Children can develop working theories about nutrition, for example, they may begin to develop skills in food preparation, to develop knowledge of healthy food choices, and to understand the cultural importance of certain foods. Protein is the king nutrient when it comes to helping you feel fuller and will help make your smoothie sustaining. Psychoactive substances are regulated under the Psychoactive Substances Act Many early childhood education services and schools are already aware of the important links between food, health, and learning and are taking steps to improve the food and nutrition environment, for example, by providing a pleasant environment in which food and beverages are consumed and by giving consistent, accurate, messages about food. Some of these have arisen from learning assessed against NCEA achievement standards. Rapid reductions in glucose infusion are likely to cause rebound hypoglycaemia. Copies of all the New Zealand Acts and Regulations discussed above may be downloaded for free from www.
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It contains a higher amount of protein, less fat and a number of immunising factors for the newborn. Transitional milk It is the transition from colostrum to mature milk, where lactation is established and production of milk begins in the breast tissue.
Transitional milk is produced from approximately day 8 — Mature milk Mature milk is produced from 20 days after birth, onwards.
It can vary in and between individuals and the energy can vary between and kJ per mL. This is largely due to the variation in the fat content, as the fat of the milk received by the infant increases as the feed progresses.
Mature milk continues to provide immune factors and other important non-nutritional components to the infant. What are the nutrients in breastmilk? Breastmilk contains all the nutrients the infant needs for proper growth and development.
Fats — Essential fatty acids and long-chain polyunsaturated fatty acids Carbohydrates — The principal carbohydrate of human milk is lactose. Minerals, vitamins, and trace elements. Composition of some of the key nutrients found in breastmilk Component Mean value for mature breastmilk per mL Energy kJ Energy kcal 67 Protein g 1.
What are the other components of breastmilk? Secretory IgA — Predominant immunoglobulin in breast milk Bioactive cytokines — Including transforming growth factor-b TGF-b 1 and 2 and interleukin IL ] Others — leukocytes, oligosaccharides, lysozyme, lactoferrin, adiponectin, interferon-g, epidermal growth factor EGF and insulin-like growth factor IGF How long should an infant be exclusively fed breastmilk?
How long should the infant continue to be fed breastmilk? Background food safety information for students at www. Lang, Tim and Heasman, Michael Nutrition Australia — Provides the latest on nutrition research, current food and health trends at www.
Slow Food — a non-profit, eco-gastronomic, member-supported organisation that was founded in to counteract fast food and fast life, and the disappearance of local food traditions.
Preschool Education — a US site that includes nutrition and resource ideas for pre-school educators, at www. Agencies for Nutrition Action — a website created as a tool for people who work in the promotion of nutrition and physical activity in New Zealand at https: Ministry of Health, November at www.
Ministry of Education at http: To order these Ministry resources, email orders thechair. Technology in the New Zealand Curriculum.
Ministry of Education a. Ministry of Education c. Healthy People Eat Healthy Food: Hauora i roti te Marautanga o Aotearoa. Ministry of Education b. Pathways to the Future: Best Evidence Synthesis Report. Making a Bigger Difference for All Students: Medium Term Strategy, Ministry of Education. The New Zealand Curriculum: Draft for Consultation Food and Nutrition Guidelines for Healthy Adolescents: Key Results of the National Nutritional Survey.
National Heart Foundation Food Choices the IT Way. Xyris Software Australia Pty Ltd. Journal of the Home Economics Institute of Australia , vol. Social and Ethical Issues in Sexuality Education: Christchurch College of Education.
Agencies for Nutrition Action. The Ministry of Education would like to thank all those who contributed to the development of these guidelines, particularly the principal writer, Primrose Appleby.
Thanks also to the early childhood education services and schools where the photographs in this book were taken:. For giving us permission to quote or adapt their material, thanks to Gillian Tasker and Malcolm Riley. The photographs and food styling are by Adrian Heke and Nicola Edmonds except for the photograph at the lower right on page 5 which is from the Background and Objects image disc PhotoDisc series, volume 8.
Revised version online only published All text and photographs copyright c Crown , except for the quotation in Why a supportive food environment is important , which is copyright c Malcolm Riley, Enquiries should be made to the publisher. Te Kete Ipurangi Navigation: Search all of TKI.
Unpack the following points with students to co-construct success criteria: There are external factors that affect physical performance. Personal and collective action can bring about changes.
The students will use a range of interpersonal skills and processes that support appropriate choices. Personal Health and Physical Development: Personal Growth and Development. Students will ask questions about how food and beverage choices affect their health, growth, and development.
The students identify how the choices they make about eating vegetables can influence their well-being and explain what affects their choices. Does our class eat enough vegetables? Make a class collage of vegetables liked.
Record vegetables eaten by the class in one day. Analyse results on a bar graph. Does the class on average eat at least three servings of vegetables a day? Students will clearly express their own ideas, needs, wants, and feelings about the help needed to support their personal vegetable goal and listen to those of other people.
Class brainstorm — how could they try to eat more vegetables or try new vegetables, and what support and help would be needed to do this? The students describe the support they need and support others to reach their personal vegetable goal.
Healthy Communities and Environments: Rights, Responsibilities, and Laws and People and the Environment. Students will take individual and collective action to contribute to an eating environment that encourages them to eat and enjoy vegetables. Students share vegetable preparation tasks and eat lunch in a supportive environment. Students will explore how sharing attitudes, values, and actions when preparing food together contributes to an environment that promotes and supports healthy food and beverage choices.
Reflect on the outcome s. The students describe how working together and sharing through the context of food helps them to try and enjoy vegetables.
Students will identify food-related factors that affect their well-being. Students analysed the survey results, finding that a number of students in their year 10 home economics class: Students will investigate and describe how choices about food can contribute to their own well-being and that of others.
Students will develop effective self-management strategies for making food choices. In groups, students discussed: Students identified changes that could be made and the skills needed to make changes. Students will investigate social influences on food choices. Develop understanding, analyse the issue, and evaluate their ideas. In groups, students identified and discussed: Enablers to help overcome the barriers In class, exploring alternatives for better choices Resources showing fat content and links between diseases and diet Supporting each other to make changes.
When making changes in food choices, students could identify: Students will investigate and evaluate their own responsibilities for choosing healthier food, including eating breakfast regularly, and ways in which the school community can support them to meet their goals. They developed their plan of action by: As a class, they put the plan into action, setting goals to: Personal Identity and Self-worth. Students will investigate and describe ways in which individuals define how their personal sense of self-worth was influenced by working towards goals to improve their food choices.
Students gathered feedback and found that most students in the class were: Teachers reflected on improved behaviour in classes. Student reflections acknowledged the positive outcomes of choosing a lifestyle that supports healthy eating. Health promotion techniques used in this plan included the: Students will investigate and evaluate aspects of school and home environments that could affect physical performance.
They analysed the results using Food Choices the IT Way the team identified, both individually and collectively, possible problem areas and improvements that could be made. Students will investigate community services that support and promote performance. The students could extrapolate information from appropriate resources and use this to develop possible solutions. Analyse the issue and their ideas. Possible barriers to making changes Players like and enjoy the high-sugar foods, and these are easy to access.
The after-match food provided includes high-sugar items. They lack time to prepare healthy foods. Enablers to help overcome the barriers Making a commitment to support each other to make changes, based on such knowledge as: Community Resources and Relationships with Other People: Students will take action to enhance personal and group involvement in improving the food environment.
Players looked at their own lifestyle surveys in pairs and, using the information in the SportSmart resource, noted where individual improvements needed to be made. In pairs, they worked out how this could be managed and how to overcome any barriers. Each team member made a personal commitment to change at least one food or beverage they consumed to help improve their performance.
A small group worked out a team plan for suitable beverages before, during, and after games. Measles in malnourished children, especially in those who are low in vitamin A, may result in blindness. Serious nervous system complications also occur, but are very rare. Spread of measles can occur from coughing and sneezing or through contact with nose or throat mucus.
It is important to always cover your mouth with coughing or sneezing and to use a tissue that you throw away after use. Good cleaning and hand washing practice will also help stop the spread of measles. Someone with measles can pass the illness onto others for about 10 days, starting from 5 days before the rash until about 4 days after the start of the rash. ARPHS recommends that anyone with measles stay away from work, school, childcare, and places where large groups of people gather, so that they do not spread measles.
Talk to your doctor about exact dates to be kept way from work or school. The only way to prevent infection with measles is to vaccinate with MMR vaccine. Two doses of the measles vaccine is all you need to protect yourself, your family and your community.