Prior to beginning work on this assignment, read Chapters 1 and 2 from Groark & Song (2012) and explore the stories in the
Nutrition Issues Assignment: Jorge and Lily
Links to an external site.
interactivity. Proper health and nutrition is critical for the growth and development of young children, yet many American children experience issues stemming from poor nutrition. In fact, HealthyChildren.org finds that nearly one in three children in America is overweight or obese (2016). This assignment will focus on two nutrition issues that affect young children.
Instructions
After viewing Jorge and Lilys stories, choose one scenario for your assignment.
Access
APA Style
Links to an external site.
for assistance with the writing process, formatting, documentation, and citations in your written work.
Locate two credible sources from either the Recommended Resource list or the University of Arizona Global Campus Library.
In your paper,
Summarize your chosen nutrition issue (obesity or malnutrition). (Introduction [one paragraph])
Identify three main concerns related to the health, safety, and nutrition of this child.
Discuss the potential long-term effects of the nutrition issue (obesity or malnutrition) from your case study on this childs growth and development.
Explain three ways an early childhood teacher can address the issue in the school or center setting.
Describe three ways you can collaborate with others (e.g., colleagues, families, the community) to combat this nutrition issue.
Summarize the main points of the nutrition issue and your role in supporting this student. (Conclusion [one paragraph])
The Nutrition Issues paper
Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to
APA Style
Links to an external site.
as outlined in the Writing Centers
APA Formatting for Microsoft Word
Links to an external site.
resource.
Must include a separate title page with the following:
Title of [paper, project, etc.] in bold font
Space should appear between the title and the rest of the information on the title page.
Students name
Name of institution (University of Arizona Global Campus)
Course name and number
Instructors name
Due Date
Must utilize academic voice. See the
Academic Voice
Links to an external site.
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions
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as well as
Writing a Thesis Statement
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, refer to the Writing Center resources.
Must use at least two scholarly sources in addition to the course text.
The
Scholarly, Peer-Reviewed, and Other Credible Sources
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table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA Style as outlined in the Writing Centers
APA: Citing Within Your Paper
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guide.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
APA: Formatting Your References List
Links to an external site.
resource in the Writing Center for specifications. Integration of Nutrition,
Health, and Safety
After studying this chapter you will be able to:
Define wellness and explain its importance in the development of children from birth
through age 8.
Explain the relationship between nutrition, health, and safety.
Describe a systems model for nutrition, health, and safety.
Identify national initiatives to support health education.
Include wellness across the curriculum.
Incorporate culturally appropriate practices in child development in the classroom.
Explain how early childhood education settings fit into culturally responsive systems.
Describe how children learn.
1
iStockphoto/Thinkstock
Relationships Between Nutrition, Health, and Safety Chapter 1
1.1 Introduction to Nutrition, Health, and Safety
In the past, wellness meant the absence of being sick or injured. Currently, wellness is con-
sidered a positive state of health, typically including a lifestyle of exercising, eating nutri-
tiously, controlling weight, and avoiding alcohol, smoking, and pollutants. Professionals think
of health as the condition of a persons body and mind, which is unique to each person.
Factors that affect a childs health include heredity and environment, also known as nature
versus nurture.
Heredity refers to the characteristics a child inher-
its or receives from the parents at conception, and
includes genetic makeup. For example, heredity
determines a childs limit in height, establishes eye
color, and disposes the child to potential health prob-
lems. Environment, on the other hand, includes the
physical surroundings, economic resources, and cul-
tural factors of the child and family. These environmental factors can determine to what
level children are exposed to danger, risks, accidents, and injuries. Heredity and environment
together determine a childs state of health. Of these two factors, early childhood caregivers
and education providers can only try to control, and improve, environment. According to the
Centers for Disease Control and Prevention (n.d.), children need environments that meet their
needs so they are not at risk of compromised health and learning delays.
Child Development and Health
A childs state of health, whether positive or negative, has direct influence on child devel-
opment. Child development is the continuous process of growth of a child from birth until
adulthood. The positive experiences children have in their early years are critical for progress
in all domains of development, including cognition, emotion, language, motor skills, and
social abilities. A childs development can be measured by observing when the child reaches
milestones in each of these areas. For instance, in the motor skills area, a young child often
begins to walk at approximately 1214 months, but it is not unusual for a child to begin as
early as 9 months or as late as 18 months. This is merely one facet of each childs uniqueness.
When a child is in good health, the process of development is fully supported, so the child
can reach his or her maximum potential. The level of potential is different for each child, but
generally becomes delayed when health is poor.
1.2 Relationships Between Nutrition, Health, and Safety
Nutrition, health, and safety have an interdependent connection. This means each relies on
the other to help a child reach optimal conditions (Williams, 2006). Nutrition affects health,
health affects behavior, behavior affects safety, and all of this affects child development. This
interconnectedness is illustrated in Figure 1.1.
Nutrition
Nutrition includes the nutrients in food, such as vitamins, minerals, carbohydrates, protein,
and fat, the amount of intake, and the processes by which a person takes in food. Good
nutrition is needed for good health and physical development, including the growth of bones,
Earlychildhoodeducationprofes-
sionalsmustcontroltheenvironment
sochildrenincarearenotatriskof
compromisedhealth.
Relationships Between Nutrition, Health, and Safety Chapter 1
organs, muscles, and the brain. It is linked to energy and activity levels, and mental and physi-
cal performance. A poorly nourished child may be disruptive or extremely withdrawn, which
can affect the learning of not just that single child, but of other children in the room. When
these types of behaviors are observed in early child care facilities, caregivers can intervene
with both the child and the family. Caregivers should discreetly talk to the child about his
or her daily food intake to make an initial determination as to whether the observed behav-
iors are the result of poor nutrition as opposed to
a behavioral issue. If the caregiver determines that
poor nutrition is the cause, the caregiver should
support the child and the family in their attempts
to improve the childs nutrition by monitoring the
childs food intake while at the facility and referring
the parents to community resources (e.g., local food
bank, information about food stamp programs) that
can assist them with nutrition.
The habits or routines practiced during meals also
affects the nutritional well-being of a child. One
positive habit is sitting down as a family to eat a
nutritious meal together. Making family meals a
regular routine teaches children that nutrition is val-
ued by the family. Another good habit is drinking
an eight-ounce glass of water with every meal. This
practice increases daily liquid intake and helps to
keep active children well hydrated. Some negative
habits include eating in the car, or while walking or
standing up. These behaviors generally lead to eating what is convenient and easy and not
always the most nutritious. Another negative habit may be to have a high-calorie drink such
as sugary soda with every meal. This not only adds unnecessary calories to a meal, but can
lead to tooth decay.
Many parents understand that meal times are important for a childs psychosocial develop-
ment, including building relationships and emotional health. Meals can be a soothing and
Safe
ty
Nutrition
Hea l t
h
B
ehav io r
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Good nutrition is vital for quality health and
physical development. Jupiterimages/Thinkstock
Figure 1.1: Health, Nutrition,
and Safety
A visual representation of the
mutual dependence of nutri-
tion, health, and safety.
Office of Child Development
Relationships Between Nutrition, Health, and Safety Chapter 1
relaxing occurrence, with time for conversation, com-
panionship, and sharing, or they can be a frenetic,
hurried experience with family members eating at
different times, on the run, before moving on to vari-
ous extracurricular activities. Food can become the
stress reliever of choice, especially if a young child is taught to resort to food during times of
stress in early childhood (i.e., Lets get an ice cream cone; it will make you feel better.) Food
in many families is also used as a reward or to celebrate special occasions, such as birthdays,
anniversaries, or winning a championship.
Healthy nutritional habits that can be taught and encouraged in early childhood include
planning meals and snacks that are balanced, practicing good hygiene in food preparation,
drinking plenty of water during the day, sitting in a relaxed atmosphere during meals, being
deliberate about the amount of intake, and more. A child who understands the need for these
behaviors and activities and understands how to go about achieving healthy nutrition is likely
to make them part of his or her daily routine into adulthood. In addition, early nutrition lays
the foundation for adult health, including helping to ward off disease (a disorder of a particu-
lar structure of the body, such as diabetes) and illness (the general state of being in ill-health,
such as an infection or virus) and helping the child to live a longer, healthier life. The early
childhood care professional has the opportunity and responsibility to instill healthy nutritional
habits in children who are in their care.
Consider these opportunities. Frequently, caregivers
are with young children during one, if not two, meals
a day, plus snacks. Although meals in early childhood
education centers or schools are planned with nutri-
tion in mind, children ultimately choose what and
how much of the meal they eat. It is important that
center- or school-based caregivers and other early education professionals teach the benefits
of healthy nutrition to children naturally during these meal times by making suggestions,
discussing the benefits of certain foods, and encouraging children to try foods they may not
normally be offered. It is also a natural time to socialize, talk about the day, and thereby build
rapport and relationships among the children, and between children and adults, especially
when meals are served family-style with serving bowls passed around to each person at the
table, increasing social interaction.
The amount of food eaten is important to nutrition also. Malnutrition results from eating too
much or too little in early childhood, and both can be problematic. Overnutrition can result in
childhood obesity, defined as a condition of being extremely overweight with negative effects
on physical and mental health. If prolonged, obesity can lead to heart disease, diabetes, stroke,
and other serious health conditions in both children and adults. In childhood, obesity can cause
isolation, poor self-esteem, internalizing behaviors (e.g., depression, anxiety), and other mental
health issues. Undernutrition can be just as serious. It generally means a child is not getting
essential nutrients, such as vitamins, minerals, carbohydrates, proteins, and fats. This can affect
muscle and bone development, impair brain functioning, and may stunt growth.
Safety
Safety is another important component of childrens wellness. This component includes
behaviors and practices that focus on protecting children from danger, risks, accidents,
and injuries. Because of its broad definition, safety encompasses many aspects of the early
Earlynutritionalhabitslaythefoun-
dationforadulthealth.
Childhoodobesitycannegatively
affectachildsphysicalandmental
health.
Creating a Foundation of Wellness in the Early Childhood Education Environment Chapter 1
childhood environment, both indoors and outdoors,
that are the responsibility of the professional in the
center. In general, this includes the condition of
indoor and outdoor equipment, toys, and set-up;
establishing and enforcing rules for playing responsi-
bly with peers; and overall effective classroom man-
agement. Less apparent aspects of safety include
sun safety, helmet use for some physical activities,
age- appropriate play objects, storage of cleaning
supplies, attention to frayed carpets and curtain
drawstrings, access to the outdoors, and window
pane height, to name only a few.
The publication Caring for Our Children: National
HealthandSafetyPerformanceStandards (American
Academy of Pediatrics [AAP], 2011) is an invaluable
resource that describes safety standards in early care and education settings. Available online
at http://nrckids.org/CFOC3/PDFVersion/list.html, the publication is continually updated and
is intended for use by all who work with young children in early childhood settings. It helps
caregivers implement solid practices and provides a useful agenda for staff development. It
also helps programs by translating the latest research on health and safety into practice.
1.3 Creating a Foundation of Wellness in the Early
Childhood Education Environment
Physical, social, and cultural factors affect childrens health, safety, and nutrition. Poor health
in early childhood can restrain the physical development of a child and contribute to behav-
iors that are not conducive to learning, such as hyperactivity and extreme shyness, and even
developmental delay. Some children have been socialized to eat mostly processed foods that
contain high levels of sodium, sugar, and fat. These children may have little to no experi-
ence with healthy options such as fresh fruits and vegetables and meat prepared in a healthy
manner (e.g., grilled, broiled) and could benefit from some gentle guidance toward better
food choices. For cultural reasons, some parents
refuse to have their children immunized, which can
lead to potentially ravaging diseases (e.g., measles,
mumps, rubella) for the child and puts others with
compromised immune systems (e.g., infants, elderly)
at risk for contracting these diseases. These exam-
ples demonstrate the importance of health, safety,
and nutrition and indicate that they must be funda-
mental parts of the early childhood curriculum and
environment.
Wellness Is Everywhere
It is important to note that most activities in early
care and education settings touch upon wellness to
some extent. As noted in the section on develop-
mentally appropriate practices, effective teaching
Following safety practices prevents accidents and
injuries. iStockphoto/Thinkstock
Families can model healthy food choices and
preparations even with very young children.
Wavebreak Media/Thinkstock
http://nrckids.org/CFOC3/PDFVersion/list.html
Creating a Foundation of Wellness in the Early Childhood Education Environment Chapter 1
involves what the National Association for the Education of Young Children (NAEYC) (NAEYC,
n.d.) calls intentionality. Intentionality depends on planning and deliberately intending to do
something. Planning in an early childhood curriculum makes teaching more effective. Looking
at the health, safety, and nutrition themes that are relevant and natural to the early childhood
classroom provides the educator with an abundance of resources. Themes related to wellness
can be covered throughout the early childhood environment, during bathroom time, meals
and snacks, circle time, story corner, outdoor play, field trips, and other times.
Teachable Moments
In addition to deliberate curriculum planning, caregivers need to use the opportunities of
teachable moments. Teachable moments are unplanned questions, events, and other
opportunities that pop up during the course of the day. They are recognized by the teacher
as a chance to point out or demonstrate a lesson
for children to learn. These moments are quick and
require a deviation from the planned course but can
also evolve into a complete lesson (Lewis, n.d.).
An example of a teachable moment is when a
childs tooth falls out in class. Of course, this event
is unplanned. The caregiver can talk about how
new teeth come in, tooth brushing, flossing, healthy
foods, or a visit to the dentist. The next days theme
could be dental care. During circle time, the educa-
tor can bring in an egg carton to use upside down as
teeth, and each child can floss with a piece of yarn
(Hackett & KinderArt, n.d.). At snack time, a variety
of snacks can be set out and sorted into a healthy
basket and an unhealthy basket. Art time may
have children going through magazines and finding
items used in tooth brushing and tooth care (e.g.,
water, toothpaste, dental floss, and fluoride rinse
advertisements; also apples, carrot sticks, and celery). Teachable moments increase the rel-
evance of topics to childrens day-to-day lives.
A challenge to incorporating wellness into an early childhood setting is to do it in develop-
mentally and culturally appropriate ways. Children at different developmental stages handle
information differently. Children usually lose their first baby tooth at approximately 6 years
of age, but it can happen as early as age 4, and a younger child may not be emotion-
ally prepared to see a tooth fall out. Caregivers can help to normalize, or transform into
something ordinary, the event for the children in their care by explaining that all children
lose their baby teeth to make room for their adult
teeth. Explaining that their gums may feel a bit sore
and may bleed a little, but that this is also natural
(Better Health Channel, 2010), can offer support
to children who may be concerned. Caregivers can
also try to distract children by talking about putting
the tooth under the childs pillow for the tooth fairy
and compare this story with traditions of children
around the world regarding what to do with teeth
Skilled adults can recognize teachable moments,
or times to share a lesson with a young child.
Teachable moments can occur any time.
iStockphoto/Thinkstock
Ateachablemomentisanunan-
ticipatedopportunitywhensome-
thinghappensthatcanbeusedto
teachchildrenanewconceptor
skillortoreinforceanemerging
conceptorskill.
A Systems Model for Nutrition, Health, and Safety Chapter 1
after they have fallen out, such as throwing the tooth on the roof (Dominican Republic,
Greece, Botswana), making the tooth into a piece of jewelry (Costa Rica, Chile), or burying
it (Malaysia, Turkey,Russia).
1.4 A Systems Model for Nutrition, Health, and Safety
When thinking about children, it is important to remember they are not solitary beings, but
part of larger groups that interact, and that this belonging and interaction influence the child.
According to ecological systems theory, as outlined in Figure 1.2, children develop within
diverse systems that interact differently with each child according to his or her age (Santrock,
2006). These groups interact and are part of larger systems nested within each other. The
system closest to the child is the microsystem. The microsystem includes the family, the
particular classroom in center-based care, and the peers with whom a child interacts. The
microsystem is embedded within the exosystem. The exosystem includes the neighborhood
a child lives in, the larger center-based care facility, and the surrounding community. These
systems are nested within the macrosystem. The macrosystem consists of ones culture,
societal practices, political system, and nationality. All of these components influence those
systems with which families and their children regularly engage, such as neighborhoods, fam-
ily friends, church groups, schools, and peers.
The ecological system can be thought of as a set of nested baskets, snugly encircling and
supporting each other. The interaction between these systems goes two ways: The systems
influence the child (e.g., parents have to adhere to laws specifying how long a child uses a
car seat), and the child influences the systems (e.g., a very precocious child may display a
level of maturity and self-control that results in a caregiver making that child a leader in the
classroom). Very young children are included in a number of specific groups within this system
that directly influence the nutrition, health, and safety of children: their family, the center they
attend, and the community at large.
The Family
At the center of the model is the microsys-
tem, which includes the family. Families play
a critical role in the nutrition habits of
young children. What the family chooses
to buy at the grocery store and serve
during meals can lead to lifelong eating
patterns for children. In most families
there is a gatekeeper who is primar-
ily responsible for the selection of food,
Figure 1.2: Ecological Systems Theory
Bronfenbrenners theory of interrelated systems
From: Bronfenbrenner, U. (1979). The ecology of human development:
Experiments by nature and design. Cambridge, MA: Harvard University
Press. Reprinted by permission.
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Microsystem
Exosystem
Macrosystem
Political
Systems
Health
Agencies
Culture SocietyMass
Media
Economics
Family
Nationality
Religious Setting
Peers
Classroom
Community School
ECE214_01_ch01_001-028_CS4.indd 7 5/24/13 9:23 AM
A Systems Model for Nutrition, Health, and Safety Chapter 1
meal planning, and meal preparation. When this person includes a variety of nutritious foods
(e.g., fresh fruits and vegetables, fish, chicken, lean meats, dairy, whole-grain bread and
pasta, and rice), children are exposed to many foods rich in flavor that will instill in them an
enjoyment of healthy foods. On the other hand, families that choose mostly fast foods or
prepared foods containing high levels of sugar, sodium, preservatives, and fat can condition
children to crave sweet, salty, high-calorie foods that can lead to childhood diseases such
as obesity and heart disease. Recent research indicates that the brain becomes used to the
jolt it gets when we ingest processed foods high in sugar, sodium, and fat, which can
make improvements to a healthier lifestyle even more difficult later in life (Greviskes, 2010).
The nutritional choices a family makes can have a huge impact on the health of a child.
This can be important later in the childs life,
when peer influence becomes more important
in determining food choices and eating habits
when away from home: for instance at school,
at a friends house, or when out to dinner with
significant others.
One component of the exosystem includes the
societal laws that relate to child safety, which
influence the family. There are local, state, and
national rules, regulations, and laws related
to everything from the use of car safety seats,
to the use of lead paint, to the iron levels of
commercial formula mix. However, primary
caregivers, such as parents, guardians, and/or
custodians, are the first line of defense for the
safety of the child. Parents are responsible for
making sure their children are in the right car seat, and that the car seat is installed properly.
Parents need to make sure that the toys their children play with are not covered in lead-
based paint, and that the peeling paint on the trim and woodwork of an old house does not
containlead.
However, parents are not alone. Various support networks and information sources are avail-
able to parents to help them ensure the safest environment possible for their young children.
Many of these resources are available from the local community (e.g., local lead abatement
programs, soil testing programs) and some from the federal community (see the later section
on Health and Safety).
The Community
A community can be defined in a number of ways. Merriam-Webster alone has 18 different
definitions of the word. A few salient versions are a unified body of individuals, an inter-
acting population of various kinds of individuals . . . in a common location, and society at
large. Viewing community from a number of perspectives can identify a variety of ways in
which a community can support the nutrition, health, and safety of children.
A community of prekindergarten parents can serve as a support system for each other,
exchanging ideas on nutritious recipes, appropriate bedtime, and playtime activities and
books. They can be a sounding board for ideas, provide feedback on parenting practices, and
serve as a normalizing influence when parents of young children need to feel that they are not
Families come in many different formations.
Jack Hollingsworth/Thinkstock
A Systems Model for Nutrition, Health, and Safety Chapter 1
alone. A community of parents of children with
special needs can serve all of the above func-
tions, and also share creative and innovative
ideas for customizing play equipment and eat-
ing utensils so that their children can use them
despite the limitations of their disabilities. This
will help to improve the nutrition and health of
these children (e.g., customizing eating utensils
to increase the amount of dietary intake a child
receives) while keeping the children safe (e.g.,
using communication boards to improve inter-
action and decrease communication-related
behavior problems). A community of a particu-
lar cultural group or religious affiliation can also
serve these same purposes, while sharing their
rituals, beliefs, and customs in a supportive
environment. Children in all of these groups can
expand and develop their own sense of self within these communities. Another group may
include the caregivers who care for young children while parents work. In fact, caregivers are
an important part of some parents communities.
The School or Early Childhood
Education Center
The school or early childhood education center per-
sonnel can be an important influence on the lives
of the children in their care, and on the parents of these children. There are various rules,
regulations, and laws related to the nutritional standards and safety practices to which child
care facilities must adhere (see the sections on Health and Nutrition and Health and Safety).
Many children spend up to eight or nine hours a day in child care facilities and a number of
meals and snacks are provided to children during that time. These meals and snacks provide
excellent opportunities for caregivers to discuss nutritious foods with children, make recom-
mendations, and influence the choices children make. Caregivers can also talk to parents at
the end of the day to inform them of what their child did or did not eat that day. Caregivers
can report a childs delight in trying a new food (e.g., star fruit), dislike of a newly introduced
vegetable (e.g., baked yams), and possible food allergies that may arise from a particular food
offering (e.g., a child may be allergic to soy yogurt but the parents do not know because they
do not keep soy yogurt in the home). One strategy for caregivers to communicate with par-
ents regarding their childrens eating habits would be to create a short form that caregivers
could fill in each day and give to parents at pick-up time. The form could include highlights
of the childs day related to behavioral, social, and emotional events noted by all caregivers
during the day. Another idea would be for a designated caregiver to greet parents at pick-up
time to apprise them of a childs notable events from the day.
Ensuring the safety of children in center-based care goes beyond adhering to the various rules,
regulations, and laws associated with running a child care center. For many children, learning
to function in a group requires an understanding of the various rules and regulations associ-
ated with being a part of a community. Keeping ones hands to oneself, taking turns, sharing,
and respecting the personal space of other children not only helps the center to run smoothly,
Suburban communities often have sidewalks and
plenty of green spaces that encourage outdoor
activities. iStockphoto/Thinkstock
Communitiescansupportthenutri-
tion,health,andsafetyofchildren.
National Initiatives and Government Support Chapter 1
it also teaches children how to conduct themselves in a group. Rules not only help children to
be safe, they also facilitate school readiness. Child care providers can be an integral part of
the community that surrounds a child and can be an important ally to parents in helping to
ensure the best child outcomes possible.
1.5 National Initiatives and Government Support
The U.S. government has a long history of support for the healthy growth of children.
Government support for nutrition, health, and safety has come in many forms: through edu-
cational materials available in print or online, financial assistance for families in need, and laws
and regulations protecting children against environmental hazards. The following sections
describe various initiatives and standards intended to promote better child outcomes.
Health and Nutrition
We Can!
In February 2010, First Lady Michelle Obama unveiled a nationwide initiative against child-
hood obesity (U.S. Department of Health and Human Services, National Institutes of Health,
& National Heart, Lung, and Blood Institute, 2010). The program, entitled Ways to Enhance
Childrens Activity & Nutrition (We Can!), aims to provide caregivers, community organiza-
tions, and healthcare providers with resources and tools to improve the health and nutrition of
the nations youth. As the logo illustrates, this is a dynamic program aimed at improving both
childrens and adults knowledge of and involvement with health and nutrition. Although
Michelle Obamas initiative focuses on children ages 813, the We Can! program provides
resources with estimated calorie requirements for sedentary, moderately active, and active
children as young as age 2, suggesting that healthy nutrition is important for young chil-
dren (U.S. Department of Health and Human Services,
& U.S. Department of Agriculture, 2005). Early child
care providers can use these guidelines to direct chil-
dren toward better food choices during center-based
meal time and make other nutritional suggestions dur-
ing snack time
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Employees
45,000
M
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
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Employees
45,000
F
Employees
45,000
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Employees
45,000
F
Employees
45,000
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Employees
45,000
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Employees
45,000
F
Employees
45,000
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Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
F
Employees
45,000
M
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F
Employees
45,000
F
Employees
45,000
M
Employees
45,000
M
Employees
45,000
F
Employees
45,000
M
Employees
45,000
F 1
DELINQUENCY 4
Why are forecasts important to organizations?
Explain the role of regression analysis in business decision-making. What are the important properties of regression coefficients? Distinguish between correlation and regression analysis.
What is the difference between a causal model and a time series model?
The following are our company’s annual sales ($ million) data from 2015 to 2021. Use the trend equation to forecast sales for 2025.
Year
2015
2016
2017
2018
2019
2020
2021
Sales
$000,000
16
17
25
28
32
43
50
Why are forecasts important to organizations?
Explain the role of regression analysis in business decision-making. What are the important properties of regression coefficients? Distinguish between correlation and regression analysis.
What is the difference between a causal model and a time series model?
The following are our company’s annual sales ($ million) data from 2015 to 2021. Use the trend equation to forecast sales for 2025.
Year
2015
2016
2017
2018
2019
2020
2021
Sales
$000,000
16
17
25
28
32
43
50