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Making the Most of Mealtimes with Young Children

Making the Most of Mealtimes with Young Children. Insert Date Insert Name of Instructor. Welcome. Topics we will cover today include:. Describe what a Healthy Mealtime Philosophy (ATTITUDE) is; based on Ellyn Satter’s Approach and the Division of Responsibility in Feeding.

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Making the Most of Mealtimes with Young Children

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  1. Making the Most of Mealtimes with Young Children Insert Date Insert Name of Instructor

  2. Welcome

  3. Topics we will cover today include: • Describe what a Healthy Mealtime Philosophy (ATTITUDE) is; based on Ellyn Satter’s Approach and the Division of Responsibility in Feeding.

  4. Topics we will cover today include: • Learn steps in creating a mealtime setting that supports healthy, pleasant mealtimes.

  5. Topics we will cover today include: • Participate in group activities learning what to say and what not to say to encourage healthy eating in a supportive manner. • Participate in group activities dealing with challenging feeding issues.

  6. Acknowledge credit to: • Credit to Ellyn Satter Associates for the teaching materials and handouts. www.EllynSatter.com • Helping Children Eat and Grow Well in Child Care, Pam Estes, Ellyn Satter Institute • Dr. Janice Fletcher and Dr. Laurel Branen, University of Idaho, Feeding Young Children in Group Settings • Child Care Resources in Missoula, MT • Jennifer Swartz and Judy Kendall • Ellyn Satter Approach to Feeding Correspondence Course • Montana Child and Adult Care Food Program Staff • Phone (406) 444-4347, Toll free (888) 307-9333 • Montana Team Nutrition Program

  7. Are Mealtimes Important in Childcare? • WHY? • What life-skills/health habits do children learn at mealtime? • Mealtime experiences now shape future relationships with food.

  8. ES Approach to Feeding • The Feeding Relationship • Raising COMPETENT and CAPABLE Eaters • The way feeding is conducted can support a child being competent with eating, growing appropriately, and doing her part to contribute to mealtime harmony. (Or not!)

  9. A Positive Feeding Relationship maintains a Division of Responsibility • Adults do the what, when, where of feeding. • Children do the how much and whether of eating.

  10. Division of Responsibility for Infants • The parent/caregiver is responsible for what • The child is responsible for how much (and everything else)

  11. Division of Responsibility for Toddlers through Adolescents • The parent/caregiver is responsible for what, when, where • The child is responsible for how much and whether

  12. Jobs adults need to do with feeding: • Choose and prepare the food • Provide regular meals and snacks • Make eating times pleasant • Show children what they have to learn about food and mealtime behavior • Not let children graze for food or drinks between times • Let children grow into the bodies that are right for them

  13. If adults do their jobs with feeding, children will do their jobs with eating. • Children will eat • They will eat the amount they need • They will eat an increasing variety of food • They will grow predictably • They will learn to behave well at the table

  14. Division of Responsibility and Healthy Feeding Relationship • Children are born wanting to eat, knowing how much to eat and will grow the way nature intended. • Healthy Feeding preserves these qualities throughout the growing up years. • Adults provide structure, support and opportunities. • Children choose how much and whether to eat from what the adults provide.

  15. Think about the ES Approach to Feeding as we watch a few video clips…… • Toddler • Preschooler

  16. What makes you feel good about this meal? • What makes you feel not so good about it?

  17. COMPARE WITH HEAD START PERFORMANCE STANDARDS • Offer variety to broaden child’s food experiences • Don’t use food as punishment or reward • Encourage but don’t force child to taste food • Allow sufficient time for each child to eat • Children, staff and volunteers eat together • Offer all the same food

  18. What is the purpose of showing these videos? • Do I have to do something as soon as I get back to my center? • No…… we want you to think about the feeding relationship, be watchful and aware of what you and your staff do and say at mealtime. • Consider how you feel about this personally.

  19. Why is a Healthy Feeding Relationship important for life-long health and building a foundation for healthy kids?

  20. Parents and Providers want to know: • How do I get my children to eat? • The right food? • The right amount of food?

  21. The Answers • You don’t GET your child to eat • She gets herself to eat • Your child knows how much to eat • He will grow the way nature intended • You play a supporting role • Moreover…. Your child will eat the way YOU do

  22. Don’t make it complicated!The ES Method: • Is simple and practical • Is based on trust, respect and developmental stages • Makes feeding easier, less stressful and more enjoyable • Allows clear lines of responsibility for caregiver, parent and child • Takes the worry out of feeding

  23. Children are UNPREDICTABLE eaters • A lot one day, a little the next • Not a square meal • Eat what they like, not what they “should” • Accept foods one day, reject the next • Rarely eat a new food

  24. What research tells us about how kids eat • Fascinating stuff that kids are born with! • Ability to self regulate food intake • Prefer high calorie, energy dense foods • Scared of the new from 2-6 yrs • Timeline to keep trying. 6-8 weeks! • Wide variances meal to meal; day to day

  25. What research tells us about how kids eat • Children eat what they know and like • Offer familiar and new foods together • Children tried a new food quicker and eat more of it when adults are eating the same food (and eating it enthusiastically.) • Portion size affects how much they eat • If self serve, they take an age appropriate portion size and eat less of it.

  26. What happens when adults cross the line of the Division of Responsibility…. • When adults restrict foods/calories, children gain MORE weight. • When adults pressure, bribe or coerce children to eat more, the children eat LESS. • Kids feel bad about themselves and mealtime is not pleasant for anyone.

  27. Self-Reflection • Our history with feeding and eating influences how we act and what we think! • Consider these questions and how these situations can cross the lines of the Division of Responsibility in Feeding.

  28. Food Acceptance • At your family table, were allowed to pick and choose from what was available? • Did your parents (or you) make special food-or short order cook? • Did you have rules about what you had to eat? • Did you have to hurdle- eat this before you could eat that? • Did you have the one-bite rule? • Did you have to eat certain foods before you could eat dessert? • Did your parents eat the same foods they made for you?

  29. Food Regulation • At you family table, were you allowed to eat as much or as little as you were hungry for? • Did you have to clean your plate? • Were you restricted in the amounts you could eat? • Was there only so much food to go around? • Were you allowed to eat as much as you wanted of some foods but not of others (even though there was enough of everything)? • Did your parents eat less than they wanted (even though there was enough of everything)?

  30. About our eating • Can you depend on your sensations of hunger and fullness to tell you how much to eat? • What do you think your upbringing has to do with your capability-or lack of it? • Take emotions out of feeding and follow hunger and satiety cues.

  31. Let’s take what we’ve learned about feeding in a healthy way and built it into a Healthy Mealtime Philosophy for your programs.

  32. Healthy Mealtime Philosophy for Child Care • Let’s look at some sample Healthy Mealtime/Child Feeding Policies. Based on the Division of Responsibility in Feeding

  33. 10 Steps Handout

  34. Family Style Meals Tips for success What elements of Family Style Meals support a Healthy Feeding Philosophy? How does it work in your programs? Using it with different age groups.

  35. A quick word about gourmet eaters • Let them be responsible for whether and how much • They are served the same meal as everyone else • Encourage; don’t bribe, coerce, trick • Don’t label with negative terms “picky, etc.”

  36. Let’s Practice • Group Activities • What to Say and What Not to Say • What do you say to be encouraging at meal time?

  37. Think of a challenging feeding situation. • How would a clear mealtime philosophy help solve this challenging situation? • Educating parents on a healthy feeding philosophy and the division of responsibility.

  38. Questions/Comments • Sharing Time • Learning from each other • What works for your program? • What do you need ideas on/tips for?

  39. Healthy KidsHealthy Communities Together Everyone Achieves More

  40. Thank You! Insert contact information for the class instructor here.

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