Unit 1.2 WB: Support healthy lifestyles for children through exercise

1.1. Outline the benefits of exercise for children.

Physical Health Advantages

Exercise significantly enhances children’s physical health. Regular physical activity helps to develop strong bones, muscles, and joints, as well as the maintenance of a healthy weight (Strong et al., 2005). This empowerment leads to the minimisation of the risk associated with certain diseases. Exercise in children also:

• Improves cardiovascular fitness
• Strengthens bone health
• Combats childhood obesity

Children engaging in regular exercise also demonstrate enhanced motor skills compared to their less active peers. Activities like jumping, running or throwing support coordination and balance which are crucial developmental aspects during early years.

Mental Cognition and Academic Performance

Also, exercise paves the way for improved cognitive functions. Studies showcase a link between physical activity and enhanced concentration, memory processing speed, and overall brain health (Chaddock et al., 2011). Consequently, children who frequently engage in physical activities tend to perform better academically. Exercise helps to:

• Boosts focus and attention
• Promotes quicker information processing

It’s important to note that such mental benefits stem from both structured exercises like sports training as well as unstructured playground play.

Emotional Well-being

In terms of emotional wellness, participating in regular exercise contributes greatly. Children often feel more confident when they notice improvements in their capabilities or when they master new skills (Sonstroem & Morgan, 1989).

Enhances self-esteem

A positive self-image fostered through mastery of physical challenges can transfer into other areas of life.

In summary, exercise offers a lot of impacts on children; it fortifies them physically by building strong bodies while also sharpening their minds for academic pursuits. Engaging young ones in consistent physical activities undeniably lays down a robust foundation for an enriched quality of life.

1.2. Identify the requirements of current frameworks for:

• outdoor access

• regular exercise for children.

The importance of outdoor access and regular exercise for children’s physical development, mentаl well-being, and social skills cannot be overemphasised. In adhering to the current frameworks such as the Early Years Foundation Stage (EYFS) and supplementary guidance from government initiatives, specific requirements have been established which we must embrace.

Outdoor Access:

The EYFS framework asserts that children must have opportunities to engаge with both indoor and outdoor environments (Department for Education, 2017). Outdoor access is not merely a recommendation; it is a prerequisite for fostering a well-rounded educational experience. It allows children to connect with nature, stimulates sensory learning experiences, and promotes exploration in a physically active way.

Our settings should provide:

• Safe and secure areas conducive to various styles of play.
• A variety of equipment suitable for different ages and developmental stages.
• Opportunities for risk-taking under safe supervision to promote confidence.

Guidelines encourage facilitating a seamless transition between indoor and outdoor spaces where possible (Better Health Channel, n.d.), advocating for an approach that integrates learning across different environments.

Regular Exercise:

Children require physical activity daily; this is crucial in combating rising obesity rates among young ones (Public Health England, 2020). A structured program incorporating fun exercises that cater to varying abilities ensures inclusivity. Encouraging activities such as running games, climbing frames or dance enables us to meet these exercise guidelines:

• A blend of moderate-to-vigorous activities throughout each day.
• Activities promoting cardiovascular health along with muscle-strengthening elements.
• Personalised approaches recognise individual child’s needs based on their capabilities (NHS Choices, 2018).

Embracing our role means actively planning lessons that integrate exercise in one form or another into each daily pattern.

1.3. Evaluate national and local initiatives which promote children’s exercise.

As an early years educator, understanding and acting on national and local initiatives that promote children’s exercise is essential for developing healthy lifestyles.

The Daily Mile, initially started by a Scottish school, has burgeoned into a nationwide initiative (The Daily Mile Foundation, n.d.). It encourages schools to take children outside for 15 minutes each day to jog or run at their own pace. This scheme does not require specialised equipment or complex planning, making it widely accessible and easy to implement.

Likewise, the government-funded program Change4Life plays a significant role (NHS, n.d.). With its captivating motto “Eat well, move more, live longer”, Change4Life provides resources and ideas for physical activities along with nutritional information. It encompasses fun activity packs for schools and challenges which can be incorporated within lessons or playtimes.

Local authorities also drive initiatives tailored to communal needs. An example would be city council-funded after-school sports programs or holiday camps that provide free access to sports facilities and professional coaching. Some boroughs partner with local football clubs to promote football-based exercise programs targeting both engagement and skill-building among young people (Manchester City Council, 2019).

Additionally, local health services sometimes offer programs like Healthy Child Clinics where parents receive guidance on encouraging active play among their young ones (NHS Choices, 2016).

Taking inspiration from this overarching guidance are local projects like Birmingham’s Active Parks Programme (Birmingham City Council). By utilising local green spaces for organised activities such as walking groups and free fitness sessions fitting various age groups including children, it fosters community participation in regular physical activity.

Taking a closer look at these programs shows:

• They almost universally offer both accessibility and inclusivity; pivotal components necessary for widespread reach.
• Real-world effectiveness varies based on engagement levels but overall shows positive trends.
• Initiatives cleverly bridge health education gaps by integrating curriculum-based knowledge with practical sessions.

Whether it’s a nationally organised program or a locally funded sports camp, each plays into generating enthusiasm for exercise in children’s everyday lives.

1.4. Describe benefits of working in partnership with parents/carers in relation to supporting children’s exercise.

One cannot overemphasise the advantages of collaborating with parents or carers concerning their children’s physical activities. This partnership forms a sturdy bridge between a child’s home and educational environments, underpinning their developmental journey.

Empowering Parents: It is vital to acknowledge that parents are children’s primary educators (Department for Education, 2017). By actively engaging them in conversations about their children’s exercise routines, we fortify their confidence and ability to support healthy lifestyles at home. Moreover, these interactions may serve as illuminative moments for parents who might be unaware of the significance of regular physical activity for young children.

Consistency is Encouraged: Building a consistent approach across home and school settings can prove hugely beneficial (Bronfenbrenner & Morris, 2006). Shared goals between educators and carers ensure that children receive uniform messages about the importance of exercise. This seamless consistency fosters a predictable environment where children know what is expected regarding physical activity, both at school and home.

Tailoring Experiences: Each child comes with unique needs—a truth echoed by personalising learning experiences (Tomlinson & McTighe, 2006). Informal discussions or structured meetings provide crucial insights into any specific requirements or preferences that a child might have regarding exercise. These pieces of information allow us to tailor activities that not only engage but also excite children towards exercise.

Supporting Child Development

• Physical Benefits: Regular movement boosts cardiovascular health and muscular development.
• Cognitive Gains: A strong body supports an active mind; there’s evidence linking physical activity with academic achievement (Rasberry et al., 2011).
• Social Skills: Engaging in play nurtures cooperation, sharing skills, and turns-taking.

Bridging gaps through partnerships provides more comprehensive support for each aspect of child development—after all our aim is one and the same.

Working alongside parents/carers underpins foundational aspects—they aren’t just bystanders but active participants in nurturing their own children.

Reference:

• Krebs, N. F., Himes, J. H., Jacobson, D., Nicklas, T. A., Guilday, P., & Styne, D. M. (2007). Assessment of child and adolescent overweight and obesity. Pediatrics, 120(Supplement_4), S193-S228. https://doi.org/10.1542/peds.2007-2329D
• Sonstroem, R. J., & Morgan, W. P. (1989). Exercise and self-esteem: A review of the literature. International Journal of Sport Psychology, 20(1), 24-36.
• Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gibbons, L., … & Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146(6), 732-737.e1-16.
• Tremblay, M. S., Colley, R.C., Esliger, D.W., Wong, S.L., & Spence, J.C.(2011). Physically active play: An important role in children’s cognitive development? Canadian Journal of Public Health, 102(3), 204-206.
• Weaver, C.M., Gordon C.Stewart,G.Keith & Martin B.R.(2016) The role of calcium in bone health throughout the life cycle: Implications for dietary recommendations . The Journal of Nutrition,146(12),2484S-2490S.
• Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention and emotional well-being. Archives of Pediatric and Adolescent Medicine, 159(1), 46-50.
• Department for Education. (2017). Statutory framework for the early years foundation stage. https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
• Fjørtoft, I. (2004). The natural environment as a playground for children: The impact of outdoor play activities in preschool children. Early Childhood Education Journal, 32(2), 79-85.
• NHS Choices. (2018). Physical activity guidelines. https://www.nhs.uk/live-well/exercise/exercise-guidelines/
• Public Health England. (2020). Childhood obesity: A plan for action
• NHS (n.d.). Change4Life. Retrieved from https://www.nhs.uk/change4life
• Sport England (2020). Active Lives Children and Young People Survey. Retrieved from https://www.sportengland.org/know-your-audience/data/active-lives
• The Daily Mile Foundation (n.d.). What Is The Daily Mile? Retrieved from https://thedailymile.co.uk
• Local Councils Leisure Services Information Pages (accessible via respective council websites).