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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Nutrition to Support Healthy Growth   |  21 and the teacher explained what she was doing as she cooked the carrot strips (in this case, using a steamer with appropriate safety precautions). While the children waited for the carrots to cook, the teacher gave them crayons and paper and asked them to draw carrots, thinking not only about the carrots’ colors, sizes, and shapes, but also about how they grow. As the children drew their carrot pictures, the teacher visited each child and said, “Tell me about your carrot.” While holding a pencil, she said, “I’ll write your story for you on your paper. What should I write?” She wrote one or two sentences dictated by the child. Then the small groups came together and the teacher read each child’s story to the class as she showed the pictures. The class agreed to put the pictures together and make a book about carrots. They decided on a title, and the teacher stapled the pictures together. The children then tasted the cooked carrots and the thinly sliced fresh carrots and put a sticker under a raw carrot or cooked carrot picture to indicate which one they liked the best. Together the class counted how many children liked the cooked carrot most and how many children liked the raw carrots most. The cook explained she will serve both cooked and raw carrots during the coming weeks. WHAT IT MEANS One child may like thin strips of raw carrot, while another one may prefer cooked carrots. Sharing the wonder and being excited about trying new foods can have a profound influence on children and their attitudes toward trying and liking a variety of foods. By using the technique of emergent curriculum (as exemplified in the scenario above), teachers can involve children in decisions about trying new foods while guiding the experience with a sound knowledge of nutritional health and development. Physical Activity Physical activity goes hand in hand with good nutrition in promoting healthy growth and development. Caregivers can help children be active by planning adequate time for supervised outdoor play every day when the weather permits. Aim to ensure that for every hour spent in a quiet activity like reading, ten minutes or more are spent in activities that in- volve active movement. Appendix 8 has suggestions for promoting physi- cal activity in early childhood settings. COPYRIGHTED MATERIAL