Unit 6 Healthy Environment

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Unit 6 Promoting a Healthy Environment for Children
E1)
Practitioners can work on promoting and maintain a healthy lifestyle and environment by: ∑Allowing children to have a balanced diet, this can be done by encouraging children to eat their five-a-day. By reading books and poems that they can join into, this will help children to remember the importance of having a balanced diet. By having fruit and vegetables provided for the children in school, helps them to eat at least on piece a day. The School Fruit & Vegetable scheme is a programme that helps to increase fruit & vegetable intake. This is important as each child deserves a healthy start in life as it may influence their health in the future. The School Fruit & Vegetable Scheme states:

“By providing four to six year old children with an extra portion of fruit or vegetable each school day, along with a positive and enjoyable experience of eating fruit and vegetables, the scheme encourages children to develop positive attitudes towards fruit and vegetables.” (www.dh.gov.uk) ∑If a child is allowed regular exercise it allows motivation of brain activity, aids the digestive system, develops bone density and maintains it and strengths the muscles. Physical activities such as practical training, P.E., climbing frames and riding bikes help children to develop social skills as they are playing with each other. The British Heart Foundation proposes “That children and young people need at least one hour of moderate activity a day.” This does not have to be done at one time, but can be at different times during the day. As young children are still developing practitioners should allow them to have a stop-start approach to exercise, when children are feeling tired they should be allowed to sit down and rest for the amount of time they want before getting up and playing again. Practitioners should encourage children to do exercise outside of the setting as well as inside. They could do this by joining Walk to School 2008, when the practitioners talk about this with the children they are able to learn about the benefits of walking, road safety, awareness and the environment around them. 50% of children do not walk to school regularly and more are being driven to and from school, by being driven children are reducing their physical activity. ∑Risk assessments identify and minimise risks, they are not created to make an environment risk free. Practitioners should encourage children to take risks, as long as they are managed and strongly supervised. By doing so they are promoting a healthy environment as all settings have risks, as long as these risks don’t stop children from doing anything they could help to create an enabling environment. Danks and Schofield state: “Life if full of risk, so the best way to prepare children for life is to ensure that they [learn] how to judge risk for themselves.” (Source: Danks, F. & Schofield, J (2005) Nature’s Playground) E2/B1)

There are many different types of legislations which helps to maintain that a child has a right to life, development, to be healthy and also the right for children to have an education. E3/E4)
Factors such as housing, poverty, breast feeding and the child’s lifestyle may affect their health and well being at differing times in their lives. ∑Housing affects the health of a child as it can cause a lot of diseases if the house is poorly maintained or designed the most remarkably is asthma. If a house is overcrowded it may be dangerous to a child's health as diseases may be transmitted between each family member. Poverty is linked with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be expensive. In addition to this home insurance would be expensive for families in poor housing as these areas would be more likely to be hit by crime. As families are living on a lower income the furniture may be unsafe as they haven’t got the money to fix or...
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