# data[].attributes.headline
 There are 4 domains of Development: Cognitive, Physical, Language, and Social and Emotional.  It is important as a teacher that I make sure to know each of the milestones that my student should be hitting in their development so that I can identify if they need any extra support.  One resource I think that I will be using in the future is the checklist for identifying milestones.  

# data[].attributes.subject
 There are 4 domains of Development: Cognitive, Physical, Language, and Social and Emotional.  It is important as a teacher that I make sure to know each of the milestones that my student should be hitting in their development so that I can identify if they need any extra support.  One resource I think that I will be using in the future is the checklist for identifying milestones.  

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.title
CDC shares FREE checklists, books and child development tools!

# data[].attributes.attachment_link.description
CDC's "Learn the Signs. Act Early." program supports parents and providers with FREE tools to track children's developmental milestones.

# data[].attributes.headline
That when someone is having a seizer, I need to make sure I put them on their side, cuison their head and not restrain them at all.  Also know if need be how to apply proper medication.  Another thing is if a student is bleeding apply immediate pressure, do not take off saturated material, instead replace saturated material and if it is absolutely not stopping then apply a tourniquet.  A resource I will come back to is how to respond when a student is choking. 

# data[].attributes.subject
That when someone is having a seizer, I need to make sure I put them on their side, cuison their head and not restrain them at all.  Also know if need be how to apply proper medication.  Another thing is if a student is bleeding apply immediate pressure, do not take off saturated material, instead replace saturated material and if it is absolutely not stopping then apply a tourniquet.  A resource I will come back to is how to respond when a student is choking. 

# data[].attributes.headline
Chronic Conditions; Some of my students are going to have chronic conditions.  The one I am most unprepared for is epilepsy.  Following the specific guidelines on what to do if one of my students is having a seizure, including laying them on their side, not restraining their limbs, etc.  This resource will be a good reminder if I do have a student with epilepsy and want a refresher. 

# data[].attributes.subject
Chronic Conditions; Some of my students are going to have chronic conditions.  The one I am most unprepared for is epilepsy.  Following the specific guidelines on what to do if one of my students is having a seizure, including laying them on their side, not restraining their limbs, etc.  This resource will be a good reminder if I do have a student with epilepsy and want a refresher. 

# data[].attributes.attachment_link.readable_text
About 1 out of 10 people may have a seizure during his or her lifetime. That means seizures are common, and one day you might need to help someone during or after a seizure.

Learn what you can do to keep that person safe until the seizure stops by itself.

Seizures do not usually require emergency medical attention. Only call 911 if one or more of these are true:

The person has never had a seizure before.

The person has difficulty breathing or waking after the seizure.

The seizure lasts longer than 5 minutes.

The person has another seizure soon after the first one.

The person is hurt during the seizure.

The seizure happens in water.

The person has a health condition like diabetes, heart disease, or is pregnant.

There are many types of seizures. Most seizures end in a few minutes.

These are general steps to help someone who is having any type seizure:

Stay with the person until the seizure ends and he or she is fully awake. After it ends, help the person sit in a safe place. Once they are alert and able to communicate, tell them what happened in very simple terms.

Comfort the person and speak calmly.

Check to see if the person is wearing a medical bracelet or other emergency information.

Keep yourself and other people calm.

Offer to call a taxi or another person to make sure the person gets home safely.

When most people think of a seizure, they think of a generalized tonic-clonic seizure, also called a grand mal seizure. In this type of seizure, the person may cry out, fall, shake or jerk, and become unaware of what's going on around them.

Here are things you can do to help someone who is having this type of seizure:

Ease the person to the floor.

Turn the person gently onto one side. This will help the person breathe.

Clear the area around the person of anything hard or sharp. This can prevent injury.

Put something soft and flat, like a folded jacket, under his or her head.

Remove eyeglasses.

Loosen ties or anything around the neck that may make it hard to breathe.

Time the seizure. Call 911 if the seizure lasts longer than 5 minutes.

Knowing what NOT to do is important for keeping a person safe during or after a seizure.

Never do any of the following things

Do not hold the person down or try to stop his or her movements.

Do not put anything in the person's mouth. This can injure teeth or the jaw. A person having a seizure cannot swallow his or her tongue.

Do not try to give mouth-to-mouth breaths (like CPR). People usually start breathing again on their own after a seizure.

Do not offer the person water or food until he or she is fully alert.

Types of Seizures Learn about the different types of seizures.

Managing Epilepsy Learn what you can do to manage your epilepsy.

Fast Facts Find out about epilepsy in the United States, such as how many people have epilepsy.

Page last reviewed:

# data[].attributes.attachment_link.keywords[]
how to respond when someone has a seizure

# data[].attributes.attachment_link.description
First aid for seizures is what you can do to keep a person safe until the seizure stops by itself.

# data[].attributes.headline
Communicable Illness; It will be important that as a teacher I stop any spreadable diseases in my classroom by following the proper protocol for cleanliness.  

# data[].attributes.subject
Communicable Illness; It will be important that as a teacher I stop any spreadable diseases in my classroom by following the proper protocol for cleanliness.  

# data[].attributes.attachment_link.readable_text
Head lice are spread most commonly by direct head-to-head (hair-to-hair) contact. However, much less frequently they are spread by sharing clothing or belongings onto which lice have crawled or nits attached to shed hairs may have fallen. The risk of getting infested by a louse that has fallen onto a carpet or furniture is very small. Head lice survive less than 1-2 days if they fall off a person and cannot feed; nits cannot hatch and usually die within a week if they are not kept at the same temperature as that found close to the scalp.

The following are steps that can be taken to help prevent and control the spread of head lice:

Avoid head-to-head (hair-to-hair) contact during play and other activities at home, school, and elsewhere (sports activities, playground, slumber parties, camp).

Do not share clothing such as hats, scarves, coats, sports uniforms, hair ribbons, or barrettes.

Do not share combs, brushes, or towels. Disinfest combs and brushes used by an infested person by soaking them in hot water (at least 130°F) for 5-10 minutes.

Do not lie on beds, couches, pillows, carpets, or stuffed animals that have recently been in contact with an infested person.

Machine wash and dry clothing, bed linens, and other items that an infested person wore or used during the 2 days before treatment using the hot water (130°F) laundry cycle and the high heat drying cycle. Clothing and items that are not washable can be dry-cleaned OR sealed in a plastic bag and stored for 2 weeks.

Vacuum the floor and furniture, particularly where the infested person sat or lay. However, spending much time and money on housecleaning activities is not necessary to avoid reinfestation by lice or nits that may have fallen off the head or crawled onto furniture or clothing.

Do not use fumigant sprays or fogs; they are not necessary to control head lice and can be toxic if inhaled or absorbed through the skin.

To help control a head lice outbreak in a community, school, or camp, children can be taught to avoid activities that may spread head lice.

# data[].attributes.attachment_link.keywords[]
centers for disease control and prevention

# data[].attributes.attachment_link.description
Education and information about head lice, head lice prevention, and pediculosis.

# data[].attributes.body
It is important for teachers to put movement in their classrooms during the day to refocus the students, both between lessons and between classes. It is just another brain path to help students learn the material. It especially helps if students have anxiety. It is important we make exercise a positive experience for students, and not a punishment so that it helps students move towards viewing exercise as a positive thing and encourage them to exercise and engage in school material more.

# data[].attributes.attachment_link.title
“Exercise is the Best Medicine for our Brain” by Dr. John Ratey

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
The amount of physical activity children need depends on their age. Children ages 3 through 5 years need to be active throughout the day. Children and adolescents ages 6 through 17 need to be active for 60 minutes every day.

This may sound like a lot, but don't worry! Children may already be meeting the recommended physical activity levels. You can also see ways to encourage children to participate in activities that are age-appropriate, enjoyable, and offer variety.
Recommendations for Children Ages 3 Through 5 Years

Be physically active throughout the day for growth and development.

Adult caregivers should encourage children to be active when they play.

Recommendations for Children and Adolescents Ages 6 Through 17 Years

60 minutes or more of moderate-to-vigorous intensity physical activity each day.

Aerobic activity: Most of the daily 60 minutes should include activities like walking, running, or anything that makes their hearts beat faster. At least 3 days a week should include vigorous-intensity activities.

Muscle-strengthening: Includes activities like climbing or doing push-ups, at least 3 days per week.

Bone-strengthening: Includes activities such as jumping or running, at least 3 days per week.

Want examples of what counts? Check out the aerobic, muscle-strengthening, and bone-strengthening activity for children and adolescents.

Also, school-based physical activity can help children meet the recommended 60 minutes of daily physical activity.

On a scale of 0 to 10, where sitting is a 0 and the highest level of activity is a 10, moderate-intensity activity is a 5 or 6. When children do moderate-intensity activity, their heart beats faster, and they breathe much harder than when they are at rest or sitting. Vigorous-intensity activity is a level 7 or 8. When children do vigorous-intensity activity, their heart beats much faster than normal, and they breathe much harder than normal.

Another example is when children walk to school with friends each morning, they're probably doing moderate-intensity aerobic activity. But when children run, or chase others while playing tag during recess, they're probably doing vigorous-intensity activity.

Some physical activity is better-suited for children than adolescents. For example, younger children usually strengthen their muscles when they do gymnastics, play on a jungle gym, or climb trees. Children do not usually need formal muscle-strengthening programs, such as lifting weights. As children grow older and become adolescents, they may start structured weight lifting programs. They may do these types of programs along with their sports team practices.

How can you help children get the recommended amount of physical activity? Find out here.

Connect with Nutrition, Physical Activity, and Obesity

# data[].attributes.attachment_link.title
How much physical activity do children need?

# data[].attributes.attachment_link.description
The amount of physical activity children need depends on their age. See recommendations for ages 3 through 17.

# data[].attributes.attachment_link.title
Want Smarter, Healthier Kids? Try Physical Education! | Paul Zientarski | TEDxBend

# data[].attributes.headline
Healthy nutrition is a balanced diet with a good mix of carbohydrates, protein, and fats. To teach kids about nutrition we should use plate instead of pyramid.  It will make more sense to students and they can base their plates biased on plate model.  Part of the problem is the access young kids have to calorie dense foods that are processed and high in fats, salts, and sugar.  

# data[].attributes.subject
Healthy nutrition is a balanced diet with a good mix of carbohydrates, protein, and fats. To teach kids about nutrition we should use plate instead of pyramid.  It will make more sense to students and they can base their plates biased on plate model.  Part of the problem is the access young kids have to calorie dense foods that are processed and high in fats, salts, and sugar.  

# data[].attributes.attachment_link.readable_text
Use the Healthy Eating Plate as a guide for creating healthy, balanced meals-whether served at the table or packed in a lunch box. Click on each section of the interactive image below to learn more.

Looking for a printable copy? Download one here, and hang it on your refrigerator to serve as a daily reminder when planning and preparing your meals! Translations of the Healthy Eating Plate are also available in over 25 languages.

Building a Healthy and Balanced Diet

Make most of your meal vegetables and fruits - ½ of your plate.
Aim for color and variety, and remember that potatoes don't count as vegetables on the Healthy Eating Plate because of their negative impact on blood sugar.

Go for whole grains - ¼ of your plate.
Whole and intact grains-whole wheat, barley, wheat berries, quinoa, oats, brown rice, and foods made with them, such as whole wheat pasta-have a milder effect on blood sugar and insulin than white bread, white rice, and other refined grains.

Protein power - ¼ of your plate.
Fish, poultry, beans, and nuts are all healthy, versatile protein sources-they can be mixed into salads, and pair well with vegetables on a plate. Limit red meat, and avoid processed meats such as bacon and sausage.

Healthy plant oils - in moderation.
Choose healthy vegetable oils like olive, canola, soy, corn, sunflower, peanut, and others, and avoid partially hydrogenated oils, which contain unhealthy trans fats. Remember that low-fat does not mean "healthy."

Drink water, coffee, or tea.
Skip sugary drinks, limit milk and dairy products to one to two servings per day, and limit juice to a small glass per day.

The red figure running across the Healthy Eating Plate's placemat is a reminder that staying active is also important in weight control.
The main message of the Healthy Eating Plate is to focus on diet quality:

The type of carbohydrate in the diet is more important than the amount of carbohydrate in the diet, because some sources of carbohydrate-like vegetables (other than potatoes), fruits, whole grains, and beans-are healthier than others.

The Healthy Eating Plate also advises consumers to avoid sugary beverages, a major source of calories-usually with little nutritional value-in the American diet.

The Healthy Eating Plate encourages consumers to use healthy oils, and it does not set a maximum on the percentage of calories people should get each day from healthy sources of fat. In this way, the Healthy Eating Plate recommends the opposite of the low-fat message promoted for decades by the USDA.

Your Questions Answered

Are the relative sizes of the Healthy Eating Plate sections based on calories or volume?

The Healthy Eating Plate does not define a certain number of calories or servings per day from each food group. The relative section sizes suggest approximate relative proportions of each of the food groups to include on a healthy plate. They are not based on specific calorie amounts, and they are not meant to prescribe a certain number of calories or servings per day, since individuals' calorie and nutrient needs vary based on age, gender, body size, and level of activity.

How can I apply this guide if I don't eat my meals from a single plate?

As the name suggests, the Healthy Eating Plate is visualized as a single plate, however it can be used as a guide for creating healthy, balanced meals-no matter which type of dishware is used!

For example, while you wouldn't consume soup on a plate-you can consider the relative sizes of each section when choosing what to add to the pot before serving in a bowl: make about half of your ingredients a variety of colorful vegetables (carrots, celery, spinach, tomatoes, sautéed in olive oil), and the other half a mix of whole grains (such as farro) and a healthy protein (such as beans).

Or maybe you're eating your meal in courses, or as multiple dishes in smaller sizes: a plate of grilled fish over brown rice; a green side salad filled with veggies; and some fruit for a sweet end to the meal.

Portioning a meal into separate components is also common when packing a lunchbox-especially for kids.

There are many cultures around the world in which people may not eat their meals from a plate. Although our translations of this guide maintain the single-plate graphic, we encourage its use for creating healthy, balanced meals in context of cultural and individual customs and preferences.

What about alcohol? Isn't alcohol supposed to be good for you in small amounts?

For some people, moderate alcohol consumption can offer health benefits, whereas for others alcohol may pose risks. Learn more about the risks and benefits of alcohol.

Who created the Healthy Eating Plate?

The Healthy Eating Plate, created by nutrition experts at the Harvard T.H. Chan School of Public Health and editors at Harvard Health Publications, was designed to address deficiencies in the U.S. Department of Agriculture (USDA)'s MyPlate. The Healthy Eating Plate provides detailed guidance, in a simple format, to help people make the best eating choices.

The Healthy Eating Plate is based exclusively on the best available science and was not subjected to political or commercial pressures from food industry lobbyists. Learn more about how the Healthy Eating Plate compares to the USDA's MyPlate.

Will following the Healthy Eating Pyramid and Healthy Eating Plate guidelines really make me healthier?

According to research done at Harvard Chan School of Public Health and elsewhere [1-3], following the guidelines presented through the Healthy Eating Pyramid and Healthy Eating Plate can lead to a lower risk of heart disease and premature death:

In the 1990s, the USDA's Center for Nutrition Policy and Promotion created the Healthy Eating Index "to measure how well American diets conform to recommended healthy eating patterns." [4] A score of 100 meant following the federal recommendations to the letter while a score of 0 meant totally ignoring them.

To see how well the principles embodied in the Healthy Eating Pyramid stacked up against the government's advice, researchers at the Harvard Chan School of Public Health created an Alternate Healthy Eating Index with a scoring system similar to the USDA's index. They then compared the two indexes, using information about daily diets collected from more than 100,000 female nurses and male health professionals taking part in two long-term studies.
The eleven components assessed by the Alternate Healthy Eating Index were dairy products; vegetables; fruit; nuts & seeds; bread/grains; meat, poultry & fish; cholesterol; fat; sodium; alcohol; and multivitamins.

Men who scored highest on the USDA's original Healthy Eating Index (meaning their diets most closely followed federal recommendations) reduced their overall risk of developing heart disease, cancer, or other chronic disease by 11% over 8 to 12 years of follow-up compared to those who scored lowest. Women who most closely followed the government's recommendations were only 3% less likely to have developed a chronic disease. [5]

In comparison, scores on the Alternate Healthy Eating Index did appear to correlate more closely with better health in both sexes. Men with high scores (those whose diets most closely followed the Healthy Eating Pyramid guidelines) were 20% less likely to have developed a major chronic disease than those with low scores. Women with high scores lowered their overall risk by 11%. Men whose diets most closely followed the Healthy Eating Pyramid lowered their risk of cardiovascular disease by almost 40%; women with high scores lowered their risk by almost 30%.

In a 2014 study looking at trends in diet quality among adults in the U.S., researchers using the Alternate Healthy Eating Index found that there was steady improvement from 1999 to 2010, but that overall dietary quality remains poor. [6]

Two studies offer further evidence of the disease prevention benefits that accrue from following a diet similar to one based on the Healthy Eating Pyramid:

A study that tracked 7,319 British civil servants for 18 years found that men and women with the highest scores on the Alternate Healthy Eating Index had a 25% lower risk of dying from any cause, and a 42% lower risk of dying from heart disease, than people with the lowest scores. [3]

Another observational study in 93,676 post-menopausal women found that following a Healthy Eating Pyramid-style diet (as measured by adherence to the Alternative Healthy Eating Index) was superior to following a low-fat diet at lowering cardiovascular disease and heart failure risk. [1]

Permissions for Use

The Healthy Eating Plate image is owned by Harvard University. The downloadable version may be used, without permission, for educational and other non-commercial uses with proper attribution, including the following copyright notification and credit line:
Copyright © 2011, Harvard University. For more information about The Healthy Eating Plate, please see The Nutrition Source, Department of Nutrition, Harvard T.H. Chan School of Public Health, www.thenutritionsource.org, and Harvard Health Publications, www.health.harvard.edu.

References

1. Akbaraly TN, Ferrie JE, Berr C, Brunner EJ, Head J, Marmot MG, Singh-Manoux A, Ritchie K, Shipley MJ, Kivimaki M. Alternative Healthy Eating Index and mortality over 18 y of follow-up: results from the Whitehall II cohort. The American journal of clinical nutrition. 2011 May 25;94(1):247-53.

2. Belin RJ, Greenland P, Allison M, Martin L, Shikany JM, Larson J, Tinker L, Howard BV, Lloyd-Jones D, Van Horn L. Diet quality and the risk of cardiovascular disease: the Women's Health Initiative (WHI). The American journal of clinical nutrition. 2011 May 25;94(1):49-57.

3. McCullough ML, Feskanich D, Stampfer MJ, Giovannucci EL, Rimm EB, Hu FB, Spiegelman D, Hunter DJ, Colditz GA, Willett WC. Diet quality and major chronic disease risk in men and women: moving toward improved dietary guidance. The American journal of clinical nutrition. 2002 Dec 1;76(6):1261-71.

4. U.S. Department of Agriculture, Center for Nutrition Policy and Promotion. The Healthy Eating Index.

5. Continuous Update Project Report Summary. Food, Nutrition, Physical Activity, and the Prevention of Colorectal Cancer, 2011.

6. Wang DD, Leung CW, Li Y, Ding EL, Chiuve SE, Hu FB, Willett WC. Trends in dietary quality among adults in the United States, 1999 through 2010. JAMA internal medicine. 2014 Oct 1;174(10):1587-95.

Last reviewed January 2023
Terms of Use

The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.

# data[].attributes.attachment_link.description
Use the Healthy Eating Plate as a guide for creating healthy, balanced meals-whether served at the table or packed in a lunch box. Click on each section of the interactive image below to learn more...

# data[].attributes.attachment_link.description
Learn about programs that offer food and nutrition assistance for children, including the School Breakfast Program and National School Lunch Program.

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Ann Cooper: What's wrong with school lunches

# data[].attributes.attachment_link.description
Speaking at the 2007 EG conference, "renegade lunch lady" Ann Cooper talks about the coming revolution in the way kids eat at school -- local, sustainable, seasonal and even educational food.

# data[].attributes.headline
The Positive Effects of Talking About Mental Health

# data[].attributes.subject
The Positive Effects of Talking About Mental Health

# data[].attributes.body
Mental health is a manifestation of our biological, social, and psychological well-being. Mental health is not talked about enough compared to physical health, while mental health in early childhood builds a strong foundation for making good choices, self-confidence, and how we handle stress.

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.description
As early experiences shape the architecture of the developing brain, they also lay the foundations of sound early childhood mental health.

# data[].attributes.body
Common sexual behaviors in children 4-6 include:

purposefully touching private parts

attempting to see others naked

mimicking dating behavior

talking about private parts and naughty words

exploring private parts with children their own age

Problematic sexual play to look out for include

being beyond development stage

involving threats or aggression

broad age difference

provides strong emotional reaction

# data[].attributes.body
It is going to be my duty to keep children safe and report any abuse I see in the classroom. Somethings to look for in an abused child includes random frequent bruises that when the child explains do not make sense. When a child comes to you for help, do not question them, or make them feel like you do not believe them. You must listen and report what the child tells you and try to get specific details if you can.

# data[].attributes.body
Making and anti-bias classroom means looking at one's self-biases and identity, so that there can be an inclusion of other identities properly in the classroom. The teacher must know their own biases so that they do not accidentally discriminate other cultures and sexualities and religions.