Brain Development And Early Childhood Education

Experts tell us that 90% of all brain development occurs by the age of five. If we don’t begin thinking about education in the early years, our children are at risk of falling behind by the time they start Kindergarten, This Is why Early Childhood Education Is so Important. Infants and toddlers learn about themselves and their world during interactions with others. Brain connections that lead to later success grow out of nurturing, supportive and predictable care. This type of caregiver fosters child curiosity, creativity and self- confidence.
Young children need safety, love, conversation and a stimulating environment to develop and keep important synapses in the brain. During the first 3 years of life, children experience the world In a more complete way than children of any other age. The brain takes in the external world through its system of sight, hearing, smell, touch and taste. This means that infant social, emotional, cognitive, physical and language development are stimulated during multistory experiences. Infants and toddlers need the opportunity to participate in a world filled with dominating sights, sounds and people.
Before children are able to talk, emotional expressions are the language of relationships. Research shows that infants’ positive and negative emotions, and caregivers’ sensitive responsiveness to them, can help early brain development. For example, shared positive emotion between a caregiver and an Infant, such as laughter and smiling. Engages brain activity in good ways and promotes feelings of security. Also, when interactions are accompanied by lots of emotion, they are more readily remembered and recalled.

The primary giver, when providing consistent and predictable nurturing to the Infant creates what is known as a “secure” attachment. This is accomplished in that rhythmic dance between infant and caregiver; the loving cuddles, hugs, smiles and noises that pass between caregiver and infant. Should this dance be out of step. Unpredictable, highly inconsistent or chaotic an “insecure” attachment is formed. When attachments are secure the infant learns that it Is lovable and loved, that adults will provide nurture and care and that the world is a safe place.
When attachment is insecure the infant learns the opposite. As the child grows from a base of secure attachment he or she becomes ready to love and be a friend. A secure attachment creates the capacity to tort and maintain healthy emotional bonds Witt another. Attachment is the template through which we view the world and people in The brain grows from the bottom to the top. Each of the core strengths is it. Related to a stage and site of brain growth. In infancy attachment bonds are acquired and lay down emotional signals deep within the brain.
At the same time the brain tem is seeing to it that bodily functions can be self-regulated. Later on in childhood the emotional centers of the brain come under increasing control so temper tantrums disappear and the child controls their emotional life. In mid-childhood the child’s brain begins to develop the capacity to think and reflect on the external environment. It is at this stage when the frontal areas of the brain begin to mature and it is at this stage in brain growth when the core strengths of affiliation, attainment, tolerance and respect can mature as well.
Reading aloud with hillier is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read. Babies show excitement by widening their eyes and moving their arms and legs when looking at a book with pictures of babies or other familiar objects. Babies learn from conversations even when they cannot understand what you are saying. When babies hear the same words over and over, the parts of the brain that handle speech and language develop. Talk to them as you are changing their diaper or feeding them.
Get down on he floor with them when they are playing. Use this opportunity to talk about the different toys they have. You can talk about the color of the object or make noises, such as a car goes broom, broom. In infancy and early childhood, play is the activity through which children learn to recognize colors and shapes, tastes and sounds, the very building blocks of reality. Play also provides pathways to love and social connection. In early childhood, play helps children develop skills they can’t get in any other way.
Babbling, for example, is a self-initiated form of play through which infants create the sounds they need to learn the language of their parents. Likewise, children teach themselves to crawl, stand, and walk through repetitious practice play. At the preschool level, children engage in dramatic play and learn who is a leader, who is a follower, who is outgoing, who is shy. They also learn to negotiate their own conflicts. Study after study explicitly and unambiguously documents that what happens during the early years is critical to a child’s long-term cognitive and behavioral development, physical growth in childhood, and health in adulthood.
Modern brain and child development research supports the need to provide nurturing, educationally stimulating, safe environments and experiences in the early years. A strong and nurturing relationship between children and adults is the most basic ingredient for growing up healthy. Supporting the whole child – physically, socially, and emotionally – provides a baseline for positive experiences from which the child can learn, grow, and thrive. These experiences shape a child’s life and create a strong, foundational web of support that positively contributes to their future.


Importance of Health and Safety in Early Childhood

Importance of Health and safety in early childhood When opening a centre one of the most important things is Health and Safety. Making sure that the children, families and teachers are in a safe and healthy environment is paramount. The centre should ensure that all teachers and management have the same expectations regarding health and safety, that’s why it is important that everyone reads the Licensing Criteria for Early Childhood and Care Centres 2008 which clearly states the high standard that everyone has to abide by.
Three really important practices from the Licensing Criteria are “Providing a Safe Environment”, “Identifying and responding to childhood illness” and “Nutrition across the Early Years”. As per the regulations of the licensing criteria premises and facilities standard it is up to the management and teachers to insure the premises that are being used provide sufficient and suitable space for a range of activities, eating, sleeping, toileting and food preparation to cater for a number and age range of children.
With this in mind teachers need to be mindful when setting up the environment to make sure that they are putting out equipment that is safe and will support the child’s development. The environment needs to be set out in a way that is appealing to children and offers a range of activities, a space for quiet activities, room for physical play and spaces for a range of group and individual learning experiences that are age and ability appropriate for all children’s learning, also making sure that the environment does not impact on the supervision of the children.

It is up to the teachers to be responsible in keeping the environment safe by doing regular safety checks and noting down any equipment that needs fixing. Being able to Identify and respond to childhood illness is an important part of the teacher’s role. Teachers should be knowledgeable in all illnesses, especially contagious and infectious illness. When working at a centre all teachers should be familiar with the centres policy on illness and how to deal with it accordingly, also when new families start at the centre the parents should be shown or given a copy of the policy so they are also familiar with the centres policy on illness.
It is up to the teachers to unsure that if a child becomes unwell while attending the centre they are kept either in a separate room or a safe distance from other children so as to minimise the spread of the infection. Making sure all linen used by children is hygienically cleaned is one way to stop the spread of infection. In accordance with the licensing criteria teachers must keep a written record of all serious illnesses that occur at the centre.
Concentrating on the Healthy side of health and safety it is up to the teachers to promote the importance of healthy and good nutrition to the children. Some fun and interesting ways teachers can teach children about healthy eating and good nutrition is getting the children involved in setting up and growing a vegetable garden, allowing the children to help with the preparation of meals giving the teacher the opportunity to talk about the different foods and which ones are healthy choices to eat.
As teachers we are constantly being observed by the children so therefore we should be role modelling healthy eating by eating fruit with the children and making sure to only drink water around the children, no sugary drinks. By doing this we are also keeping in accordance with the licensing criteria by supervising children while eating and offering water regularly. Children often learn more by observing others then by what they are told so as teachers we need to embrace their way of learning and lead by example.
To be successful in implementing the health and safety practices discussed above all teachers and management need to be are aware of the policies regarding all aspects of health and safety, then they will be knowledgeable in implementing it into the centre and will feel comfortable talking to parents about the relevant policies regarding their child’s well-being. With the help and guidance of the Licensing Criteria for Early Childhood Education and Care Centres 2008 there is no reason why a centre cannot set up a healthy and safe environment for children of all ages and abilities to further the child’s mental and physical development.
Reference List Marotz, L. R. , Cross, M. Z. , & Rush, J. M. (2005). Health, safety, and nutrition for the young child (6th ed. ). Clifton Park, NY: Delmar Learning. Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa/ Early childhood curriculum. Wellington: Learning Media. Ministry of Education. (2008). Licensing Criteria for Early Childhood Education and Care Centres 2008 And Early Childhood Education Curriculum Framework. Wellington: New Zealand Government. Retrieved 20 March, 2013, from http://www. lead. ece. govt. nz/ServiceTypes/CentreBasedECEServices. aspx.


History of Early Childhood Education – Comenius, Froebel, Montessori

Paper History of Early Childhood Education Comenius, Froebel, Montessori 1. John Amos Comenius John Amos Comenius (1592-1670) was a Czech theologian, philosopher, teacher and writer who thought education could improve society. He advocated universal textbooks & language and believed children would enjoy learning more if they were methodically taught in early years. Comenius thought instruction should move from general to specific, from easy to difficult and believed to engage children with nature. He taught that education began in the earliest days of childhood, and continued throughout life. Comenius believed in four different schools for different ages: -Nursery School – birth to 6 years of age, where hands-on learning, active experiences and sensory learning are of importance. 2 -Elementary (National) – ages 6 to 12 -Latin School (Gymnasium) – ages 13 -18 -Academy – gifted ages 19-24 From his point of view teachers should present lessons at a reasonable pace, use age-appropriate instruction, keep materials constantly before a child’s eyes and use a single method of instruction at all times.
Comenius rejected the conventional wisdom that children were inherently bad and that teachers needed to use corporal punishment to discipline them. 3 He was the first to promote continuing education and the first to advocate equal education for all, including women and the poor. Furthermore he wrote the Great Didactic (a textbook for curriculum and education) and was the first to use pictures in text books for teaching children (Orbis Pictus). “His philosophy of Pansophism (meaning ‘all knowledge’) attempted to incorporate theology, philosophy, and education into one. He believed that learning, spiritual, and emotional growth were all woven together” – especially in the teaching of children. “What Comenius referred to as the Via Lucis, or ‘way of light,’ was the pursuit of higher learning and spiritual enlightenment bound together. ” 4 In 1641/42 he was asked to completely restructure the school system of Sweden. As the Bishop of the Unitas Fratrum, the Moravian Church, Comenius was asked to be the first President of Harvard College, but declined. He died in Amsterdam in 1670. “Comenius’s theory incorporated spiritual love of human beings with emphasis on Nature’s goodness. 5 He was a naturalistic educator who believed children were innately good and learned most effectively and efficiently by examining objects in their immediate natural environment. “Comenius anticipated many practices associated with modern child-centered progressive education. ” 6 He believed that teaching should build on children’s interests and actively involve their senses. During his lifetime he published 154 books, mostly dealing with educational philosophy and theology. Known today as the ‘Father of Modern Education,’ he pioneered modern educational methods. 1Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 2Essa & Young (1994), p. 36 3www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 4Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 5www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 6www. wou. edu/~girodm/foundations/pioneers. pdf, p. 107 2. Friedrich Wilhelm August Froebel The German educationalist Friedrich Wilhelm August Froebel was born in 1782.
From 1798 to 1800 he was an apprentice to a forester and surveyor in Neuhaus, and attended the University of Jena from 1800 to 1802. In 1805 Froebel briefly studied architecture in Frankfurt, got hired as a teacher and took a short course with Johann Heinrich Pestalozzi at Yverdon, where he interned from 1808 to 1810. Although he accepted certain aspects of Pestalozzi’s method – the emphasis on nature, the permissive school atmosphere and the object lesson – he believed that Pestalozzi’s theory lacked an adequate philosophical foundation.

Froebel gave Pestalozzi’s object lesson a more symbolic meaning by saying that the concrete object was to stimulate recall of a corresponding idea in the child’s mind. He accepted Pestalozzi’s general method that saw schools as emotionally secure places for children, but he elevated the concept to a highly spiritual level. Like Pestalozzi, he wanted to prepare teachers who would be sensitive to children’s readiness and needs. 7 Furthermore Froebel studied languages and science at the University of Gottingen from 1810 to 1812 .
He wanted to identify linguistic structures that could be applied to language instruction. From 1812 to 1816 Froebel studied mineralogy at the University of Berlin. He believed the process of crystallization, moving from simple to complex, reflected a universal cosmic law that also governed human growth and development. Froebel was influenced by two trends in the first half of the 19th century: a resurgence of philosophical idealism and the rising nationalism of the post-Napoleonic eras.
Idealism emphasizes a spiritually based reality. Idealists saw the nation as embodying the world spirit on earth. During Froebel’s life, there were efforts to unite the various small German kingdoms into one large nation. He believed that an education that emphasized German traditions and folk tales would advance this cause. Froebel’s idealism was a reaction against the empiricism of Locke and Rosseau. However, his educational philosophy emphasized the dignity of child nature as recommended by Rousseau and Pestalozzi.
In 1816 Froebel established the Universal German Educational Institute at Griesheim. He moved the institute to Keilhau in 1817 where it functioned until 1829. In 1818 Froebel married Henrietta Wilhelmine Hoffmeister (1780–1839), who assisted him until her death. In 1831 Froebel established an institute at Wartensee on Lake Sempach in Switzerland and then relocated the school to Willisau. Froebel next operated an orphanage and boarding school at Burgdorf. He believed that every child’s inner self contained a spiritual essence that stimulated self-active learning.
He therefore designed the kindergarten system for children under the age of six (1837) that would be a prepared environment to externalize children’s interior spirituality through self-activity using play, songs, stories, and activities. He developed special materials (such as shaped wooden bricks and balls), a series of recommended activities (occupations) and movement activities (fine motor skills). This particular curriculum – now a standard part of early childhood education – stimulated children’s cognitive, social, emotional, creative and physical development.
Froebel’s reputation as an early childhood educator increased and kindergartens were established throughout the German states. In 1852 Froebel passed away. By the end of the nineteenth century, kindergartens had been established throughout Europe and North America. 4 7http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html 3. Maria Montessori On August 31st, 1870 Maria Montessori was born at Chiaravalle, Italy. Her father, Alessandro Montessori, worked for the civil service, and her mother, Renilde Stoppani, came from an academic family and was well educated.
The Montessori family moved to Rome in 1875, and the following year Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. At 12, Montessori expressed her intention to attend what was called a technical school for her secondary education, which was unusual at the time as most girls who pursued secondary education studied the classics. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, which she entered with the intention of becoming an engineer.
This decision didn’t find favor with her father, who believed that the education of females should be restricted to certain subjects. Upon her graduation, Montessori was determined to enter medical school and become a doctor. Her father opposed this course—medical school was then an all-male preserve—and initially Maria was refused entry by the head of the school. 8 In 1890, with her mother’s support, Montessori obtained her father’s reluctant permission to attend the University of Rome to study physics, mathematics and natural sciences, receiving her diploma two years later.
This and the Pope’s intercession enabled her to enter the College of Medicine, and she became the first woman to enter medical school in Italy. Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She awarded for her work in pathology by winning a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. In 1895 she won a position as assistant in the University hospital.
Montessori’s time at medical school was a challenge, because her male colleagues showed their disapproval of her presence and she had to work alone on dissections since these were not allowed to be done in mixed classes. But she was a dedicated student and graduated in June 1896 at the top of her class as a specialist in surgery and in the diseases of women and children. She became the first woman to qualify as a doctor in Italy, and with this distinction also became known across the country. She was immediately employed in the San Giovanni Hospital attached to the University.
Later that year she was asked to represent Italy at the International Congress for Women’s Rights in Berlin, where she talked about the progress of education for women in Italy. In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. In 1897 she volunteered to join a research program at the psychiatric clinic of the University of Rome, and it was here that she worked alongside Giusseppe Montesano, with whom she would have a child a few years later.
As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. Montessori discovered that many children with mental, physical, or emotional disabilities, who couldn’t stay at home or go to school or work, were being kept in asylums alongside adults with major psychiatric disorders. She came to realize that in such a bare, unfurnished environment the children were desperate for sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition.
She began to read what others had published about working with children with various disabilities and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard and Edouard Seguin, his student. 5 8A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm Itard had developed a technique of education through the senses, which Seguin later tried to adapt to mainstream education. Seguin emphasized respect and understanding for each individual child.
He created a practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was later to use in new ways. From 1897-98 she attended courses in pedagogy, studying the works of Rousseau, Pestalozzi and Froebel. In 1898 Montessori was becoming known for her work with and ideas about education for children with disabilities. In 1899, she began teaching at a college for the training of female teachers, and there she further explored and discussed ideas about education.
Then, in 1900, as a result of her work with children in hospitals and asylums, Montessori was asked to become the co-director of the Orthophrenic School for children with various disabilities that prevented them from doing well in regular schools. Montessori spent 2 years working at the Orthophrenic School, experimenting with and refining the materials devised by Itard and Seguin and bringing a scientific, analytical attitude to the work; teaching and observing the children by day and writing up her notes by night.
In 1898 Maria gave birth to a child, a boy named Mario, who was given into the care of a family who lived in the countryside near Rome. In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908. 9 During this period Rome was experiencing rapid population growth and industrialization. In the fever of speculative development, some construction companies were going bankrupt, leaving unfinished building projects which quickly attracted squatters.
One such development, which stood in the San Lorenzo district, was rescued by a group of wealthy bankers who undertook a basic restoration, dividing larger apartments into small units for impoverished working families. Many children not old enough for school or work were being left alone while their parents went to work each day. These unsupervised children were vandalizing the newly renovated buildings and getting into other kinds of trouble. This prompted the developers to approach Dr. Montessori to provide ways of occupying the children during the day to prevent further damage to the premises.
Montessori grasped the opportunity and established her first Casa dei Bambini or ‘Children’s House’. What Montessori came to realize was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves (autoeducation). By the autumn of 1908 there were five Case dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress, and soon 5-year-olds were writing and reading.
In the summer of 1909 Montessori gave the first training course in her approach to around 100 students. He published her first book that same year in Italy, which appeared in translation in the United States in 1912 as The Montessori Method, reaching second place on the U. S. nonfiction bestseller list. Soon afterwards it was translated into 20 different languages and has become a major influence in the field of education. A period of great expansion in the Montessori approach now followed in Europe and America.
By 1933 all Montessori schools in Germany had been closed. In the same year, after Montessori refused to cooperate with Mussolini’s plans to incorporate Italian Montessori schools into the fascist youth movement, he closed them all down. 9A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 6 The outbreak of civil war in Spain forced the family to abandon their home in Barcelona, and they sailed to England in the summer of 1936. From England the refugees travelled to the Netherlands.
In 1939 Montessori and her son Mario traveled to India to give a 3-month training course in Madras followed by a lecture tour; they were not to return for nearly 7 years. With the outbreak of war, as Italian citizens, Mario was interned and Montessori put under house arrest. She was well looked after in India, where she met Gandhi, Nehru and Tagore. Her 70th birthday request to the Indian government, that Mario should be released and restored to her, was granted. Together they trained over a thousand Indian teachers. In 1946 they returned to the Netherlands.
A year later Montessori addressed UNESCO on the theme ‘Education and Peace’. In 1949 she received the first of three nominations for the Nobel Peace Prize. Her last public engagement was in London in 1951 when she attended the 9th International Montessori Congress. On May 6th 1952, at the holiday home of the Pierson family in the Netherlands, she passed away in the company of her son, Mario, to whom she bequeathed the legacy of her work. 10 10A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 7 References: A Biography of Dr Maria Montessori, in: http://montessori. rg. au/montessori/biography. htm Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comeniusbiography. php E. M. Standing, Maria Montessori: Her Life and Work (New York 1984), p. 38. Essa, E. & Young, R. (2003). Introduction to early childhood education (3rd Can. ed. ). Nelson: Canada Friedrich Froebel (1782–1852) – Biography, Froebel’s Kindergarten Philosophy, The Kindergarten Curriculum, Diffusion of the Kindergarten, in: http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Julia Maria, “’Le Feminisme Italien: entrevue avec Mlle. Montessori”,


Nutrition and Childhood Obesity

There is a lot of talk these days about childhood obesity and why it seems that today’s children are more overweight than the previous generations. The fact of the matter is that we live in time where things are constantly changing such as our jobs, the way we spend our time, and the way that we look. Obesity has been a major issue for many years in the United States. Children as well as adults suffer from obesity and the rates are increasing every year. Obesity can be a result of heredity, overeating, psychological disorders, other medical conditions, etc. but no matter what the cause is, it can lead to other problems. One out of five children in American schools are obese due to poor school lunch, fast food restaurants, and sedatary lifestyle without exercise and lack of parental involvement. Adult and childhood obesity have increased substantially in the last 30 years. Currently, 31% of adults and 18% of children are obese, as defined by their body mass index (BMI). One of the main factor that is causing obesity in children, is the quality of food in our school systems.
School cafeterias are serving canned foods with high sugar content, fried chicken nuggets and soda machines in the hallway. The meals that are currently available to our children are not healthy enough to eat. . The school cafeteria are feeding children food that has high amount of fat and carbohydrate content, not to mention the vending machines that are stocked with potato chips,candy,soda and baked goods that are loaded with high calories and sodium. The children need full course nutritious meals to help them function in class and keep their energy levels high.
In order for our children to make healthier choices, the products in the vending machine should be replaced with snacks such as fruit, crackers, raisins and yogurt which are all healthy alternative. What I also see as a major contributor to obesity in children and adults is Fast Food Restaurants. Today people are so busy and they just aren’t taking the “time” that’s needed to prepare a healthy dinner. People are constantly on the go, and find it very convenient to pick up a Whopper at Burger King or a Hot Dog from Sonic. The Fast Food Restaurants are a billion dollar industry and a quick fix for people on the go.

The convenience of the fast food industry allows working people to gather food for their family, when they are in a time crunch. The people view this as a time saver, but in reality, they are harming themselves and their family by not cooking healthy meals. The calories and high fat content in fast-food helps American to gain weight faster, also leads to health problems that include heart problems, diabetes, high blood pressure, high cholesterol and stroke to avoid these problems as American we need to stop eating out and try to prepare healthy meals at home with organic food or regular food like in previous times.
In my opinion they need to replace some of these restaurants with healthy organic restaurants around the world to eliminate some of this epidemic in obesity to keep Americans living longer. Another reason that our children are obese is that our children tend to stay inside and play video games and watch television for hours on end, rather than stepping outside and having fun or exercising. In many schools throughout the United States, there has been a decrease in the amount of free play or physical activity that children receive during school hours.
Only about one-third of elementary children have daily physical education, and less than one-fifth have extracurricular physical activity programs at their schools. In order to live a well-rounded healthy lifestyle physical activity should be incorporated into a child’s daily activities. Exercise helps children build strong bones and muscle and helps fight against obesity. Parental involvement in the prevention of childhood obesity is very important.
The problem is that many parents don’t fully understand the problem themselves nor have a good understanding of what it takes to start your child off right with a healthy life. Parent involvement is very important in the prevention and treatment of childhood obesity. The positive influence helps to teach the child healthy behaviors that will help them to make healthy food choices. Teaching your child healthy eating habits is one of the basic and easiest childhood obesity prevention tips.
When your child knows the importance of eating proper amounts of food, drinking enough water and then playing well, you won’t have to bother about obesity at all. Parent has to become involved by monitoring their children’s eating habits. The parents can prepare healthy meals by eliminating bad fats from their children’s diets. The parents could prepare lunch using meats lean meats and products low in fat and salt like ham, turkey, fish and chicken, while make sure that they are not forcing them to eat too much.
Childhood obesity prevention, can start by preparing delicious foods such as French fries, potato skins, pizzas, nachos, desserts, etc. , at home, to keep them from overeating these foods from outside. Kids get tempted to eat junk very easily, and in order to control this, prepare these meals at home so you won’t have to bother about junk cravings! Last but not least, we need to address all these programs out-hear that is associated with weight loss; weight is approved for safe weight loss by the food and Drug Administration, weight loss supplement is a joke.
Some companies advertise all these weight loss programs that do not work on Americans but getting rich off the poor and wealthy, “pills and diet plans promising to help shed pounds in days have made the weight loss industry more than $62 Billion a year business. The Doctors knows some of the plans don’t work but they don’t care all they see is a dollar sign in front of their face, as Americans we need to educate our self on what plan works for use not what others say.
In today society as Americans we need not to listen to some of the Doctor or advertisement, we will be in some much debt about time you realize that you are broke and some of these diet plans didn’t work at all. In my opinion as American we need to do this plan the old fashion way without medication to help use loss weight. (1) Cardio is the key work keep the hearting pumping in-order to loss the weight (2) weight-train help you to get tone and burn fat. (3) Swimming is the best exercise because it works all the muscle (4) Eat six times a day, morning meal, snack, lunch, snack, dinner, snack