av Ellen Dempsher för 4 årar sedan
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The inventor of Eisenhower Matrix is Dwight David Eisenhower – an American army general and statesman who served as the 34th President of the United States from 1953 to 1961. His method helps us prioritize by urgency and importance.
These tasks are not important but they still need to be done. The question you have to address yourself: Who can do this for you?
Missouri Early Learning Goals
III. Physical Development, Health and Safety
B. Health and Self Care
b. Makes healthy food choices
Illinois Early Learning and Development Standards
Learning Standard 22.A Explain the basic principles of health promotion, illness prevention, treatment, and safety.
22.A.ECa Identify simple practices that promote healthy living and prevent illness.
In units focusing on fruits or vegetables, some of the following concepts could be incorporated: where and how the food grows, how to tell when the food is ripe, sizes, colors, and parts to be eaten.
When learning about grain, rice, and pasta products, some of the following concepts could be explored: where and how the grain grows, how it looks when it is ready to harvest, how the seeds can be used, and in what forms the grain can be eaten.
Children can make butter by shaking containers of room-temperature cream.
In a unit of study on meat, teaching should include the origins and methods of preparations of various meats.
Teachers of young children have an important role in educating them about nutrition.
Eating should be considered a happy and social time; food should not be offered or withheld as reward or punishment.
"Having children involved in growing, harvesting, preparing, and cooking their own vegetables has been shown to be effective in increasing vegetable consumption both in school and in the home" (Kalich, Bauer, & McPartlin, 2009).
It is easier for children to learn to like healthy foods during the early childhood years than when they are older.
Tasks that are not urgent nor important should be eliminated so you will not waste time doing them.
Missouri Early Learning Goals
III. Physical Development, Health and Safety
B. Health and Self Care
c. Participates in physical exercise daily
Illinois Early Learning and Development Standards
Learning Standard 19.A Demonstrate physical competency and control of large and small muscles.
19.A.ECa Engage in active play using gross- and fine-motor skills.
Health education should be worked into the daily routine of the classroom. Occasional units dealing with health-related topics are not enough.
Concepts that can be explored in a health education curriculum include hand-washing, teeth-brushing, eating healthy foods, and exercising.
Fire safety is another important topic to be explored.
Active games in early childhood can promote a variety of life skills including social and cooperative skills, listening skills, and physical fitness.
Examples of active games include Jump Ball, Freeze Tag, and Who Has Gone.
Playing outdoors leads to greater physical activity.
Locomotor movements, which include walking, running, climbing, marching, and jumping, adapt readily to music and rhythm activities.
Axial movements are nonlocomotor. They include swinging and swaying, bending and stretching, pushing and pulling, and shaking.
Teachers should educate students on the importance of good physical health and fitness.
Teachers should emphasize fitness--not competition--during physical activities and games.
Physical activity has many benefits for physical, cognitive, and social-emotional well-being.
These tasks are still important but they're not urgent so you can schedule a time to do them.
By helping children to be more physically active, early childhood professionals can help combat the obesity crisis and promote lifelong physical fitness.
Children's gardens provide an ideal setting for nutrition education.
Early Sprouts is a nutrition and gardening program for the preschool years that helps children fight neophobia (fear of new foods) by exposing them repeatedly to six different vegetables.
Children participate in growing the vegetables. They then explore them with their senses and help cook them.
Every family member or caregiver interacting with a child at mealtime or snack time has the potential to influence the development of their eating behaviors.
It is important to keep introducing a variety of foods throughout early childhood in a comfortable and fun atmosphere.
Inviting children to touch and smell foods helps them take small steps toward tasting.
When adults restrict access to certain foods, children may become preoccupied with the restricted foods.
Urgent and Important tasks that need to be done now.
Missouri Early Learning Goals
II. Social and Emotional Development
A. Knowledge of Self
c. Shows independence, autonomy, and confidence
Illinois Early Learning and Development Standards
Learning Standard 30.B Recognize own uniqueness and personal qualities.
30.B.ECa Describe self using several basic characteristics.
Concepts to explore include: I am growing; I have strengths and challenges; I have unique thoughts and ideas that are important; and my family is unique.
Activities and experiences include: providing mirrors throughout the classroom; creating "All About Me" posters or booklets; allowing the children to dress up in various roles or professions; and assisting children in making individual job or to-do charts.
Children who are exposed to traits such as forgiveness, sympathy, and kindness will often reflect them in their everyday interactions.
Stress results when we cannot cope with demands, either external (abuse, divorce, separation from family, illness, etc.) or internal (hunger, pain, fatigue, shyness, etc.)
Stressful classroom environments reduce children's ability to learn.
Witnessing violence or learning in detail about violent incidents can be very traumatic to children because it threatens their sense of security and predictability.
Ways of teaching children to deal with stress include teaching meditation, teaching positive self-talk, and encouraging a sense of humor.
Much of children's behavior is influenced by the way they view themselves.
Children tend to view themselves as they think others see them.
Warm and loving approval from others is essential to the development of healthy self-esteem.
Suggestions for strengthening children's self-esteem include: being sincere and consistent in expressing feelings, valuing the children's work and efforts over the finished product, and listening to each child in order to understand them.
Children need concrete experiences directed toward generating positive feelings and attitudes about themselves.
According to Katz (1995), every child needs the following six things to develop healthfully: a sense of safety, optimum self-esteem, the feeling that life is worth living, help with making sense of experience, authoritative adults, and desirable role models.
