Wellness positive state of health and well being Diet the foods and beverages consumed to nourish and support the body and its processes Early Childhood period from birth through age 8 Neurons nerve cells of the brain Epigenetics the study of how genes are "turned on and off" by external factors such as diet, abuse, and stress Critical Periods unique periods of development Early Childhood Teachers all those who provide care and education for young people Context environment and circumstances that surround the child and affect the child's experiences Oral Health dental, gum, and mouth health English Language Learners those who speak a language other than English in their hopes and who are learning English Ethnic groups with common national, tribal, religious, linguistic, racial, or cultural origins or backgrounds Low income refers to an amount estimated to be less than twice the federal poverty level Food insecurity Not having enough food at all times to maintain an active life; worrying that there may not be enough money to obtain sufficient food Overweight an excess of body fat that may lead to obesity; measured by a body mass index score in the 85th to 95th percentile. Obese a medical condition related to the excess accumulation of body fat that may have an adverse affect on health, measured by a body mass index score that is higher than 95th percentile Medical home an identified source of health care Disparities in health care refers to the fact that some individuals or groups of children are disproportionately at risk for disease and do not adequate access to health care Evidence Based practices interventions and strategies that have been evaluated through research and established as credible and significant toward reaching a desired goal, such as improving a particular skill, promoting knowledge, or achieving a specific quality standard. Developmentally appropriate practice approach that addresses the child's age and maturity, individual characteristics, and context in which the child grows and develops. Dispositions the values, beliefs, and other attitudes of the teacher that are put into action to promote positive outcomes in children Constructivist approach an approach in which children build their own knowledge by fitting new information and ideas with what they already know Mental structures the ways children understand and think about the world Organization inborn capability that allows children to use the simple processes of learning to build complex mental structures Adaptation result of assimilation and accommodations; new information becomes part of the child's working mental structures assimilation process of taking in new information and fitting it into existing mental structures Accommodation process of taking in new information and creating new mental structures Disequilibrium uneasiness that children experience when faced with new challenges Equilibrium state of balance or calmness experienced by children during the learning process Scaffolding process of structuring learning experiences around existing knowledge and offering challenge that is just beyond the child's current level of understanding and ability Brain plasticity brain's ability to be flexible and change when new information is learned Developmental domains areas of development Center-based approach approach in which the classroom environment is designed around particular learning centers, such as the manipulatives or block areas, the science table, dramatic play corner, or library Hands-on and experiential using sensory capabilities to inspect, explore, and learn Incidental learning unplanned, accidental, and emergent learning opportunities Process-oriented activities learning activities that focus on process rather than product Child-selected activities activities in which children actively develop the course of play Teacher-directed activities activities in which children are guided by the teacher through each step of the learning process Early intervention services services provided to infants and children, ages birth through 3 years, who have an identified disability, and their families Special education services services for children with disabilities, ages 3 to 21 years, to support their educational development and preparation for further education, employment, and independent living Individualized family services plan (IFSP) an educational and family services plan for infants and children, ages birth through 3 years, that describes the child's disability and outlines goals for supporting the child's appropriate development. Individualized Education Program (IEP) an educational plan drafted by families, special education specialists, and teachers for children ages 3 to 21 to describe the child's disability and outline goals for appropriate education Relationship between Nutrition and Cognitive Development healthy kids learn better decreased physical activity increased apathy reduced social interaction lower cognitive functions reduced concentration retard physical growth low test scores reduced ability to complete complex tasks Maslow's Hierarchy Bottom to top: physiological safety love/belonging esteem self actualization Why don't children all have same outcomes? not same opportunities healthcare/dental care neighborhoods, schools Biological: genes, susceptibilities Social: race, socioeconomic status, edu level, health behaviors How can we help? know resources reinforce good habits provide opportunities Teacher-directed activities guided by teachers by each step children are passive participants aim to teach specific skill listening, responding, following directions Child-directed activities children actively develop course of play allows freedom encourages self management self-directed Parents partnership daily communication offering services, resources look for behavior changes, notify parents ensure trust and don't break that be flexible and accepting of parental concerns model correct behaviors Building blocks for wellness nutrition-nutrients impacting growth health- physical and mental well being and no disease safety- keeping kids from harm 4 Domains of development for children cognitive: memory, problem-solving, logic, symbols language: listening/speaking, expression, literacy physical: muscle control, coordination social-emotional: trust, expressing appropriately, choices What difference does poverty make? inadequate immunizations common infectious diseases sleep deficits vision/hearing nutritional deficits dental problems mental Neighborhood/Environment poorly performing schools higher crime rates substandard housing limited access to grocery stores and healthy food choices Neighborhood/environment decrease in number of kids reading at home decrease in ability to perform in school outings number of caretakers with poor mental health increase negative behaviors decrease in school engagement Health habits and concepts nutritional meals ensuring children get enough sleep regular med provider immunizations keeping kids at home encouraging physical activity positive experiences with food modeling doing it with them Trends that might affect wellness poverty obesity nursing mothers food insecurity neighborhoods education homelessness incidental learning/teachable moments unplanned, accidental opportunities developmentally appropriate practice PROCESS developmentally appropriate experiences individually appropriate experiences cultural contexts of experiences How do children learn? modeling play exploring cause/effect practicing construct knowledge assimilation accommodation social interactions