Obesity & Healthy Development

Definition of the topic

Childhood obesity effects over one third of 2–5-year-olds in Canada, and Canadian

Indigenous children are living with twice that risk (Boyd et. al., 2021). According to A sense of

belonging: Supporting healthy child development in Aboriginal families,

“Poor nutritional habits and the lack of physical exercise compounded by poverty are at the root of the problem” (Best

Start Resource Centre, 2011, p. 22). Obesity, in general, is a state defined by a number called the

Body Mass Index (BMI), while there have been several documented errors with this method, it

remains integral to the classification and monitoring of obese children (Sweeting, 2008). The

threat of the condition really lies in the cardiovascular strain that high cholesterol and high blood

pressure often bring about, along with type 2 diabetes.

I selected this topic because overall, we are seeing a positive streak with over 60% of 3-

4-year-olds meeting the daily recommended three hours of physical activity (Boyd et. al., 2021).

The Best Start Resource Centre (2011) also states, “there is a gradual move towards promoting

the use of traditional foods and lifestyle that positively impacts childhood wellness” (p. 22). If

we as ECEs understand the intricacies of the condition, its most common co-morbidities, and the

healthy development approaches that honour an Indigenous child or family's traditional ways, we

can make a real difference and continue the momentum. In addition, I wanted to explore how

compassion for any child dealing with obesity is of the utmost importance because of the mental

health strain caused by social and emotional effects. Genetics are one of they key contributors to

childhood obesity so this is largely out of a child’s control, and yet society still says, “they chose

to be this way.” This common outlook is also known as fat-phobic rhetoric, and argues they

deserve to be ridiculed for the way they look because they need a wake-up call for their health.

Hate and fear drive these spectacles of unkindness that stay with a child for a long time.

How this topic/concept/theory impacts preschool development

A developing preschooler is shedding their layers of protective fat from infancy and

imbued with heightened physical exertion needs. However, activity patterns like more time

watching TV, which goes hand in hand with excess snacking, more sugar, and large amounts of

screen time, are contributing to an obesogenic environment for preschoolers (Boyd et. al., 2021).

We must be mindful of the environment we are shaping for these children as “Patterns of eating,

physical activity, and sleep that are established in early childhood continue into later life”

(Ontario Ministry of Education, 2014, p. 29). The mental health component is crucial to consider

as well, as all the domains are intricately connected as noted in How does learning happen?,

“Inadequate nutrition and sleep, low levels of physical activity, and persistent stress in early

childhood can lead to later health problems, including obesity, diabetes, heart disease,

depression, and anxiety” (Ontario Ministry of Education, 2014, p. 29). Emotional effects from

fat-phobic bullying can certainly linger well past their preschool years, and most children have

very few coping skills at this age which make the incidents far more arduous and impactful.

How this knowledge will impact my future practice

The best ways to reach Indigenous children and non-indigenous children alike when it

comes to promoting physical development as ECEs, include approaches like connecting

Indigenous children to their traditional foods and active lifestyles by serving that food if

possible, and bringing in Elders or knowledge holders to inform and instruct the children on the

virtues and methods of physical activity. Any school that is set up to enhance the physical

development of their students is “providing nutritious food and beverages that incorporate family

and cultural preferences…creating positive eating environments with foods and portion sizes that

are responsive to children's cues of hunger and fullness” (Ontario Ministry of Education, 2014, p.

29). Physical literacy is expanded upon as educators are “increasing children's physical activity

and decreasing the amount of time spent in sedentary activities…respecting and finding ways to

support each child's varied physiological and biological rhythms and needs for active play, rest,

and quiet time” (Ontario Ministry of Education, 2014, p. 29). Advocating for these tactics to be

implemented, and taking an active role in doing so, would be a positive addition to my practice.

Example of a learning experience to support this area of development

To foster a positive relationship with exercise, connection with nature, local nutritious

food, and ecological literacy, I would take preschoolers on a walk to identify edible plants and

berries. This experience capitalizes on the conjunction of nourishment and fun by being guided

to safely explore their local environment with all their senses. Including the outdoors is so

valuable in the process of imparting the virtues of physical activity as stated in How does

learning happen?, “Through active play and physical exploration, children gain increasing levels

of independence, learn to persevere and practise self-control, and develop a sense of physical,

emotional, and intellectual mastery and competence” (Ontario Ministry of Education, 2014, p.

29-30). Identifying the plants they cannot eat or touch and why, affirms self-control and body-

based consequences that are also foundational in learning how to best take care of their bodies.5

References

Best Start Resource Centre. (2011). A sense of belonging: Supporting healthy child development

in Aboriginal families. https://resources.beststart.org/wp-content/uploads/2019/01/K04-

A.pdf

Boyd, D., Bee, H., & Johnson, P. (2021a). Chapter 7: Physical and cognitive development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618536_1?co

urseId=_238358_1&view=content

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the

early years: A resource about learning through relationships for those who work with

young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-

en-2021-03-23.pdf

Sweeting, H. N. (2008). Gendered dimensions of obesity in childhood and adolescence. Nutrition

Journal, 7(1). https://doi.org/10.1186/1475-2891-7-1