# Foundations and Current Issues of Early Childhood Education/Chapter 8/8.2
## Introduction

Leonard A. Scheele, a former surgeon general, stated, “The strength of any nation depends upon the physical and emotional health of its children.” It is estimated that children between the ages of two and five spend about 25 ½ hours a week watching television (Pica). Some studies also show that approximately 50 percent of American children do not get enough exercise (Pica). Sadly enough, the number of overweight children has doubled in the last decade (Pica). Fit children are more likely to participate in sports, dance, games, and other physical activities that improve muscular strength, flexibility, and body composition (Pica).
Despite the horrible statistics, children who are physically active and experience success in movement activities show higher levels of self-esteem and a greater sense of accomplishment (Pica). Physical activity is important because children are less fatigue and more alert while at school.

## Role of Schools

What is a schools role in early childhood health? The health of children, while they are in school and out, is a matter of universal concern (Scheele, 1948). Because school age children comprise approximately one fifth of the total population, schools are in a strategic position to influence the health of children (Scheele, 1948). A child's experiences at school more than likely will have a tremendous impact on his or her future health. Teachers and administrators must become advocates for children's health. Health concepts can be taught by schools; however, they may have little to no effect on students if no outside assistance is provided by the child's community.
The success of a school's health-education program relies on the help of health resources from the community. Some of these resources are food nutritionists and state funded programs like Women, Infants, and Children (WIC). Many children count on and obtain as much as 50% of the protective foods they need for optimum nutrition in the meals served at school lunch (Scheele, 1948). Therefore, it is import that schools provide a well-balanced nutritional lunch for all students.

## Parental Responsibility

What responsibilities do parents have in regards to their child's health? Despite the fact that children spend more awake hours at school than at home, parents are key to developing a home environment that fosters healthful eating and physical activities (Gortmaker, 2006). Parents have the most control when it comes to shaping their children's dietary practices, physical activities, weight status, and sedentary behaviors (Gortmaker, 2006).
Parents should make themselves aware of the social contexts in which foods are consumed. Studies have found that children prefer foods offered in positive contexts in comparison to negative contexts (Gortmaker, 2006). Parents should also provide their children with food choices, instead of demanding that the child eats certain foods.
In our society, the chief responsibility for children's’ health rests with their parents (Wagner, 1961). In addition, all children need comprehensive medical examinations (Scheele, 1948). These examinations include but are not limited to: dental,
* “A healthy child grows and develops with greater ease. Our children have a right to comprehensive health care that includes prevention, early detection, and intervention.”
* - Children's Bill of Rights; June 15, 1999
vision, and hearing examinations. Moreover, parents are responsible for ensuring that their children receive the proper immunizations against infectious diseases. Many of these immunizations are needed before a child enters Kindergarten.

## What Can Be Done

For starters, the key to physical activity in early childhood is enjoyment (Pica). For decades, early childhood teachers have created specialized learning areas within the classroom to enhance the cognitive, social, and emotional development of their students (Gammal). Unfortunately, many teachers have not created areas within the classroom to enhance and focus on a child's physical development (Gammal). Fitness activities at school can be incorporated into both free play and structured programs (Gammal).
During free play activities, children can be able to choose or make up activities using their bodies and equipment provided in the classroom. Some suggested games for free play are hop-scotch, walking on a balance beam, and long-jumping. During structured play, the teacher guides students in an activity chosen by the instructor.

## Conclusion

The future of national health depends upon what we do now to improve and maintain the health of our children. It is essential that every child receives health services. We must also remember that parents play a vital role, at home, in preventing childhood obesity. It is a parent's responsibility to discourage sedentary behaviors like watching television and encourage physical activities like swimming and running.
We need to know more about the total health of school-age children before we can improve the role of the school in helping to maintain a child's health (Wagner, 1961). Nevertheless, schools can make a difference in the health of a child by promoting and emphasizing the importance of nutrition and daily exercise.

## Multiple Choice Questions

1. Children who are physically active and experience success in movement activities show _________ levels of self-esteem and a __________ sense of accomplishment.
a. lower; greater b. higher; greater c. lower; smaller d. higher; smaller
2. The number of overweight children has _________ in the last decade.
a. stayed the same b. tripled c. doubled d. none of the above
3. The key to physical activity in early childhood is ____________.
a. enjoyment b. punishment c. reinforcement d. none of the above
4. Which of the following is not an important benefit of fitness:
a. Improved listening and social skills b. Use of movement as a means of creative expression c. Development of life-long fitness habits d. All of the above are benefits of fitness
5. All children need comprehensive ___________ ____________.
a. midterm exams b. reading books c. medical examinations d. vocabulary tests

## Multiple Choice Answers

1. b
2. c
3. a
4. d
5. c

## Essay Question

Q: Why should physical fitness be a concern during the early childhood years?
Physical fitness should be a concern during the early childhood years for several reasons. First, if children are not taught how to and the importance of living a healthy life, they will live unhealthy lifestyles as adults. These unhealthy lifestyles include: over-eating, binge eating, starvation (to lose weight or keep it off), and not working out. Second, when a person lives an unhealthy life, the lifestyle can be passed on from generation to generation. This factor leads to obese and overweight families.
Lastly, teaching children the importance of living healthy can prevent children from developing high blood pressure, having a heart attack or stroke, and heart disease. All of these factors can be fatal to anyone. When teachers and parents stress the importance of engaging in physical activity early on, children will not have to experience any of the above because they will be physically fit. Hopefully, children will continue to stay active as they move into early adulthood and on to late adulthood. These are just a few reasons why physical fitness should be a concern during the early childhood years.

## References

Gammal, Anna. Bringing Fitness to Your Classroom: The Fitness Learning Center. Online. http://www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=189.
Gortmaker, Steven; Kim, Juhee; Lindsay, Ana C.; Sussner, Katarina M. The Role of Parents in Preventing Childhood Obesity. The Future of Children, Vol. 16, No. 1, Childhood Obesity. (Spring, 2006), pp. 169–186. Retrieved from JStor.
http://links.jstor.org/sici?sici=10548289%28200621%2916%3A1%3C169%3ATROPIP%3E2.0.CO%3B2-V
Pica, Rae. Physical Fitness in Early Childhood: What's Developmentally Appropriate. Online. http://www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=165.
Scheele, Leonard A. The School and National Health. Journal of Educational Sociology, Vol. 22, No. 1. (September, 1948), pp. 31–36. Retrieved from JStor. http://links.jstor.org/sici?sici=08853525%28194809%2922%3A1%3C31%3ATSANH%3E2.0.CO%3B2-8
Wagner, Marsden G. The Medical Basis for School Health Programs. The School Review, Vol. 69, No. 3. (Autumn, 1961), pp. 322–337. Retrieved from JStor. http://links.jstor.org/sici?sici=00366773%28196123%2969%3A3%3C322%3ATMBFSH%3E2.CO%3B2-A