutritionally purposeful philosophy
The nutritionally purposeful classroom approach is de-
signed to respond to three major factors that influence the
dietary habits of young children.

Innate food neophobia. As it relates to food, neophobia
(fear of new things) has evolutionary roots in the Paleo-
lithic era. Early humans did not necessarily know whether
newly encountered food sources would be nourishing or
poisonous (Cashdan 1998; Cooke, Carnell, & Wardle 2006).
Those who were cautious when encountering new foods
were more likely to survive. As a result, the fear of un-
known foods—food neophobia—is still part of our genetic
makeup (Cooke, Wardle, & Gibson 2003).

Environmental and social messages about food.
Starting at around age 3, many children become increas-
ingly aware of environmental and social messages about
food (Birch, Zimmerman, & Hind 1980; Addessi et al.
2005; Shutts, Kinzler, & DeJesus 2012). They might begin
requesting foods by brand name and may be increas-
ingly interested in what people around them are eating.
They observe that certain foods—for example, ice cream,
cake, cookies, and chips—are served and eaten during

The Early Sprouts Curriculum

The Early Sprouts Gardening and Nutrition curriculum (see Kalich, Bauer,
& McPartlin 2009a, 2009b) is a seed-to-table curriculum that engages
children and families through a play-yard garden and provides mul-
tiple exposures to target vegetables. Each week children participate in
sensory exploration of a particular vegetable, prepare and serve a snack
recipe using that vegetable, and take home a Family Recipe Kit (including
ingredients) to prepare the vegetable dish with their families. Research
on Early Sprouts indicates that children increase their preference for and
consumption of target vegetables as a result of this curriculum.

Recipes mentioned in this article are from The Early Sprouts Cookbook
(Kalich, Arnold, & Russell 2012) or are included in the curriculum
(Kalich, Bauer, & McPartlin 2009a, 2009b).

About the Authors
Karrie Kalich, PhD, is a registered dieti-
cian and professor in the Department of
Health Science at Keene State College in
Keene, new Hampshire. Karrie consults on
health and nutrition topics and conducts
community-based research to help young
children develop healthy eating habits.
kkalich@keene.edu

Dottie Bauer, EdD, is a professor of early
childhood education at Keene State Col-
lege. A former preschool teacher, Dottie
specializes in early childhood curriculum
development and teacher preparation.
dbauer@keene.edu

Deirdre McPartlin, MEd, is the aca-
demic program coordinator for the Child
Development Center at Keene State
College. Her previous experience includes
preschool and kindergarten teaching,
child care administration, and educator
preparation. dmcpartl@keene.edu

The nutritionally purposeful class-
room guides children toward making
healthy dietary choices in a develop-
mentally appropriate way.

November 2014 Young Children 9

celebrations, such as birthdays and holidays. These experi-
ences, coupled with many people’s natural preferences
for sweet and salty foods, result in such foods becoming
favorites. In contrast, young children may observe influ-
ential adults’ refusal to eat green vegetables, and they may
hear adult complaints about eating salad in order to manage
weight. Children conclude that these (healthier) foods are
less desirable choices.

Adults’ influence on food choices. Well-intentioned
adults often contribute to the establishment of poor dietary
choices. Foods that are beneficial to health, such as fruits
and vegetables, are frequently offered to children in nega-
tive or coercive ways. When food becomes a reward or
a punishment, not a part of healthy living, healthy foods
become less appealing (Birch & Fisher 1995; Galloway et
al. 2006). Incorporating puréed vegetables into a dish to
disguise them may work in the short term, but this tech-
nique validates a child’s fear of new foods when the child
discovers your method. Instilling healthy eating behaviors
in preschool children through a positive approach supports
the development of lifelong health habits that decrease the
risk of obesity and other chronic diseases.

Strategies to create a nutritionally
purposeful classroom environment
Teachers can try a number of strategies to create a nutri-
tionally purposeful classroom environment that influences
the dietary choices and behaviors of young children in
positive ways.

Engage children in sensory exploration. Such explo-
ration provides the opportunity to focus on a new food.
With guidance from an intentional teacher, children learn
about a food using all their senses. Smell a cherry tomato
before tasting it. Shake a bell pepper to discover what you
hear inside. Examine wheat berries or corn kernels with
a magnifying glass. Slice open and explore a cucumber or
zucchini with the children. By discovering its characteris-
tics and qualities, children develop a positive relationship
with the featured food.

Provide multiple exposures to a new food. Repeated,
nonthreatening opportunities to taste a new food give chil-
dren the chance to move from rejection to acceptance and
overcome food neophobia (Birch & Marlin 1982; Sullivan &
Birch 1994; Cooke, Carnell, & Wardle 2006; Kalich, Bauer,
& McPartlin 2009a). Remember, children who do not like
a food the first time it is served may very well change their
minds over time.

After seven years of serving the same snacks, Kelly (an
adventurous eater herself) is excited about trying out
her center’s new snack menu. The first time she serves
the children the Banana Squash Smoothie, the children
approach the snack table with extreme caution. Very
few of them even consider tasting it. Kelly drinks with
enthusiasm and shares her genuine fondness for the

smoothie. The following week, a few more …

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