World Health Organisation (WHO) describes health promotion

human organism health Organisation (WHO) describes wellness promotionThe World Health Organisation (WHO) describes health promotion asthe process of change people to increase temper over, and to improve their health. (WHO 1986, p.11)Through discussion with the luff of Establishment and members of supply at Kirklandpark Nursery, staff wished to incorporate diet and alimentation into their room planning. They felt this would be an in force(p) playing area of focus as the nursery was performanceing towards its silver award in the Health Promoting Nurseries. provide too informed me that what I carried verboten would be employ as evidence towards this.One of the strategies that educators can exercise to labour the health and welfare within childrens profits is the enablement schema. This necessitates to ensure thither are equal chances for completely in all to reach optimum health (Naidoo and Wills, 200086).This strategy also helps people hit the ceiling their k nowledge and skills in health matters, so they can recognise and dispense with health issues in their lives (Naidoo and Wills, 200962).Within the Curriculum for Excellence (CfE) there is a significant focus on the curriculum area health and wellbeing. In the experiences and outcomes there is a section on Food and Health, which aspires children to build on their existing skills and knowledge to create better food selections for a fitter future.According to the Curriculum for Excellenceprinciples and practiceA poorly equilibrate diet can contribute to the risk of developing a bet of diseases and conditions including tooth decay, obesity, certain cancers, diabetes, coronary heart disease and stroke ( economical Executive 2007, p.7)With the CfEs mind in mind, and having liaised with children and staff, I planned an experience and used the enablement strategy to crowd this. Observation 5 demonstrates that children were enabled with breeding and knowledge intimately the reasons fo r their own health, as we discussed why healthy/unhealthy foods were ripe and not so exhaustively for our bodies.While confident about the general promotion of health and wellbeing, when educating the children on the causes of their own health. I initially found it difficult to explain exactly what unhealthy foods can do to our bodies. I consulted my mentor for ideas and she provided me with suggestions on how I could implement this. I strongly feel this is an area for development.The enablement strategy resembles the empowerment strategy as it requires practitioners to act as a facilitator, then whole tone back, giving control to society (Naidoo and Wills, 2009)Adventures in Foodland is a rout which aims to steer educators in positively inspiring children to acquire a taste for take in healthily at a teenaged age. (NHS Health Scotland, 2003). I used the enablement strategy to do this.As an educator I found this pack extremely relevant and helpful. In remark 7 the children were given control as they informed me which foods they would like to distort. I listened and acted as the facilitator by acquire the foods, helping to prepare them and then stepping back, allowing the children to be in control. The children were given the choice to try the foods which I provided them. A social learning theorist, Albert Bandura believed that children copy others who pee more power than them e.g. adults (Sayers, 2008 cited in Flanagan 2004) In observation 7 I was a pricy role model and tried the foods with the children, which encouraged others to try as well.I also used the educational strategy. This is similar to the enablement strategy as it aims to provide people with knowledge and information, in wander for them to set about a choice about the way they feel about their health. (Naidoo and Wills, 2000)The educational strategy differs from the behaviour change strategy as it does not cultivate a person change the way they do things but instead encourages c hange (Naidoo and Wills 2000).The National Care Standards, Standard 3.3 Health and Wellbeing stateschildren and young people have opportunities to learn about healthy lifestyles and relationships, hygiene, diet and in-person safety ( Scots Executive, 2009).Diet and nutrition relates to this standard and links with the educational and enablement strategy I used. The children were given equal opportunities to learn about these stated in standard 3.3. In observation 7 I used a turgid criminal record with the children to gather their ideas on hygiene and personal safety. I strongly believe that doing this was a useful and effective way in gathering ideas to further the health and well-being to everyone in the setting.I explained to the children what the book would be used for, I listened to their ideas and worked in a team with all partners. I was also assertive in speaking to children about the big book, and consulting them about ideas.My mentor offered valuable feedback and encou raged me to consult more with parents and extract them their childs work.A publication by Her Majestys Inspectorate of Educations (HMIE) titled How good is our school? The Journey to Excellence promotes well-being and respect. In dimension 9 there is an aspect on promoting positive healthy attitudes and behaviours (HMIE, 2006)This links with the educational strategy I used as it encourages and provides people with the knowledge and information they need to realize choices.Observation 6 demonstrates how important the educational strategy is in providing children with knowledge of a healthy match diet. This allowed children to think about what they eat. Some children thought differently and changed their views in a positive way. However, I found it difficult to explain what was meant by a healthy balanced diet in words that children would understand. I came across the eatwell plate by and by finishing the project which would have been a fantastic resource to use with the children and help further their reasonableness. For my continuing professional development I aim to focus on how to better myself in finding other ship canal to communicate with children effectively when explaining what is meant by a healthy balanced diet.protagonism is a further strategy used to promote health and wellbeing. protagonism means talking on out for well-nighone, such as a child, parent or a subject matter (Hall and Elliman 2007).Advocacy is also about expanding peoples knowledge on the health matter. (Naidoo and Wills 2009)Improving Health in Scotland The Challenge aims to better the health of people living in Scotland (Scottish Executive, 2003) I used advocacy to do so by speaking out for the children in regards to their diet and nutrition. Observation 2 helped to expand knowledge among children, parents and staff regarding this. I helped change the home corner into a harvest-feast and veggie shop. Multi-agency working was used and I demonstrated assertiveness in pose my point across when communicating with staff about which ways to promote health and wellbeing.I also employed the enablement and the empowerment strategy when I acted as the facilitator and allowed the children to take control of the experience, as they chose which resources they wanted to go in their shop.The Schools (Health advance and Nutrition) (Scotland) Act 2007 puts emphasis on health promotion being a huge part of the activities provided in schools.(Scottish Government, 2007) The 10 learning experiences I carried out played a significant part in promoting the health and wellbeing of others.I feel the enablement and empowerment strategy was successful in promoting health and wellbeing to all partners. The children were given choice and were in control. Parents were also empowered to take control and choose to take on age the knowledge provided. I entangled parents by writing on the whiten board to inform them of what the children had been learning. This ties in with the nut ritional Guidelines for proto(prenominal) Years as it encourages educators to speak to parents daily to inform them what was available for snack (Scottish Executive, 2006) In observation 10 Ms grandfather told me he had never considered making fruit kebabs before but he liked the idea and intended to make them for Ms birthday party at the weekend. A further area I can improve on is building relationships with all parents.I also feel the educational strategy worked in the sense that some children made healthier choices at snack and at home. This also promoted health and wellbeing for parents as their child was influencing healthier choices at home. A some children continued to make unhealthy choices by asking for a biscuit at snack. As the educational strategy encourages rather than instructs change, this did not work well with a couple of the children/parents.If I had more cartridge clip, I would involve parents and other commercial partners more, such as Sainsburys and deepen c hildren and parents understanding further.My mentor also said if I had longer I could make parents more involved, by inviting them for snack and encouraging them to help out, such as taking the children to the shops to buy snack.In conclusion, I feel my ability to promote the health and wellbeing in the area diet and nutrition to service users in Kirklandpark nursery was done well considering the short period of time I had. I took account of literature, national advice and my mentors feedback. The strategies I used were effective and my findings from literature, government publications and initiatives helped me discuss this. By doing this project it has made me realise there are strategies I need to work on in order to professionally develop.WORD COUNT 1648ReferencesHall, D. and Elliman, D. (2003). Health For All Children (4th Edition). Oxford Medical Publications.HMIE (2006) How good is our school? A Journey to Excellence, LivingstonNaidoo, J. and Wills, J. (2009) Foundations for H ealth Promotion (3rd Edition)Naidoo, J. and Wills, J (2000) Health Promotion Foundations for Practice (2nd Edition)NHS Scotland (2003) Adventures in Foodland, EdinburghSayers, S. (2008) HNC Early Education and Childcare HeinemannScottish Executive (2007) Curriculum for Excellence health and wellbeing principles and practice,Learning and Teaching ScotlandScottish Executive (2003) Improving Health in Scotland The Challenge, EdinburghScottish Executive (2006) Nutritional guidelines for azoic years food choices for children aged 1-5 years in early education and childcare settings, EdinburghScottish Executive (2009) The National Care Standards for Early Education and Childcare up to the Age of 16 Standard 3 Health and WellbeingWorld Health Organization (1998) Health Promotion Glossary Switzerland World Health Organization