Pediatric Nutrition Exam 1

positive state of health and well being

the foods and beverages consumed to nourish and support the body and its processes

period from birth through age 8

nerve cells of the brain

the study of how genes are "turned on and off" by external factors such as diet, abuse, and stress

unique periods of development

all those who provide care and education for young people

environment and circumstances that surround the child and affect the child's experiences

dental, gum, and mouth health

those who speak a language other than English in their hopes and who are learning English

groups with common national, tribal, religious, linguistic, racial, or cultural origins or backgrounds

refers to an amount estimated to be less than twice the federal poverty level

Not having enough food at all times to maintain an active life; worrying that there may not be enough money to obtain sufficient food

an excess of body fat that may lead to obesity; measured by a body mass index score in the 85th to 95th percentile.

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

an identified source of 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

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.

approach that addresses the child's age and maturity, individual characteristics, and context in which the child grows and develops.

the values, beliefs, and other attitudes of the teacher that are put into action to promote positive outcomes in children

an approach in which children build their own knowledge by fitting new information and ideas with what they already know

the ways children understand and think about the world

inborn capability that allows children to use the simple processes of learning to build complex mental structures

result of assimilation and accommodations; new information becomes part of the child's working mental structures

process of taking in new information and fitting it into existing mental structures

process of taking in new information and creating new mental structures

uneasiness that children experience when faced with new challenges

state of balance or calmness experienced by children during the learning process

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's ability to be flexible and change when new information is learned

areas of development

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

using sensory capabilities to inspect, explore, and learn

unplanned, accidental, and emergent learning opportunities

learning activities that focus on process rather than product

activities in which children actively develop the course of play

activities in which children are guided by the teacher through each step of the learning process

services provided to infants and children, ages birth through 3 years, who have an identified disability, and their families

services for children with disabilities, ages 3 to 21 years, to support their educational development and preparation for further education, employment, and independent living

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.

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

• 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

• Bottom to top:
• physiological
• safety
• love/belonging
• esteem
• self actualization

• not same opportunities
• healthcare/dental care
• neighborhoods, schools
• Biological: genes, susceptibilities
• Social: race, socioeconomic status, edu level, health behaviors

• know resources
• reinforce good habits
• provide opportunities

• guided by teachers by each step
• children are passive participants
• aim to teach specific skill
• listening, responding, following directions

• children actively develop course of play
• allows freedom
• encourages self management
• self-directed

• 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

• nutrition-nutrients impacting growth
• health- physical and mental well being and no disease
• safety- keeping kids from harm

• cognitive: memory, problem-solving, logic, symbols
• language: listening/speaking, expression, literacy
• physical: muscle control, coordination
• social-emotional: trust, expressing appropriately, choices

• inadequate immunizations
• common infectious diseases
• sleep deficits
• vision/hearing
• nutritional deficits
• dental problems
• mental

• poorly performing schools
• higher crime rates
• substandard housing
• limited access to grocery stores and healthy food choices

• 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

• 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

• poverty
• obesity
• nursing mothers
• food insecurity
• neighborhoods
• education
• homelessness

unplanned, accidental opportunities

• PROCESS
• developmentally appropriate experiences
• individually appropriate experiences
• cultural contexts of experiences

• modeling
• play
• exploring
• cause/effect
• practicing
• construct knowledge
• assimilation
• accommodation
• social interactions