Agreat deal of concern is being expressed about the physical well-being of children and young people in the UK, in particular that too many have a poor diet, spend too much time in sedentary activities and risk all the health problems associated with obesity.
However, young children are not couch potatoes by nature. It takes active discouragement from adults to stop them using their physical abilities to the full. Babies are not born with an innate preference for eating toffees rather than fruit, nor for processed food over fresh produce. So, what is happening to some children that discourages healthy habits and how can early years professionals foster children's health and physical well-being?
The under-threes guidelines for England and for Scotland give the clear message that it is the responsibility of practitioners to work with parents to promote healthy habits in young children. This extends to children's care routines.
Sleep tight
Under-threes need practitioners who value personal routines for sleep so they develop healthy habits over rest and wakefulness.
One of the ten principles in Birth to Three Matters (England) is 'Schedules and routines must flow with the child's needs'. Birth to Three (Scotland) focuses on the value of Responsive Care, stressing, 'Babies and young children are very perceptive - they know when they are having things done to them rather than done with them. Being included in "we" has great significance at any age' (page 26).
* The Growing and Developing card (A Healthy Child in Birth to Three Matters) states, 'For babies and children, rest and sleep are as important as food.' It matters how young children are settled to sleep; a one-size-fits-all approach will not suffice. The same personal respect needs to be shown as they emerge from sleep back into full alertness.
* A well-resourced learning environment (rather than rigidly planned activities in a group setting) ensures that no children will ever 'miss out' on potential learning opportunities just because they have taken an unscheduled doze.
* Slightly older children may not sleep, but they still need quieter times, especially in all-day provision. These restful, less physically active times can be enjoyable because adults show they relish a chance to snuggle up and enjoy a book or chat or just stare at the birds from a comfortable spot in the garden.
Healthy options
Young children cannot build healthy habits unless their important adults offer them plenty of opportunities to take the healthy options in food, self-care and physical exercise. It is practitioners' responsibility to make it enjoyable and easy for babies and children to be physically active or try new foods from a healthy range.
* The four cards supporting A Healthy Child give the consistent message that physical well-being connects with emotional well-being. Young children who are active, well rested and nourished will feel better about their day at nursery and about themselves.
* Of course, it is practitioners' responsibility to ensure there is sufficient, nutritious food and drink. The Healthy Choices card recommends to practitioners, 'Create time to discuss options so that children really do have choices, eg whether they will drink water, juice or milk.'
* By giving children a genuine healthy choice, practitioners can be seen to be respecting a child's preference. The children can genuinely choose whatever they want from the fruit plate, because it is not a choice between healthy fruit and unhealthy handfuls of crisps.
Another of the ten principles in Birth to Three Matters is that, 'Children learn by doing rather than by being told'. As applied to healthy habits, this principle means practitioners should ensure there is time for children to wash their own hands or to judge when they need help in physical activity.
* When very young children feel neither rushed nor nagged, they steadily learn to wash their hands after using the toilet or before touching food.
Slightly older children can also understand a simple explanation about germs - an explanation which practitioners should give regularly.
* Children can adopt other habits through imitation and encouragement - for example, putting litter in a bin. Slightly older children will come to understand that it is unacceptable to expect other people to clear up after them and it is nicer to live in an environment free of litter.
By example
Children learn by example, so it is important that practitioners adopt the same healthy habits that they advocate to the children. Practitioners can also be an effective role model when it comes to physical fun if they are always ready to join in a dance or operate as a human gym for babies and toddlers.
Adult enthusiasm is demonstrated by words as well as actions, such as 'I'm looking forward to our walk in the park' and 'I'm a bit tired with all that clambering. Shall we have a sit in the shade?'
Practitioners are also an important role model for healthy eating. For example:
* Show your enthusiasm for food during snack or mealtimes and take the trouble to ensure that food is presented attractively by engaging the children's help and opinions.
* In a group setting, if you are not involved directly in the kitchen, show your appreciation that the nursery cook has bought 'some lovely little tomatoes' or 'would like us to try his new recipe for cheesy rolls'.
* Set a good example by modelling how to try food, using phrases such as 'my favourite', 'I'm going to try one spoonful of...', 'I wonder what that will taste like' and 'I'd like a second helping of....'
* View snack and mealtimes as routines that merit time, whether it is a flexible help-yourself drink and snack or a sit-down meal. It is preferable if children share at least one meal a day with a small group of adults and other children and enjoy it as a social experience.
Despite all the current concern about children's health, there are many reasons for optimism over children's well-being - it is not all gloom. I see children running around my local common in south London, happily wearing themselves out on the play area and taking part in enthusiastic amateur football at the weekends. I see young children in nurseries getting excited about a bowl of fruit and being willing to try a new food. NW Learn by doing
Further resources
* Learning and Teaching Scotland (2005) Birth to three: supporting our youngest children www.ltscotland.org.uk/ earlyyears/birthtothree
* Sure Start/DfES (2002) Birth to Three Matters: A framework to support children in their earliest years www.surestart.
gov.uk/resources/childcareworkers/birthtothreematters
* Lindon, Jennie, 'Striding out', Nursery World, 23 March 2006
* Lindon, Jennie (2006) Care and Caring Matter: Young children learning through care (Early Education)
* Whiting, Mary, Dump the Junk (Nursery World Books, tel: 0870 444 8633)
RIGHT FROM THE START
Ideas to help you implement Birth to Three Matters
1 This week: Obstacle course - building confidence Aspect: A Healthy Child Component: Keeping safe Walkers, talkers and pretenders
What you need:
* Outside equipment, such as planks, hoops, balance bars, A-frames, tunnel, boxes, steps, tyres, blankets
What you do:
1 Let three or four children help you make an obstacle course with the outside equipment. Make it challenging but not too difficult. You can always add more bits later. Try to include a range of movements - climbing, scrambling, balancing, going through, over and under things.
2 Now explore the obstacle course with the children. It doesn't need a beginning and an end, just lots of different experiences.
3 Help the children if they find some bits difficult. Build their confidence with words and explanations as well as a hand or arm to hold.
Suggest that they watch each other.
Another idea: Join the obstacle course to fixed apparatus, a pop-up tent or play house.
Ready for more?
* Use the outside apparatus to construct other 'challenging but safe'
activities.
* Take the children to the park, adventure playground or leisure centre for a different experience.
Individual needs
* Plan this activity so that children who have low visual or physical difficulties, or low confidence levels, can participate
* Help all children to explore the course. Consider how you could incorporate soft play equipment.
Watch, listen, reflect
* Support any child who shows anxiety.
* Use this activity as an opportunity to observe and assess physical development.
* Note how children contribute to the construction of the course and any suggestions for additions or adaptions.
Tiny tip Some children who are normally quite adventurous may find crawling under a blanket or through a tunnel challenging.
Working together
Parents could:
* take their children climbing at the park or leisure centre
* set up a simple obstacle course in their garden using safe but familiar things like chairs, clothes airers, sheets, bricks, etc.
Practitioners could:
* explain to parents the importance of physical play to building confidence and self-esteem
* make sure that vigorous outdoor activities are planned for each day, and that children have variety and interest.
What are they learning?
Are they: n exploring? n learning new movements? n developing? n taking risks?
This leads to: n physical confidence n healthy development Taken from Tickle and Tumble (Little Baby Books, series 2, Featherstone Education, 17.99 per series). The four series, each with four books, cover the four aspects and 16 components of Birth to Three Matters. To order copies, tel: 0185 888 1212 or visit www.featherstone.uk.com
