1. Nutrition Education: Rationale, Concepts, and Lessons
Chapter 19
Nutrition Education: Rationale, Concepts, and Lessons
©2015 Cengage Learning.

2. Nutrition Education
Children can begin to learn fundamental nutrition concepts including:
Growth and health are dependent on having access to healthy, nutrient-dense food.
Nutrients are obtained from food.
A variety of foods must be consumed to get all nutrients needed for healthy growth and development.
Food safety and sanitation are especially critical as they relate to young children.

3. Family Participation
Family involvement in children’s nutrition education is essential to achieving success.
Explain what this statement means and why it is true.
In what ways can schools get families more involved in children’s nutrition education?
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Families may be invited to help plan menus, participate in nutrition education classroom activities, have lunch with their child, contribute to a newsletter, plant a garden, and assist on field trips

4. Children’s Nutrition Education
Teachers have many opportunities to weave nutrition education throughout children’s daily learning experiences.
Describe how teachers can achieve this goal.
Explain how children benefit from this approach.
What other developmental areas can be reinforced through nutrition education experiences?
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5. Basic Considerations
Learning activities should be developmentally appropriate.
Real foods should be used in activities whenever possible (check for allergies).
Only nutrient-dense foods should be used in learning experiences.
Children should be able to eat the end product.
Children learn best when they participate in an activity.

6. Principles of Instructional Design
Select a topic:
Choose topics that are developmentally appropriate, based on children’s interests, and respectful of cultural differences.
Develop long-range plans that build children’s understanding and skills (scaffolding).
Take advantage of teachable moments when opportunities present themselves.

7. Principles of Instructional Design
Develop behavioral objectives to:
Guide content and organization
Identify expected outcomes
Help in deciding how a topic or theme should be presented
Evaluate the lesson’s effectiveness (in achieving learning objectives)

8. Principles of Instructional Design
What is a behavioral objective?
Provide several examples of measurable objectives.
How would you change the following statement into a behavioral objective?
“The children will know that nutritious food is good for them.”
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9. Principles of Instructional Design
Consider children’s safety:
Always check for children’s food allergies.
Teachers and children must wash their hands before starting an edible project.
Avoid using foods that are a choking hazard.
Always have children sit down to eat.
Use only unbreakable equipment.
Avoid sharp objects that could injure children.
Provide enough equipment so that children do not have to wait.
Safety issues that must be considered when planning a nutrition education activity include checking for food allergies and cultural preferences; avoiding foods that pose a choking hazard; insisting that children sit down when eating; providing low work places and unbreakable cooking utensils; substituting plastic utensils for sharp knives; giving careful thought to each step of the activity; making sure that children/adults wash hands before working with food; allowing adequate time to complete the activity; and, keeping food safe (refrigerated, using proper cooking temperatures).

10. Principles of Instructional Design
Consider and select instructional methods that:
Reflect children’s developmental interests and abilities
Focus on only one or two main concepts
Take children’s attention spans into account and are appropriate for presenting content in a limited amount of time
Are infused with visual media
Involve children in hands-on activities
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11. Principles of Instructional Design
What instructional methods would be engaging and effective to use with:
Infants?
Toddlers?
Preschool-age children?
School-age children?
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12. Principles of Instructional Design
Evaluation should:
be ongoing
be based on the learning objectives
assess the effectiveness of all aspects of the learning experience
yield information that can be
used for improvement
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13. Information Sources That Influence Children’s Eating Habits
Where do children typically learn about food and nutrition?
How do these sources influence children’s eating habits?
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14. Information Sources That Influence Children’s Eating Habits
Where do children learn about food?
How do these sources influence children’s eating habits?

15. Review
How do nutrition education activities reinforce children’s development in the areas of:
Language
Cognitive
Sensorimotor
Social-emotional
language (describing qualities, naming foods); cognitive (counting, measuring); sensorimotor (stirring, sifting, kneading); and, social-emotional (cooperation, taking turns) areas. They also provide an effective opportunity for encouraging social interaction and enhancing children’s understanding of cultural differences when ethnic foods are included.

16. Planning for Children’s Health & Safety Education
Chapter 11
Planning for Children’s Health & Safety
Education
©2015 Cengage Learning.

17. Pre-service and In-service Training
Why is it important that teachers continue to participate in on-going training?
Where can this type of training be obtained?
What topics would you be interested in learning more about?

18. Family Involvement
Family involvement in children’s health and safety education is fundamental to improving children’s well-being.
Explain what this statement means and why family engagement is essential.
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19. Family Involvement
In what ways can programs involve and engage families in children’s health and safety education?
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20. Children’s Health & Safety Education
Teachers have many opportunities to address health and safety education throughout children’s daily learning experiences.
Describe how teachers can achieve this goal.
What are the benefits of providing educational experiences for children in this manner?
Photo: © Cengage Learning

21. Principles of Instructional Design
Select a topic that:
Is developmentally appropriate, addresses children’s interests and abilities, and is respectful of cultural differences.
Builds on children’s understanding and skills (scaffolding) and is part of a long-range plan.
Takes advantage of teachable moments when learning opportunities present themselves.

22. Principles of Instructional Design
Develop learning objectives that:
Guide content selection and organization
Identify expected learning outcomes
Aid in determining how a topic or theme should be presented
Can be used to evaluate the lesson’s effectiveness (in achieving learning objectives)
Photo: © Cengage Learning

23. Principles of Instructional Design
Consider and select content and presentation methods that:
Appeal and hold children’s interest and attention
Focus on only one or two basic concepts at a time
Are appropriate in length (time) based on children’s attention spans
Are infused with visual media
Include children’s hands-on participation and practice

24. Principles of Instructional Design
Consider and select instructional methods: (continued)
What instructional methods would be most appealing and effective to use with:
Infants?
Toddlers?
Preschool-age children?
School-age children?

25. Principles of Instructional Design
Evaluate learning experiences:
Throughout the entire lesson
Based on the learning objectives established in the beginning
To assess the effectiveness of all aspects of the learning experience
To obtain information that can
be used for improvement
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