A new year, a new decade, a new beginning.  Nothing like making some resolutions now to start afresh and improve the quality of your family’s life.

The topic today is not a new one but it is important enough to keep repeating so that we all think carefully about what we feed our children on. This applies equally to schools because while some are meticulous about controlling what foods children are allowed to eat on school premises, others don’t give this any attention.  In fact, educating children about healthy eating sometimes helps their parents become aware of good nutrition too.

I was impressed once when I visited a family with young children. The mother insisted that the children helped pack their school lunchboxes. There was a list on the ‘fridge with items that should be included so the children knew what to pack even though they had a choice of items falling under the various categories. They could also vary the amount of food according to their appetites and how long they would be staying at school for the day.

The list looked something like this:

Foods to be packed every day:

  1. One piece of fresh fruit.
  2. Some crunchy or raw vegetables (e.g. carrots, cucumber, tomato, baby corn).
  3. A meat or protein food such as slices of lean meat (not processed meat), hardboiled egg, peanut butter or nut paste*, nuts.
  4. Dairy food such as a piece of cheese, grated cheese, milk or yoghurt.
  5. Starchy food such as whole wheat bread, a seed roll, pita or flat bread, fruit bread or crackers.

Of course, there are some foods that should not be found in lunchboxes.  Here’s a list of those.  My wise family mentioned above didn’t have this list displayed because that might have put thoughts into young heads!  It is, nevertheless, important to know the kinds of foods that might not be the best for a busy school day, where bodies and brains are needed to function well.

Here are some lunchbox snacks to avoid:

  • Packaged fruit juice and dried fruit. Dried fruit has simply too much sugar in it. Occasionally one or two pieces might be useful but handfuls are not recommended. 
  • Pre-packaged muesli bars and other ‘energy bars’ that haven’t been carefully vetted for sugar and salt content. 
  • Muffins (sugar laden!) and any other baked product that contains sugars, additives and colourants (cup cakes, etc).
  • Foods containing highly refined flours (white bread and rolls, cakes and cookies). 
  • Flavoured milk. 
  • Pre-packaged ‘snack packs’. 
  • Packaged dried fruit straps. 
  • Packaged chocolate spread. 
  • Processed meat.
  • Sweets (sugar does NOT give you more energy).

ILT practitioners are well aware of the significance of a good diet to helping overcome learning challenges.  We look for the root causes of learning difficulties and food is one area that we keep having to explore.

 

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.