Pedagogical implications for early childhood teachers in Aotearoa, New Zealand

Early childhood is the most critical time for obesity prevention. Children are learning to walk and play, developing taste preferences, and eagerly mimicking both healthy

and unhealthy behaviours of their parents, teachers, and caregivers (Laughlin, 2010). In 2009, Statistics New Zealand conducted the New Zealand Childcare Survey (CCS) which aimed to find many things, one of which was the ‘Use of early childhood education and care for pre-school children’. Results illustrate that 53.9%, of the 308,800 pre-school children interviewed, “...attended at least one type of formal early childhood education (ECE) and care setting in the week prior to the interview, while 44.1% attended at least one type of informal care setting” (2009, p. 2). These figures suggest that on average, 88% of pre-school children attend some type of childcare. It is therefore vital for early childhood teachers to be aware of fundamental pedagogical implications in regards to the social issue of obesity. Thus the first and foremost pedagogical implication for early childhood teachers is therefore to remember the importance of keeping all children fit

and healthy. The Early Childhood Curriculum Te Whāriki (Ministry of Education, 1996) states that “...children develop knowledge about how to keep themselves healthy...[children also] develop positive attitudes towards [healthy] eating…” (p. 48). This is a responsibility for all early childhood teacher to carry out.

 

With this in mind, it is important to note that some ECE services provide all the meals, while some only provide morning and afternoon tea meals, and some do not provide any meals at all. In the services that do provide meals, there is often an employed chef who caters for the children. It is therefore imperative that the chef employed has current knowledge about food nutrition and balanced diets; thus ensuring that the health and wellbeing of all children is maintained to a healthy standard (Hayman, 2006). After searching for food and nutrition guidelines for ECE services, I was able to find many guidelines supplied by the Ministry of Health. The first guideline I found was the ‘Food and Nutrition

Guidelines for Healthy Children and Young People (Aged 2-18 years): A Background Paper’ which highlights that these guidelines “...aim to provide up-to-date, evidence-informed advice...for practitioners working with children” (2012, p. iii). This is therefore a document provided by the Ministry of Health to support early childhood teachers in their quest to prevent obesity in early childhood. Another document that I came across was the ‘Clinical Guidelines for Weight Management in New Zealand Children and Young People’ which was collated and provided by the Ministry of Health and Clinical Trials Research Unit, in 2009. These guidelines also “...aimed to provide evidence-based guidance for the management of overweight and obesity in children...” (p. 1). These two guidelines in particular suggest that the Ministry of Health and the Ministry of Education are working together to support and guide early childhood teachers as they deal with the pedagogical implications of obesity.

 

Early childhood teachers are in a unique position as it is part of their ‘job’ to educate parents and children about healthy eating and active habits. ECE services must also ensure that they provide a healthy environment for children to eat, play, and grow (Ministry of Health, 2009). Teachers are influenced by government guidelines like the two mentioned above; they can serve children age-appropriate healthy foods, limiting high fatty, salty, and sugary food and drink, like juices and biscuits

(Ministry of Health, 2012). EEC services must offer children lots of opportunities for active play, in fun, short bursts throughout their day, keeping televisions and other influential media turned off and away from areas where children sleep (Te Whāriki, Ministry of Education, 1996). Whilst early childhood teachers offer these practices, parents too can adopt the same practices at home; thus ensuring children the best chance of growing into a healthy weight and lifestyle.

 

The Child Nutrition Survey conducted in 2002 found that “...the prevalence of overweight was about one in five children ... the prevalence of obesity was about one in 10 children” (Ministry of Health, 2009, p. 1). Teachers in ECE services therefore have many pedagogical implications that they must be aware of when working with these young children. According to Costley and Leggett (2010) another implication is that “It is important to teach children proper nutrition, and [about] how to stay physically fit” (p. 2). Consequently, as teachers, we are advocates for all children and it is essential that through our practices, we have extensive knowledge on healthy eating; providing information, and working in partnership with parents and whānau to begin their journey to growing fit and healthy children.

Finally, as children learn through observation, and as teachers are a child's main role model whilst in child education, I think that it is essential to role model healthy eating and drinking habits, and to be actively involved with the children in their physical activity. A teacher's own enthusiasm can have a

powerful effect on children’s behaviours and attitudes towards nutrition and physical activity (Curry, 2000).

So, it is time to start reconsidering the dietary intakes and physical outputs of children on a daily basis, as Te Whāriki does state that “Children experience an environment where their health is promoted” (Ministry of Education, 1996, p. 48). What teachers model to children matters, as they are future adults, who will in turn be role models to future children. 

An obese society is not an option; so it is time to be proactive, and to encourage healthy options so that children can learn to live a healthy and balanced life, without obesity hanging over their shoulders. What we do now, as teachers and parents, is going to count in the future, so let’s do it together.

References: 

Costley, K. C., & Leggett, T. (2010). Childhood obesity: A heavy problem. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED508702&ERICExtSearch_SearchType_0=no&accno=ED508702

Curry, L. (2000). Fit kids: Keeping our kids healthy, fit, & motivated. Sydney, Australia: Harper Collins Publishers.

Hayman, L. (2006). Nutrition in infancy and childhood. New York, United States, New York: Encyclopedia of Nursing Research.

Statistics New Zealand. (2009). New Zealand Childcare Survey 2009. Wellington, New Zealand: Statistics New Zealand.

Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa/Early Childhood Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Health. (2009). Clinical guidelines for weight management in New Zealand children and young people. Wellington, New Zealand: Ministry of Health.

Ministry of Health. (2012). Food and nutrition guidelines for healthy children and young people (aged 2-18 years): A background paper. Wellington, New Zealand: Ministry of Health.