Guided Response Criteria ( This what my teacher looking for in my response to my peers)

Suggest at least one scholarly resource your peer can use to teach children about good nutrition (book)

Explain why your peer might consider using this book in the classroom

Address their stance on the debate presented in the Instructor Guidance

1.      How might you convince your peer to change their perspective?

2.      What resources (other than the one you recommended) might you provide?

3.      Why did you select the resource for question #2?     I have a question for you and that is, do you think it is a positive or negative aspect if you ever observe for instance young children just sitting around in circle time or engaging solely in ‘sit down’ crafts all day in school without much outside time or even physically active indoor time when it’s bad weather outside? Well, it is widely known and critical but is still an often ‘swept under the rug’ debate involving our nation’s young children in primary grades, in preschool and day-care centers. Now you might be wondering, what should be done to go about attempting to find a solution to this obvious but often ignored crucial debate? 

                      Well, in order to create an active school or classroom primarily preschool aged young children, aged 3-5 years on the primary developmental stage of growth. I will start to create a plan, by addressing the main viewpoints and statistics within the recent (2010) Let’s Move! Program, which primarily addresses where our children in school stand health-wise. In fact, according to the source, Let’s Move! Active Schools (2015) “Did you know from promoting physical activity and healthy nutrition, young children within this nation are moving less due to: 1. Only six states which require physical education in elementary and pre-schools, 2. Only 20% of school districts require daily recess and 3. 2 out of 3 kids today are inactive?” (2) This is why it is essential for preschool aged young children to accumulate some type of physical activity for at least 60 minutes daily.” (2) To further emphasize, one of the main benefits of regular exercise for young children being physically active is, according to the author Candace Jaruszewicz (2013) in the text, Curriculum and Methods for Early Childhood Educators, “According to the National Association for Sport and Physical Education (NASPE) both 1.physical activity, mainly referring to body movements and to build and maintain strong, healthy bones and limit access to body fat and is important for lifelong overall health.” “Also, 2. Physical Education in contrast refers to intentional instruction, overall well-being and motor development for young children focused on the care of the body.” “These both promote physical fitness, a set of factors including strength, endurance, flexibility, etc.” (8.1) 

                      In addition, “Good nutrition, according to the source, American Psychological Association (APA) (2008) within the article, Tips for Acting Boldly to Change Diet and Exercisefor Kids, “is essential to healthy mental, behavioral and brain development in young children whom are most likely to: 1. feel better about themselves, their bodies and their abilities. 2. Cope with stress and regulate their emotions better and 3. Avoid feelings such as, low self-esteem, anxiety and depression.” (1) The physical benefits for young children’s healthy eating and exercise is, according to the source, APA (2008) in the article, “A wide variety of nutrients is needed for young children such as protein to assist daily growth and development and prevent illness, disease, etc.” “Healthy eating for youngsters also cuts down on risk for cavities, obesity and other eating disorders, behaviors, malnutrition, prevents chronic illnesses which appear in adulthood, such as heart disease, diabetes, etc.” (2) 
Also, despite of the ongoing debate, as studies indicate according to Jaruszewicz, C. (2013) “There is a positive correlation of physical activity and academic achievement in children such as: 1. “Children whom engage in physical activity tend to perform better academically. 2. Cognitive performance improves significantly, 3. Physical fitness levels are associated to increased positive performance on tests. 4. Children learn more rapidly involved in physical activity as well.” (8.1) In addition, according to the source (APA) (2008) “They have better attendance and their behavior also improves.” (2) “Many of the physical activities, according to Jaruszewicz (2013) in the text, “help preschool aged children stay fit including the advance of gross and fine motor skills in which are designed to help children develop muscle strength and control.” (8.2) In fact, one activity I can use to encourage and promote the development of gross and motor skills in which, according to Jaruszewicz (2013) “Involve large muscles of the body in young children.” “Is by, 1. Balance, while moving on an challenging obstacle course, walking slowly and gracefully on a space lower beam.” (8.2) “Another way or tactic I would use to encourage the development of gross motor skills is, 2. Power, while pushing and pulling in an imaginary game I once made up called, “How to pull the devil’s force away from you.” The materials I will need is a jump rope and a visible line with colored tape on the floor of the classroom and playground. The object of the game is to see whom pulls the victim in the middle on the tape while the team of devil’s one one side of the tape tries to pull the victim to their side while the team of angels on the other side of the tape try to pull the child to their side. I will access the learning for both of these two gross motor activities by using a developmental checklist to more closely observe the child’s correct gross movements while engaging in physical activity, as well as language, cognitive and social milestones. My classroom design will support the first activity of the obstacle course, which should according to Jaruszewicz (2013) indicates, “Outdoor areas where the obstacle course will occur or the gym inside if bad weather permits, along with a balance of enough space for groups of a dozen or so children to run about, along with age appropriate play structures and materials which are safe and in good repair.” (8.3) It will also support the second activity either outside or in the classroom. Except for this time around I will have to be sure I have enough space in the classroom as I move some everyday essentials in the classroom such as, such as moving the desks, tables and other furniture out from the middle of the classroom into the corner, so the story area of the classroom will be clear so the activity can resume. 

                     One way I can encourage the overall development of fine motor skills in which, according to the author, Jaruszewicz (2013) “In which are used with young children to help them gradually build strength and coordination or manual dexterity, in the muscles of the hands and wrists and encourage the visual perception which is necessary to coordinate eye-hand movements.” (8.4) This is commonly used by, 1. Dexterity or (coordinated movements) while, according to Jaruszewicz (2013) in the text, “Sharpening pencils and finger painting” (14)  which I myself loved as a young child. Another way I will use to encourage the development of fine motor skills is by, 2. The basics of writing and cutting, in which according to Jaruszewicz (2013) “Is quite challenging for young children and takes much practice, encouragement and the right type of equipment.” “Also, what children need to achieve in order to be able to hold and use a pencil and scissors are, wrist flexion and extension, acquiring muscle strength and coordination of the thumb, index and middle fingers in order to manipulate objects or tools.” (15) I will access the learning for both of the activities involving fine motor skills by, The Anecdotal Record, because it observes the type of development observed within the fine-motor skills. Also, the form records the notes or comments in detail how the fine motor skills such as cutting, writing, drawing, finger painting, etc. are contained. The materials I will need for the first activity 1. Dexterity (sharpening pencils and finger painting) are of course, *pencil sharpener, (trash can), pencils, colored pencils; foil, construction paper, pudding (chocolate and vanilla). For the second activity, 2. Writing and cutting I will need: scissors (small or large depending upon the size of the child’s hand), pencils and crayons depending upon the young child’s development level. Now normally pencil sharpening and learning how to write, cutting and fingerpainting are done indoors. However, if they are done outdoors that it should be on a bench, table or a flat surface, preferably sanitized. If they are done indoors, it will usually take place at the craft table with a trash can nearby of course after the pencils are sharpened. 

                      Furthermore, my viewpoint on the following debate is, Well, I agree with a few aspects of both side of the debate. However, my overall viewpoint is probably swayed more over to the other side, in which feels that both the physical development and being active is just as important as academics, so they should both be given equal time in schools. In fact, according to the article, Let’s Move! Active Schools! (2015) “Studies have shown active young students perform better academically, have better attendance and behavior as well.” (1) 


                       American Psychological Association (2008) Tips for Acting Boldly to Change Diet and Exercise for Kids, p. 1-5, retrieved from,

                       Jaruszewicz, Candance (2013) Curriculum and Methods for Early Childhood Educators, San Diego, C.A. Bridgepoint, Edu. Inc. 

                       Source, Let’s Move! Active schools! (2015) SHAPE America, retrieved from,

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