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Dahlberg, G, Moss, P, & Pence, A 1999, ‘Chapter 3 Constructing early childhood: what do we think it is?’, Beyond Quality In Early Childhood Education And Care : Postmodern Perspectives, London: Taylor & Francis Routledge, eBook Collection (EBSCOhost), EBSCOhost, viewed 7 November 2019. Moss, P 2018, Alternative Narratives in Early Childhood : An Introduction for Students and Practitioners, Contesting Early Childhood Ser, Milton: Routledge, viewed 07 March 2020, < http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ca t00097a&AN=deakin.b3957697&authtype=sso&custid=deakin&site=eds-live&scope=site>. Chapter 7 Posthumanism, the posthuman child, pedagogy especially 'The posthuman child' (pp. 148-150). Rogoff, B 2003, 'Chapter 1: Orienting concepts and ways of understanding the cultural nature of human development', The cultural nature of human development, Oxford University Press, Oxford. 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For further information visit: https://yogakids.com/ AIHW 2013, Children's Headline Indicators, Australian Government, Australian Institute of Health and Welfare, 07 March 2020, http://www.aihw.gov.au/chi/ A comprehensive compendium of national headline indicators for children’s health, development and wellbeing (Birth to 12 years). DET 2017, Best Start, State Government of Victoria, Department of Education and Training, retrieved 07 March 2020, < https://www.education.vic.gov.au/about/programs/Pages/beststart.aspx >. Review this Victorian government early years learning, health and development initiative at the weblink above. Goldfeld, S 2019, Can we achieve equity in child health and development in a generation, Melbourne, February 2019 Multiple perspectives, agendas and methodologies, Centre for Community Child Health, Royal Children's Hospital & Murdoch Children's Research Institute. Sims, M 2017, 'Social determinants of health and wellbeing', in Garvis, S & Pendergast, D (eds), Health & Wellbeing in Childhood, 2nd edition, Port Melbourne, Cambridge University Press, pp. 126140. [Or earlier edition] Sims, M 2014, 'Social determinants of health and wellbeing', in Garvis, S & Pendergast, D (eds), Health & Wellbeing in Childhood, Port Melbourne, Cambridge University Press, pp. 103-13. Dudley, D, Telford, A, Peralta, L, Stonehouse, C & Winslade, M 2018, Teaching Quality Health & Physical Education, Cengage Learning Australia, South Melbourne, VIC, Chapter 4 Authentic learning and assessment in primary health and physical education, pp. 72-103. Meldrum, K, & Peters, J 2012, Learning To Teach Health And Physical Education: The Student, The Teacher And The Curriculum, n.p.: Frenchs Forest, N.S.W. : Pearson Australia, Chapter 11 Assessment in health and physical education. Beamish, W & Saggers, B 2017, 'Strengthening social and emotional learning in children with special needs', in Garvis, S & Pendergast, D (eds), Health & Wellbeing in Childhood, Port Melbourne, Cambridge University Press, pp. 333-348, (Chapter 21) [Or previous edition] Beamish, W & Saggers, B 2014, 'Strengthening social and emotional learning in children with special needs', in Garvis, S & Pendergast, D (eds), Health & Wellbeing in Childhood, Port Melbourne, Cambridge University Press, pp. 30-316.^ Kennedy, A 2009, ‘Respecting difference: an ethical duty,’ Every Child, vol. 15, no. 2, p. 8. Meldrum, K & Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Australia, Frenchs Forest, NSW (Chapter 4). o Stephanie Alexander Kitchen and Garden https://www.kitchengardenfoundation.org.au/ o Edible Schoolyard https://esynola.org/ Stephanie Alexander Kitchen and Garden program is a national-wide health and wellbeing program in Australia, and Edible Schoolyard is a local-based program run by FirstLine Schools, a five school nextwork organisation in New Orleans, the program curriculum itself was introduced by Alice Waters, a chef who initially designed this program. While these two programs have many things in common in terms of their mission and the way they run a program, the latter is designed focusing more on its school community and local community connection. In order to refer to its curriculum for Edible Schoolyard, I have tried to get National Health Education Standard and Louisiana Student standard, but I can't access the web page. https://webapps.doe.louisiana.gov https://webapps.doe.louisiana.gov/academics/academic-standards For Australia I'm thinking Harold's healthy Play Day https://www.lifeeducation.org.au/parents/preschool-becominghealthy For America I'm thinking Triple Play https://www.bgca.org/programs/sports-recreation/triple-play I'm unsure if they are suitable choices for this assignment. Alexandra, I think these programs appear to be reasonably analogous. I think you could go ahead and work with analysing them. In your investigation you might want to focus on why there is more emphasis on obesity prevention with the US program in comparison with Australia. This might tell you something about the framing of the US program is it taking a strengths-based health promotion approach or is it more a deficit-model in philosophy? Llewellyn <<< Replied to post below >>> Authored by: ALEXANDRA MATZENBACHER DUARTE Authored on: 04 April, 2020 12:36 PM Subject: physical activity and nutrition programs Hello, I have chosen to work with physical activity and healthy eating programs. In Australia I wanted to use Munch & Move and I would like to campare it with the American HEALTHY KIDS, HEALTHY FUTURE , but the latter focuses on preventing child obesity through physical activity and healthy eating. Would this comparison be appropriate? Most American programs I found focus on child obesity, while on the Australian one this is not mentioned. Kind regards, Alexandra Duarte
