published a draft educational complex for 2010-2011 school year on nutrition education INTRODUCTION
Fat is not beautiful, especially for children. If at one time was considered to be meat symptom of good health has now been shown that chubby children are exposed to serious health risks. Childhood obesity has become a real emergency and the numbers are steadily increasing. According to the 'International Obesity Task Force, are in the world 155 million children of school age obese and overweight Americans in mind. But even in Italy there is to worry. As evidenced by the survey "Okkio health", conducted in schools by the Ministries of Labour, Health and Welfare, there are over one million and one hundred thousand children between 6 and 11 years with weight problems, more than 1 to 3, with higher incidence in the south. The causes? Genetic, environmental, that is related to the family, improper nutrition and physical inactivity.
"Overweight and obese children are doubly risky," said Professor Claudio Maffeis, pediatric nutritionist to 'University of Verona and speaker at the Conference on Nutrition, lifestyle and children's health ", organized by the Barilla Center for Food and Nutrition in May last . Parents should teach their children a balanced eating habits, based on three simple rules. First, eat 5 meals a day: breakfast, lunch, mid- morning, afternoon snack and dinner. For breakfast, which should cover about 20% of daily calories, are recommended for milk or yogurt, bread, cereals, fresh fruit or juice. The key issue is the variety of the diet should include foods of plant and animal origin and alternate them during the week (cereals, legumes, vegetables, fresh fruit, dried fruit, meat, fish, eggs, milk and dairy products). So, never forget your fruits and vegetables to be eaten every day. Tips risaputi? Less than it sounds, though in reality, as the investigation "Okkio health ', the 11% does not do breakfast, 28% consumes improperly,' s 82% choose a snack too abundant (more than 100 calories) and 23% do not regularly take fruits and vegetables.
addition to mom and dad is the task of educating school children in a healthy diet.
A circular of the Ministry of Education (CM No. 240, 02/08/1991) states: "The concept of health becomes content to be taught together, work to be done and objective to be pursued by the school."
For these reasons pursue a project that allows children to gradually put in place a competent behavior. That 's what Jerome Bruner calls "format", and Kaye as "frame" in which the teacher builds a world predictable and allows the child to act and to form its own expectations. At home mothers often put the focus on quantity rather than quality of the meal: it is important that your child eat everything and much, feared the appetite of the child associate the acceptance of food and probably also the 'acceptance of maternal role . On the contrary you are not worried if your child eats too much and might result in future health problems. That's why we should invest in an 'information on the meaning of a healthy and balanced diet.
Studies (M. Chiva, C. Fishler) indicate that from first to third years of age the child has no particular distrust and agree with relative ease with new foods, so that this is the age where there is a greater incidence of ingestion of toxic substances. Between 4 and 5 years would grow food instead of distrust, increase the "waste" for new foods in general or for specific foods, behaviors appear to "drop" in the pot and so on.
Therefore, if a school is education on how to follow a 'power as a pleasure to know, to use the senses, discovery, manipulation of the products Dell' Orto, games, sharing of experiences, it will help the child overcome aspects referred to certain foods.
INTRODUCTION
This project stems from the awareness that food is of a proper education, since young, a 'fundamental importance and is supported by' objective to accustom the children to eat properly and varied and to encourage and promote the consumption of fruit and vegetables, to which the majority of children demonstrated a degree of suspicion.
Since last school year, bringing us to the Garden of medicinal plants of Propezzano, we reported the aromatic plants planted in our garden and 'Nursery has created a small garden whose fruits we have seen going back to school in September, we want to make use of these and other resources in our garden, such as fruit trees and olive trees to develop a project on 'power, in particular, we want to ensure that children eat more fruit and vegetables, you get used to' use of herbs that help lower salt intake and prefer products fresh and seasonal.
We also promote the consumption of a breakfast that is not the usual snacks but "our products". As we said in our garden there are olive trees at the height of the child, therefore we intend to take their olives and then, to bring us all together in a mill to "make our oil." In our garden there is a walnut tree, which collects, and that will give us an opportunity to talk about the nuts and its benefits. The apple tree, the plum, the fig will allow us to talk about other qualities of fruit and encouraging children to take an occasional fruit each, will the delicious salads and tasty jams. Plants of maize found in 'garden will allow us to speak instead of cereal to school and to prepare the bread and biscuits. Also two years ago in our garden c 'was a nest of bees "donammo" to a beekeeper, Dr. Mario Pellone, which has a garden near our school. We are going to find our bees and Mario certainly will give us the honey, and so take the opportunity to observe other vegetables and trees frutto.Tutto this to ensure that our breakfast is made of:
bread, olive oil and dried fruit, bread and jam
;
bread and honey;
baked goods made by us together with our cook: sponges, biscuits, apple pie, etc. ...;
orange juice (in September kicked off in Italy, the second edition of "School Fruit ( http://www.fruttanellescuole.gov.it/ ) program coordinated by the Ministry of Agriculture with the contribution of the 'European Union. For the 2010-2011 school year involving 8,400 primary schools and distributed 7.4 million kilograms of fruit and vegetables (PDO, PGI and bio). This initiative has also joined the City Teramo and we hope soon to start in our own school.)
's garden has given us the ability to activate a vertical continuity with the nest. We invited a teacher to come to our school to help children of 3 years to remember the planting of seedlings in the 'garden with their parents and tell then to children of 4 and 5 years asking if they wanted to do it too. Of course, children 4 and 5 years have been enthusiastic because they also, last year, had planted a herb garden set in the "Garden of medicinal plants" of Propezzano.
There was then an exchange of information between the various groups and finally the decision common to extend the 'garden and get more herbs. We will help in this work by an expert who will tell us also what can be sown now and in subsequent periods and, although the seed is related to the lunar phases. This argument will lead us to go all 'Osservatorio Astronomico di Collurania to observe the moon.
The herb, however, we allow a vertical continuity with the elementary school. And 'our tradition to invite an afternoon to return to our school children that attended the previous year' and are now in 1st grade. From June
these children have had more opportunity to meet together (either as belonging to the group of "ex 5 years" and as belonging to both sections), so it's nice to be able to review, make snacks together and remember what we did last year. In addition to 'out into the garden to see the herbs, remember where we have taken, we will remember that we saw the other plants, dried herbs and lavender distillation.
This memory will be strengthened and maintained over time by a gift that the children of our school will own the former on that occasion. These days, in fact, we are drying herbs that we put in bags to be prepared with recycled materials (for years we used to reuse the waste before throwing them in the appropriate containers) and lead home to use them in cooking.
The realization of 'vegetable garden will promote a' nutrition education, taste, sensory and environmental sensory information because they lived in a direct way. Eating a vegetable grown by us, using a special flavor to a food, provides preparatory work extremely significant from the sensory point of view: to collect, wash, cut, smell, cook and eat. This sensory involvement produces strong emotions in children and certainly pass on the family with specific requests and clarifications on the life cycles of plants. We hope that the children invite their parents not to buy some vegetables out of season or that require to use some spices on food cooked at home. To ensure that this happens, we will organize the experience fun as taking herbs that are needed to prepare the meal to cook or try to guess what he used that day.
We will ensure that you get used to eating vegetables and legumes do not shake, offering a sort of "treasure hunt" to those found in their flat pieces of vegetables or beans and recognize them.
To confirm the need to make a 'healthy diet and varied and on the' importance of fruit and vegetables, a nutritionist will be invited to school we will also discuss the need to consume milk and its derivatives. We then go
on a farm to see the phases of the milking while at school, we will invite an expert to show us the transformation of milk into cheese and cottage cheese (it will be nice to have breakfast with bread, honey and ricotta). Children will learn through the story of a grandfather, that the milking was done not long ago how to do it now and 3 years old, will find the Archeological Museum in Teramo, where he lived the first inhabitants of our city. Children aged 4 and 5 have had this experience last year when school, learning to differentiate before reuse waste, they discovered the special house in which our ancestors lived and learned that our ancestors also perpetuate the waste (such as fragments of pottery) that tended to reinforce the ground to collapse. At the museum, then, together with the charge of education, Dr. Joy Porrini, carry out activities under the Project.
At our school we make a number of years at Christmas, a nativity where children can get into it, to be actors and artisans at the same time and, besides the pleasure to make annually in a different way (because relevant to a project that takes place ), emotions and feelings its proximity to the child Jesus, to be inside it, add details, find etc. ..
Quest 'characters will be prepared year with the silhouettes of children and dressed in clothes that they no longer use and then donated to a 'charity along with non-perishable food that will be placed next to each template (as a symbolic gift to Jesus) and then, too', they donated an 'association that deals with people in need. The comet is made up of many stars made by children at home with parents with natural flavors or skins or dried foods.
families will still be involved since the presentation of the project, because it will be asked to ensure that your child can eat at home, during the 'year of the plates containing various vegetables or herbs in order to choose the one that's like. In May every mother will bring us favorite recipe from your son and we made a book to give as a gift to each end of the 'school year. Parents also receive a gift of planting herbs grown during the 'years by the children themselves.
Regarding solidarity, our school has been involved for years in a 'sponsorship, which will be renovated through a donation and, on last year', a collection of plastic caps that at the end of the school year are then delivered to the prof. Braga, University of Teramo. This is part of an 'association that buys wheelchairs for disabled people in the third world right from the proceeds of their sale.
DIRECTIONS TRAINING
-Experience the ability to take care of some plants and find that we must respect nature, its timing (the season) and local production know-
food and their nutritional value
-Sharing with mates emotions and expressions come out of the contexts of experience
-Know parts of themselves through contact with the matter and 'power
METHODOLOGIES
To construct learning environments in our experiences we will present the model of Kolb
because We believe it is the model that best develop competence:
EXPLORATION
RE-ARRANGEMENT
REFLEXIVE ANALYSIS MODELING DESIGN
Conceptualization
ABSTRACT The ability to organize knowledge in terms of exploration / reflection-analysis / design, enables it to form a complex thought: a way of thinking that separates and reduces, to a thought that distinguishes and connects.
Kolb's model provides that the cognitive process starts with a concrete experience (facts, issues, situations, phenomena), stress analysis in the sense of pure and simple look, or of thinking, leading to the formulation of concepts before and Their empirical test then, their "evidence", ending back in the field of experience.
The model also provides for each time references to a specific competence in subjective terms:
Concreteness
Reflection
Abstraction
Action
ORGANIZATION OF CONTEXT
From an organizational plan:
The presence of four teachers from 10.00 and all from 11.00 with the aim of encouraging the formation of groups of children.
aggregation of children is so distinct: 3 years Children
No. 2 teachers
Children 4 years
No. 2 teachers
Children 5 years
No. 2 teachers
Therefore we have:
From 8.00 am 10.00 reception sections for routine activities.
From 10.00 to 12.00 hours activity by age group.
MODE 'monitoring and evaluation
The verification and evaluation will take place during the activation process, observing the children in the contexts of experience.
also in a collegial way, we will proceed to read the descriptive comments and conversations, observation of the materials produced by the children to test and evaluate the processes activated in order to consolidate our learning experience.
3 YEARS
TEACHERS RESPONSIBLE:
Marcone Sabrina Sabrina Di Felice
AIMS: Knowing the importance of food varies, that enhances the sound and proper seasonal produce and local production. In relation to the objective
training was made the following location:
The child should know:
foods and their nutritional values \u200b\u200b
Some parts of the body to 'power
' s important that the products of 'vegetable garden for our health
must be able to do:
memoirs and stories describing the experiences
modeling materials collected by the body
remember the names of foods
develop the sensory and perceptual
Experimenting with textures, colors, sizes and quantities
recognize the various flavors
Express and justify preferences and eating habits
Understand the need for a 'power varies
discover the relationship between certain substances and foods
Develop collaborative projects with fellow
Move its operational support and ideas for the creation of a joint
must develop the personal qualities of being:
autonomy in carrying out small tasks
proactive in the context of joint discussions
cooperate with natural phenomena
carefully during experience in solving
Van problems
curious about natural phenomena
YEARS 4
TEACHERS RESPONSIBLE:
De Dominicis, Anna Maria Antonietta Di Matteo
AIMS: Knowing the importance of food varies, sound and correct that enhances the seasonal produce and local production. In relation to the objective
training was made the following location:
The child should know:
foods and their nutritional values \u200b\u200b
parts of the body to 'power
' s important that the products of 'vegetable garden for our health
The seasonality of the products must be able to do
:
Remembering and telling the experiences
Analyze and describe the material collected
Caring for a garden
remember the names of foods
Understanding the life cycles of plants
develop skills and sensory perceptual
reflect the function of organs
Experiment textures, colors, sizes and quantities
recognize the various flavors
the major pitfalls food
Express and justify preferences and eating habits
Understand the need for a 'power varies
Discover relationships between certain substances and foods
Ask questions to experts in food
Develop collaborative projects with fellow
Bring your ideas and operational support for the creation of a joint
must develop the personal qualities of being:
Precise in the reworking of the observed phenomena
autonomy in carrying out their duties
proactive in the context of joint discussions
cooperate with natural phenomena
Beware of experience in
Creative problem solving
curious about natural phenomena
5 YEARS RESPONSIBLE FOR TEACHERS :
Carla Di Giuseppe Gambacorta Lola
Federica De Plato
AIMS: Knowing the importance of food varies, that enhances the sound and proper seasonal produce and local production. In relation to the objective
training was made the following location:
The child should know:
foods and their nutritional values \u200b\u200b
parts of the body to 'power
' s important that the products of 'vegetable garden for our health products
The seasonal life cycle of plants and vegetables
must be able to do:
Remembering and telling the experiences
Analyze and describe the material collected
Knowing how to take care of a garden
remember the names of foods
develop skills and sensory perception (through the manipulation of some vegetables and food)
reflect the function of organs
Experiment stocks, color, size and quantity
recognize the various flavors
the major pitfalls food
Express and justify preferences and eating habits
Understand the need for a 'power varies
discover the relationship between certain substances and foods
Make dough with different substances
Ask questions to experts describe the places of food
visited (farm, mill, etc.).
Describe the processing of certain foods with a language of precision
Develop collaborative projects with fellow
Bring your ideas and operational support for the creation of a joint
must develop personal qualities of being:
Precise in the reworking of the observed phenomena
autonomy in carrying out their duties
proactive in the context of joint discussions
cooperate with natural phenomena
Beware of experience in
Creative problem solving in
Curious natural phenomena
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