Improving Children's Eating Habits
The main goal of this article is to inform early child educators on how to identified and what procedures to follow when there is a suspicion about children’s being victims of eating disorders. There are certain indicators in which an educator can get informed or even trained about eating disorders. Some of the issues that an educator will need to be more familiarized with are the different types of eating disorders that exist and what may cause such disease. By being informed and have a better knowledge on eating disorders, an educator will be better prepared to assist a child that may be presenting any symptom of such diseases.
This article is about trying to educate early childhood educators about children who suffer from eating disorder, what are eating disorders, identifying the children who are at risk, the causes of eating disorders and how to prevent children from becoming victims of eating disorder.
According to the childhood education journal, it states that according to research, the number of children being affected by eating disorders is raising drastically as well as the age of the children, which is getting younger. Research has found evidence of children as young as the age of eight years old, suffering from eating disorders. Some children that seem to be affected by eating disorder may do so due to them not being happy with their body image. The first reason children have negative feelings about their body images could be due to all of the commercials, advertisements and so on about certain body images shown on television of how boys or girls should look like. The second reason could be cultural. Parents may be making remarks about dieting so that their bodies look better and more society accepted. By making negative comment to the child about his/her weight can make the child feel ashamed of their body and can be an impact on how the child views his/her own body image. The third source could be other children tease them about the way their body looks like. As children experience any of these indicators, they begin to try different methods to change they body image and feel more accepted into the society.
There are several eating disorders that affect not only adults but youngsters as well and the ones that impact children’s eating habits the most are Anorexia Nervosa and Bulimia Nervosa. Anorexia Nervosa affects 0.3% of young women and about 0.03 of males. Bulimia Nervosa affects 1% of young women and 0.1% of young men.
Yes, this article relates to child development because these disorders are hindering the health of our children. Children are not fully developed until their adolescent years; some may not completely develop until their early twenties. When children start dieting or make themselves vomit the food that they eat, this will not allow the body to grow properly because it is not receiving the nutrients needed to help the body grow. If the body does not have the nutrients it will also affect how the child feels, interact with others and how they treat others.
The article was full of valuable information that I think is important in order to educate the early childhood educators, so they can be aware of what to look for in the children in their classroom. By educating early childhood educators they would be able to prevent children from teasing children about their body, teaching children about nutrition, encourage physical activities and learn how to cope with negative feelings. I always worry about the children in my classroom because I have so many children who are picky eaters. I always wonder if this is going to affect them later in life.
This article relates to child development because it states that eating disorders is now seen in children as young as eight years old. Children at eight years old have not fully develop their body or mind, so children who are exhibiting symptoms of eating disorders could cause damage to their body and these effects could not be reverse.
Cook-Cottone, Catherine (2009) Eating Disorders in Childhood: Prevention and Treatment Supports, Childhood Education, 85:5, 300-305, DOI: 10.1080/00094056.2009.10521701