1. CE220 Unit 3: Health Literacy and Multiculturalism Professor: Lindsey Russo Please have your textbook nearby. Feel free to chat with each other. We will start class at 8 PM ET!

2. Health Literacy "The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions". ( Health People 2010) Skills needed for health literacy Common applications Importance of being health literate How can we as ECP increase health literacy of parents whose children we care for? (http://nnlm.gov/outreach/consumer/hlthlit.html)

3. Teaching health literacy early on We as ECP can start promoting and teaching health literacy from day 1! Infants-toddlers: talking, reading, modeling, providing learning toys Preschool: reading health-related books, sharing health-related experiences, providing a lot of print (labeling, signs), teach vocabulary, field trips, pretend play centers and toys, modeling Kindergarten and up: reading, writing, research, computers, group projects, field trips, modeling (http://www.readingrockets.org/article/231)

4. Multiculturalism Health literacy (http://www.health.gov/communication/literacy/) Fluency in English and access to translators or material in their first language Different cultures have differing views on how they view their own health and who they see regarding health issues Food/nutrition (http://www.mypyramid.gov/) Explore food from different cultures with children Be aware of food allergies Holidays lend themselves nicely to experiencing different types of food Address food pyramid

5. Scenario for discussion "Rachel Quick and Maria DeCasa, two friends in Cara's 4-yr- old class, bring lunch to school every day. Maria brings meals prepared at home: rice and beans, a piece of fruit, and a thermos with a cold tropical juice drink. Rachel usually brings a store-bought brightly colored, pre-packaged children's meal with processed meat and crackers, a sugary dessert and a soda. Maria wants to eat lunches like her friend at school and has become disinterested in her own food. Mrs. DeCasa expresses to Cara her concern with her daughter's interest in pre-packaged foods and does not want her daughter to eat those kinds of "American" meals. As an aside, Rachel's mother and father are busy executives and do not have time to prepare lunches for their child to bring to school."

6. Questions about scenario As an ECP, how can you help Maria's mother understand Rachel's family situation? What can Maria's mom do to make Maria's meal more appealing? What can be done to encourage Rachel's family to send her to school with healthier foods? What kinds of activities will help children and their families understand different cultures?

7. Weekly Reminders Read Web Resources Discussion Board: Post responses to BOTH discussion questions Participate in meaningful dialogue with your classmates throughout the unit Begin Unit 4 Project Post response to Seminar Option 2 IF you do not attend seminar

8. Project In this unit, you'll begin working on a 5-day menu for the age group of your choice that you will submit by the end of Unit 4. Your menu will include alternative choices for children with wheat and nut allergies and for vegetarian children. Use this form to create your menu, which will be based on the USDA Food Guide Pyramid for children.form

9. References Health Literacy: Definition, Skills Needed for Health Literacy.(n.d.). Retrieved May 26, 2008 from http://nnlm.gov/outreach/consumer/hlthlit.html http://nnlm.gov/outreach/consumer/hlthlit.html Developmentally Appropriate Practices for Young Children: Recommendations for Teaching Practices.(n.d.). Retrieved May 26, 2008 from http://www.readingrockets.org/article/231http://www.readingrockets.org/article/231 http://www.health.gov/communication/literacy/ http://www.mypyramid.gov/