PRE-SCHOOL AGE

0-6 mos

young infants

6-12 mos

older infants

12-36 mos

younger preschool children

36-60 mos

older preschool

young infants

0-6 mos

breastmilk, complementary foods

older infants

• 6-12 mos. Continue breastmilk, gradual addition of more supplementary foods

younger preschool children

• 12-36 mos. • Weaning foods, breastmilk continued

older preschool children

36-60 • Progressive transition to adult foods

toddlers

children between the ages of 1 and 3 years; characterized by a rapid increase in gross and fine motor skills with subsequent increase in independence, exploration of the environment, and language skills

preschool-age children

between 3 and 5 years of age; increasing autonomy; experiencing broader social circumstances (attending preschool or staying with friend & relatives), language skills, and expanding their ability to control behavior

Growth and Development

Physical growth

Body proportions

Internal systems and tissues

Brain growth

Psychosocial development

Food intake characteristics the parents should know

physical growth

• Manifested in increase in weight, height and head circumference

• (~2-3 kg/year)

Slow, steady growth rate

5-6 lbs/year

• Average weight gain——can be found mostly in muscle and bone mass

2-3 inches/year

• Average height increase:

height

• vertical distance measured from crown of head to bottom of feet (heels) for children 2 yr of age or older.

recumbent length

• distance measured from crown of head to bottom of feet (heels) while child(< 2 yr of age) is measured supine.

cartilage

change to bone

2 ½ - 3 y.o.

Twenty baby teeth present by

3-4 years

brain: rapid growth in first

75%

brain growth percent by the age of 2

90%

brain growth percentage at the age 4-6

brain growth

New cells are added

Existing cells become more complex

Myelinezation continues

Hand preferences are established by age 4

autonomy vs shame

psychosocial development

food intake

Needs fewer cal

ories, but n ore rotein and mineral

for physical growi

Refugeor

core to do things tor Self before being abiti them camn etely

• Parents should avoid overprotection & excessive rigidity

failure to thrive

Refers to the child who is

"not up to expectations in general health"

Who fails to gain as expected weight and height

A syndrome that represents a combination of growth and developmental failure often associated with social and emotional disturbances

causes of growth failure

Congenital malformations, genetic anomalies (ex.

Dwarfism)

Enzymatic effects (ex. Galactosemia, maple sugar urine disease, phenylketonuria)

Endocrine deficiencies (ex. Thyroid and pituitary)

Chronic diseases (ex. TB, repeated ARI)

Miscellaneous problems (mental retardation, epilepsy)

protein, minerals and vitamins

Large requirement of growth in re-school age

calorie allowance

per unit of body weight be increased due to higher physical activity

selection of foods

requires modifications in terms of ability to chew and digestibility

energy, protein, vitamin a, vitamin d, vitamin e, vitamin c, minerals, water

nutritional requirements

energy

basal metabolism

protein

• Requirement are higher in relation to body weight than those of the adult

• To increase skeletal & muscle tissues

• Protection against infection

vitamin a

Maintenance of visual purple for vision in the dim light

vitamin d

• Normal calcification of bones

vitamin e

• Synthesis of prothrombin and proconvertin (blood coagulation)

vitamin c

Formation of collagen (changes in tooth structure during tooth formation)

minerals

• Calcium, phosphorus, fluorine for teeth and bone growth

• For blood formation

water

• Accounts for 60% of child's body weight

• Regulation of body temperature

• 4-6 glasses or 1000-1500 ml day

food rituals

• become part of food preparation & service

appetites

erratic and unpredictable

food preferences

• meat, cereal grains, baked products, fruit and sweets, dairy products

5-7 times a day

frequency of appetites in school age feeding

transitional foods

React more to color, flavor, texture, temperature of food; size of servings, attitude & atmosphere in which it is presented

Transition of an infant diet to adult diet will be less traumatic if parents understand the ways children react to food

a Good food habits

snack

If high nutritive needs: snacks are essential

If snacks are of high satiety value, then taken too near regular meal hours, they may reduce the food intake of mealtimes

texture, flavor, portion sizes

Affecting taste, acceptance, and self-feeding skills development

nutritional status, degree of satiation, taste, previous experiences, beliefs about specific foods

Food acceptance is affected by:

food jags, dawdling, gagging, eating too much, variable appetite

feeding problems

food jags

eating too little

dawdling

playing the food

gagging

child feels like vomiting

anemia, diarrhea, obesity, constipation, food allergy, lactose intolerance, hyperactivity, dental caries, energy-protein malnutrition, parasitism

common problems and disorders among preschoolers

anemia

A reduction below normal in the number of RBC per cubic mm in the quantity of hemoglobin, or in the volume of packed RBC per 100 ml of blood. This reduction occurs when the balance between blood loss and blood production is disturbed.

hemoglobin

a protein that is oxygen-carrying component of RBC. A decrease in Hgb concentration in RBC is a late indicator of iron deficiency

hematocrit

indicator of the proportion of whole blood occupied by RBC. A decrease in Hot is also a late indicator of IDA

Signs of Good Nutrition in Preschool Children

Alert, vigorous and happy Endurance during activity

Sleeps well

Normal height and weight for age Stands erect; arms and legs straight

Clear, bright eyes; smooth healthy skin; lustrous hair Firm and well-developed muscles

Not irritable and restless

Good attention

mental feeding

Simultaneous with child's need for the right quality and quantity of food to ensure growth of his body Child's need for sensory stimuli and enriching experiences to attain the maximum potential for his developing brain

To promote the total development of both mind and body of children during crucial period from conception to age five