WF6 6.1 6.2 6.3 6.4 6.5 6.6

• Early years
• Further Education (Key Stage 5)

WF6 6.1 6.2 6.3 6.4 6.5 6.6

Understand that it is important for babies and children to have a healthy, balanced and nutritious diet

Last week we..........

4.1 Describe action to take to prevent and control infection in an early years setting

5.1 Identify signs and symptoms of ill health in babies and children

5.2 Describe signs, symptoms and treatment of common childhood illnesses and allergies in children

5.3 Identify signs of urgent dental attention in children

5.4 Identify minor injury in babies and children

5.5 Identify serious injury requiring urgent medical attention in babies and children

Today we will....... 

6.1 Identify nutritional guidelines for babies and children from birth to 5 years

6.2 Describe the different stages of weaning in babies

6.3 Describe steps to take to maintain good oral health in babies and children   covered last week

6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date

6.5 Explain how the early years educator keeps children safe during mealtimes to include recognising the signs of choking and action to take

6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-to-date guidance

Readiness to learn

Could we please ensure we use mobile phones for research only

hang coats and bags on hooks for health and safety

Thank you

Starter

what is the  mean and median for chocolate bars sold this week ?

What is the mode?

8,9,3,3,5,9,5

9,9,8,5,5,3,3

mean is 6

mode 3, 5, 9 

median 5

What did we cover last week?

What is infection control in a setting?

Task 

You are going to create a document to use in placement to support your understanding of the importance of babies and children to have a healthy balanced nutritious diet

Part timers - the document you produce can be handed in for your assignment - Task 6

6.1 Identify nutritional guidelines for babies and children from birth to 5 years

6.2 Describe the different stages of weaning in babies

What is a balanced diet?

https://www.nhs.uk/live-well/eat-well/food-guidelines-and-food-labels/the-eatwell-guide/

Activity 

What are the nutritional guidelines for babies and children from birth to 5 years ?

Ensure you use resources from the UK 

Why?

Useful resources

https://www.nhs.uk/live-well/eat-well/

https://www.nhs.uk/start-for-life/baby/weaning/

https://www.nhs.uk/conditions/baby/weaning-and-feeding/babys-first-solid-foods/

Let's talk about .......

6.1 Identify nutritional guidelines for babies and children from birth to 5 years

6.2 Describe the different stages of weaning in babies

What have you found out?

Salt?

Sugar?

Malnourished, undernourished

Macronutrients - large, Micronutrients - small,

balanced diets for each stage 6 months to 12 months, 1-4 years old

Food to avoid 

salt intake <1g <12 months

Sugar intake empty calories

6.1 Identify nutritional guidelines for babies and children from birth to 5 years

6.2 Describe the different stages of weaning in babies

Now add your research to your document

6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-to-date guidance

Why do you need to prepare food that is suitable for personal need and development of babies and young children?
How would you meet this in your setting?
Research !

consider diet, age and stage

work in partnership with parents when weaning 

special diet needs or preferences

diabetes

coeliac disease ( gluten free)

Lactose intolerant

Religious requirements kosher/halal

social and culture requirements

vegetarians, vegan, pescatarian  

Useful Resources 

https://www.nhs.uk/start-for-life/baby/recipes-and-meal-ideas/

https://www.nhs.uk/healthier-families/recipes/

Explain why & how with examples, & what would happen in you don't

6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-to-date guidance

Now add your research to your document 

6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date

Activity 

You are to add to your document :

 You will need to research 

• Food allergies & intolerances 
• Anaphylaxis
• Food should you avoid giving to babies
• How you keep up to date as an EYE

What is an anaphylaxis shock ?

NHS inform

https://www.nhsinform.scot/illnesses-and-conditions/immune-system/anaphylaxis/#:~:text=Anaphylaxis%20is%20a%20severe%2C%20potentially,eyes%2C%20lips%2C%20hands%20and%20feet

Anaphylaxis is a severe, potentially life-threatening allergic reaction that can develop rapidly.

It is also known as anaphylactic shock.

Signs of anaphylaxis include:

itchy skin or a raised, red skin rash

swollen eyes, lips, hands and feet

feeling lightheaded or faint

swelling of the mouth, throat or tongue, which can cause breathing and swallowing difficulties

wheezing

abdominal pain, nausea and vomiting

collapse and unconsciousness

treatment - could be an epi pen that is adrenaline 

What are the top allergies for children in the UK?

• cows' milk
• eggs (eggs without a red lion stamp should not be eaten raw or lightly cooked)
• foods that contain gluten, including wheat, barley and rye - bread, pizza, pasta, pancakes, waffles, cake,
• nuts and peanuts (serve them finely ground or as nut butters)
• beans, lentils and peas
• seeds, particularly sesame seeds (serve seeds finely ground)
• soya
• shellfish (do not serve raw or lightly cooked)
• fish
• celery
• mustard
• sulphur dioxide (sometimes found in dried fruits and fruit juices)

6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date

6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date

Now add your research to your document 

6.5 Explain how the early years educator keeps children safe during mealtimes to include recognising the signs of choking and action to take

How the early years educator keeps children safe during mealtimes to include recognising the signs of choking and action to take

6.5 Explain how the early years educator keeps children safe during mealtimes to include recognising the signs of choking and action to take

Ensure children have adequate supervision at mealtimes. Staffing arrangements must meet the needs of all children to ensure their safety.

Infants and young children should be seated safely in a highchair, or appropriately sized low chair while eating. The NHS advise using a five-point harness to secure babies in a highchair.

In group provision, all staff involved in preparing and handling food must receive training in food hygiene.

Staff should be familiar with paediatric first aid advice including how to assist a child who is choking.  

• Feel confident about food safety in your setting with this advice on gagging and choking on food 
• Tragically, a child dies in the UK every month from choking. Each day around 40 under-fives are rushed to hospital after choking or swallowing something dangerous.
  
• It can happen quickly and it can happen to anyone. 
• We know that many early years staff and families worry about children choking on food, particularly when introducing new textures and finger foods.

Parents are sometimes unsure if their little one is gagging or choking.

Gagging

• Gagging is completely normal and can happen often during weaning. Children’s gag reflexes are much more sensitive than adults, as they are further forward on their tongue.
  
• Gagging is a safety mechanism to reduce the risk of choking because it helps to bring the food back to the front of the mouth. Babies grow, learn and develop at different rates so some babies will naturally gag more than others.
  
• During the initial stages of weaning, babies need to be supported to learn to bite, chew and move food around in their mouth. Encourage babies to move on to thicker, lumpier textures and finger foods so they become more confident to bite, chew and swallow.
  
• As baby grows, the gag reflex moves further back in the mouth and becomes less sensitive and as they get older, they will gag less. 

• Gagging is usually loud with coughing and/or spluttering. You may notice that their eyes water and their face may go red. They may bring the food forward in their mouth and make a retching movement and may even vomit.
• Staff and parents often wonder if they should intervene when a child is gagging. If a baby does cough or gag when eating, it’s important to stay calm and reassure them.
  
• Often they will carry on eating. But if they become upset don’t force them to carry on. You can simply try again at the next mealtime. Afterwards, give them a smile, some reassurance and a sip of water, if needed. Remember to always stay with babies and children while they’re eating. 

Choking

It’s reassuring to know that choking is very uncommon. For babies and young children, food can be a choking hazard, especially if they don’t chew their food well or try to swallow it whole. Choking can happen with any foods. However firm foods, food containing bones and small round foods present a higher risk.

How do you know if a baby or toddler is choking?

Choking is when food has either partially blocked or completely blocked the airway. You’re likely to notice the child is having difficulty breathing, speaking or coughing with a red puffy face.

They may also show signs of distress and may point to their throat or grasp their neck. If a child is quiet and blue they need your help.

Follow the guidance from your paediatric first aid course, depending on the age of the child. For further information, read guidance from the NHS and St John’s Ambulance.  

Call first aider/999

Tips on helping a choking child

If you can see the object, try to remove it. Don't poke blindly or repeatedly with your fingers. You could make things worse by pushing the object further in and making it harder to remove.

If your child's coughing loudly, encourage them to carry on coughing to bring up what they're choking on and don't leave them.

If your child's coughing isn't effective (it's silent or they can't breathe in properly), shout for help immediately and decide whether they're still conscious.

If your child's still conscious, but they're either not coughing or their coughing isn't effective, use back blows or chest thrusts (babies under 1 year), or back blows or abdominal thrusts (children over 1 year).

You may need to use more than 1 method to stop choking. It doesn’t matter which order you do them in. If one method doesn’t work, try the other method. Keep trying each method until the object comes out.

How to give back blows, chest thrusts and abdominal thrusts

To use back blows for babies under 1 year:

sit down and lay your baby face down along your thigh or forearm, supporting their head and neck with your hand

give up to 5 sharp back blows with the heel of your hand in the middle of your baby's back between their shoulder blades

check if the object has come out between each blow (you may not need to use all 5 blows)

To use back blows for children over 1 year:

lay a small child face down on your lap as you would a baby

if this isn't possible, support your child in a forward-leaning position and give 5 back blows from behind

If back blows don't relieve the choking and your baby or child is still conscious, give chest thrusts to babies under 1 year or abdominal thrusts to children over 1 year.

This will create an artificial cough, increasing pressure in the chest and helping to dislodge the object.

To use chest thrusts for children under 1 year:

lay your baby face up along the length of your thighs with their feet closest to you and their head furthest away and lower than their feet

place 2 fingers in the middle of their chest just below the nipple line

give up to 5 sharp chest thrusts (pushes) –

check to see if the object has come out between each thrust (you may not need to use all 5 thrusts)

To use abdominal thrusts for children over 1 year:

stand or kneel behind your child, place your arms under the child's arms and around their upper abdomen

clench your fist and place it between the navel and ribs

grasp this hand with your other hand and pull sharply inwards and upwards

repeat up to 5 times – check to see if the object has come out between each thrust (you may not need to use all 5 thrusts)

make sure you don't apply pressure to the lower ribcage, as this may cause damage

Reassessing your child

Following back blows and chest or abdominal thrusts, reassess your child as follows:

if the object still isn't dislodged and your child's still conscious, continue the sequence of back blows and either chest or abdominal thrusts

call out or send for help, if you're still on your own

don't leave the child

Call 999 if the blockage doesn't come out after trying back blows and either chest or abdominal thrusts. Keep trying this cycle until help arrives.

Even if the object has come out, get medical help. Part of the object might have been left behind, or your child might have been hurt by the procedure.

https://www.nhs.uk/conditions/baby/first-aid-and-safety/first-aid/how-to-stop-a-child-from-choking/

Unconscious child with choking

If a choking child is, or becomes, unconscious:

put them on a firm, flat surface and shout for help

call 999, putting the phone on speakerphone so your hands are free

don't leave the child at any stage

open the child's mouth and if the object is clearly visible and you can grasp it easily, remove it

start cardiopulmonary resuscitation (CPR) – find out how to resuscitate a child

Did we achieve.....

6.1 Identify nutritional guidelines for babies and children from birth to 5 years

6.2 Describe the different stages of weaning in babies

6.3 Describe steps to take to maintain good oral health in babies and children   covered last week

6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date

6.5 Explain how the early years educator keeps children safe during mealtimes to include recognising the signs of choking and action to take

6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-to-date guidance

what have you learnt today?

Next week we will.......

• 7.1 Explain benefits of physical activity for babies’ and children’s holistic health and wellbeing
  
• 8.1 Explain principles of risk assessment and management, and how to balance risks and benefits of activities for children
  
• Assignment catch up
• Bring any food - our last session before end of term