healthy weight and young children
DESCRIPTION
Healthy Weight and Young Children. Janice Fletcher, EdD University of Idaho. BMI Body Mass Index. Height to weight ratio Growth charts. Website for handouts www.cals.uidaho.edu/feeding. Incidence. 17.1% ages 2-19 4.9% of young children 32.2% adults. - PowerPoint PPT PresentationTRANSCRIPT
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Healthy Weight and Young Children
Janice Fletcher, EdDUniversity of Idaho
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BMIBody Mass Index
Height to weight ratioGrowth charts
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Website for handouts
www.cals.uidaho.edu/feeding
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Incidence 17.1% ages 2-19
4.9% of young children 32.2% adults
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Incidence of preschool obesity and overweight
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From the Center on Disease Control…
One out of seven low-income, 2 to 4 year old children is obese, however the obesity epidemic may be stabilizing
12.4 percent in 199814.5 percent in 2003 14.6 percent in 2008
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What results in healthy weight? ENERGY BALANCE
Energy Intake =
Energy Expenditure
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What causes overweight?
Energy imbalance
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The DIFFERENCE in how much energy is
consumed in FOOD and
how much energy is spent in PHYSICAL ACTIVITY
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FactorsLack of physical activityOver consumption of calories
Too many sweet foodsToo many fats
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FactorsToo many high calorie, low nutrient dietsLimited accessibility to nutrient rich diets
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FactorsTelevisionComputer gamesAggressive marketing of high fat and high sugar foods to young children
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Factors Limited skills for cookingLimited skills for
shopping for food Convenience foods Fast foods
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FactorsPortion sizesLack of family table time
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Factors Working mothers Barriers to breastfeeding Overweight parents Peer acceptance
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FactorsLimited availability for
shopping for foodLimited access to
neighborhoods for walking to schools or playing outdoors
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Factors Decrease in playground time Lack of space to play Personal safety issuesCommunities that are not
designed for walking Environmental chemicals
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Outcomes of Unhealthy Weight
High blood pressure Diabetes High cholesterol Depression Self-image issues Sleep problems…apnea
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What is the role of those who work with children in group settings and their families?
PROTECTPREVENT
PLANADVOCATE
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Six principles for feeding
young children
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Principle 1
Children need a variety of
foods
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Principle 2
Adults should eat with children
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Principle 3
Adults set the eating
environment
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www.cals.uidaho.edu/feedingBuilding Mealtime Relationships and
Environments: An Inventory
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Ellyn Satter www.ellynsatter.com
“Division of Responsibility in
Feeding”
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Satter’s foundation for feeding focuses a child’s internal cues
Paying attention to hunger and satiety
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Principle 4
Adults decide what, when, and
where food is presented
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Principle 5
Child decides how much, or whether to eat
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Principle 6
Children should serve
themselves
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Finding a Developmental Focus for Feeding Young Children
Janice FletcherUniversity of Idaho
www.cals.uidaho.edu/feeding
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Child DevelopmentBiting, chewing, and swallowingGrasps, finger dexterity and strengthLanguage (listening, vocabulary, requesting)Executive skills (organizing and planning ahead)Making decisionsTrusting others, taking initiativeTaking turnsSelf-regulation/co-regulation
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Children CopeLearning to calm and reassure self
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Children CopeSelf controlSelf regulation
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Children Develop Skills for Eating
Survival EfficiencySocial-Aesthetic
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Physical DevelopmentDirection of development
Cephalocaudal
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Physical DevelopmentDirection of development
Proximo-distal
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HomeostasisPhysical Responses Develop
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BabiesExtrusor
reflex
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Toddlers
Movement
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Toddlers Locomotion Manipulation Balance
AxialStaticDynamic
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Remember…Large motor skills inform and support fine motor skills
Children need to be balanced so they can focus on using fine motor skills
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ToddlersSensori-
motor (messy)
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ToddlersHand skills
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GraspsPalmar GraspUlnar GraspRaking GraspRadial GraspPincer GraspPrecision Grasp
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PreschoolersStrengthEndurance BalancePrecision
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ToddlersSensorySeeSmellHearTaste Touch
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Internal cues
Emotions Develop
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Internal Cues and External Cues
1. Trust and mistrust2. Autonomy and shame and
doubt3. Initiative and guilt4. Industry and inferiority
Erik Erikson
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BabiesTrust
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Toddlers
AutonomyIndependence
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ToddlersSelf
regulation
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PreschoolersDelay
Gratification
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PreschoolersEmotional
Blends
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Preschoolers
Me and YOU
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CognitionAdaptation
AssimilationAccommodation
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Children Hear Everything!Casual listening
CategoriesAttention Span
Distractions
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Auditory Development
Children’s marginal listening
is powerful
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Caution!
Be mindful of adult comments about
food and amounts
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Supporting Children’s Self-Regulation at Mealtimes
Janice Fletcher, EdDUniversity of Idaho
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Co-regulation aids
Self-regulation
Know what food to offer
Know what skills a child is learning and developing
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What is Self-Regulation for a Young Child at Mealtimes?
Awareness of internal cues of hunger and fullness
Self-mediated response to food and behaviors for choosing how much to eat, serving self, and eating food
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Supportive Strategies
Support children as they choose amounts (portion sizes, judging amounts)
Offer safe, developmentally appropriate food
Offer effective comments that support learning
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StrategySupport children as they choose amounts and foods
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Basic PrincipleChildren choose
how much, or whether they eat
(Satter, 1987)
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Internal Cues
Full
Hungry
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Infants know when they are hungry and when they are full
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The adult’s role is to support a child to maintain those hunger and fullness cues
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What about portion sizes?
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Adults’ eyes are bigger than children’s
stomachs!
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What is most important?
Staying in touch with internal cues
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Restrained Feeding
Fears about Food
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Basic Principle
Children should serve themselves
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Serving self
Reinforces internal cues
Self-regulation
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Supporting Children’s Self-Regulation at Mealtimes:
Chewing and Swallowing Janice Fletcher, EdD
University of Idaho
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What is Self-Regulation at Mealtimes?
Self-mediated response to food
and accessing developmental
characteristics for eating
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Co-regulation aids self-regulation
Know which skills a child is developing
Know strategies for reinforcing skills
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Sensory and motor skills are required for
successful, competent eating
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Strategy
Offer developmentally appropriate food
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Bite…chew…swallowChild coordinates jaw, lips,
cheeks, tongue
Child assesses sensory aspects of the food and place in mouth
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RESOURCE for LEARNING ABOUT CHEWING AND SWALLOWING
www.new-vis.com
Suzanne Evans Morris
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Learning to Bite and Chew
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Foods offer different learning challenges
for biting, chewing, and swallowing
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The goal is to choose foods that offer "just right challenges”
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Size
How big do I open my mouth?
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SizeSmall pieces require less chewing, but may demand precise movement to place food between teeth
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Shape Contours of the food
impact the ease of placing the food between the side teeth for biting
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ResistanceAmount of pressure or force required to bite through food, and chew it into pieces
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Sensory input
Type and intensity of taste
(Crunchy, spicy, sour, bitter, and cold are strongest inputs)
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Texture ScatterTexture scatter is how food breaks up when a child bites into food
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Texture ScatterSome foods break into pieces that don't bind together easily… pieces scatter into separate pieces that are not easily rolled into a bolus for swallowing
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Texture ScatterEasy bolus formation (animal crackers, graham crackers, saltine crackers, cooked fruit and vegetables)
Some bolus formation (goldfish crackers, bread, toast, sandwiches, hamburger on bread)
Little to no bolus formation (hamburger, raw carrots, nuts, grapes, apple peelings, marshmallows, hard candy)
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A young child lacks coordination of tongue and cheek and may leave pieces of food scattered randomly on the tongue.
Gagging and choking may result from this type of scatter.
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Consistency
Food consistency is the texture of food
The easiest foods to eat have a single consistency
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ConsistencyMultiple consistency foods require several sensory inputs during biting, and different handling for each texture
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Placement for chewingFood is placed in three teeth locations
based on size, shape, resistance
• Front: central incisor teeth • Mid-Side: canine teeth • Side and back: molar teeth
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TransferAmount of chewing needed to move food to the opposite side of the mouth
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Children need opportunities to try different types of food to
help them develop skills
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A word about choking…
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Choking!!!Avoid food that is round and firm, sticky, or cut into large chunks
Food should be no larger than ½ inch in diameter for preschoolers and ¼ inch for toddlers
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Reduce Choking RisksAdults should sit with and eat
with children Model safe eatingServe food that is
developmentally appropriate for children to chew and swallow
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Reduce Choking Risks
Encourage small bitesEncourage chewing completelyInsist on children sitting
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AVOID THESE FOODSNuts SeedsWhole berriesRaw carrots and celeryFirm, hard raisinsGrapes (unless
cut in half or quarters)
Hot dogsPopcornHard candyChunks of peanut butterLarge chunks of meat or
cheese
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Supporting Children’s Self-Regulation at Mealtimes:
What you say matters!Janice Fletcher, EdD
University of Idaho
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Strategy
Offer effective comments
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What you say matters…
The aim is competent, successful childrenBe intentional and purposeful about what
to say to encourage and reinforce children’s skills.
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Types of Comments
Neutral comments
Impartial/no particular support offered
Adult says, “Uh huh. I see that.”
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Types of Comments
Person-centered comments
Focus on characteristics of a child
Adult says, “You are such a big girl.”
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Types of Comments
Achievement-centered comments
Focus on quality of behaviors of a child
Adult says, “You are the best veggie eater in the whole family.”
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Types of Comments
Effort-centered commentsFocus on a child’s attempts at a behavior
Adult says, “You were brave. You worked hard to get up courage to try those beets even though you had never tasted them before today.”
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Types of CommentsProcess-centered comment
Focus on what the children do as they practice a behavior
Adult says, “You picked up that beet. You smelled it. You tasted it. You took a bite, and then, you chewed it up, and you said you liked it. You are learning to try foods you’ve never tried before.”
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Which comment type is most effective?…older than five years
PROCESS-CENTEREDMOST EFFECTIVE
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Which comment type is most effective?
For children under age five… Process-centered encouragement
Effort centered encouragement MOST EFFECTIVE
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These have little to no effectAchievement Comments
Person-centered CommentsNeutral Comments
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Common Issues
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Should I ever take over thechild’s choice of deciding how much or whether to eat?
NO…
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Adults decide what is presented to eat and how it is presentedChildren are sometimes picky about what
they eat.Children do not easily take to unfamiliar
foodsChildren are finicky, resistant, don’t like it,
waste it, won’t touch it, eat only _____.Should I hide _____ in other foods?
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Can children serve themselves at
mealtimes?
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Children should serve themselvesSo….can children really serve
themselves?What must we do to make this happen?How old must children be to serve
themselves?What strategies work?Isn’t it too messy?Won’t children waste food?
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Children Can Serve Themselves
A sequence of skills must be learned
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Children Can Serve Themselves
It will be ragged!
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Portion SizesWhat do young children need to know about portion size?
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Portion Sizes and Healthy Eating
Three-year-old children pay attention to internal cuesFour-year-old children respond to portion size
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Portion sizes and healthy eating
Children should serve themselves
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Unfamiliar Foods
“What’s the white stuff?”
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Unfamiliar Foods Children eat what
they KNOW Adapt new categories! KNOW THE FOOD!
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Unfamiliar Foods• Name the food• Describe the sensory
characteristics• Relate characteristics of
unfamiliar food to those a child already knows
• Set the child up for success in handling the food
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What about the “no-thank-you bite”
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Trying New FoodsAllow
children to save face
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Trying New Foods• Respect child’s
opinion• Allow child to spit
out food if she doesn’t like the food
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Physical ActivityPROVIDE OPPORTUNITY
SafetyModelPlay along side
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Physical ActivityStructuredUnstructured60 minutes a dayBuild into the daily routine
Intentional
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Physical ActivityLarge motorSmall motorBalanceStrength Endurance
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Physical ActivityLOCOMOTION
Run, jump, climb, wheel toys
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Physical ActivityManipulationThrow, catch, move objects
that have weight
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Adult PracticesAdult is a co-regulatorAdult is a model
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Adult PracticesAdult SLOWS
DOWN to match child’s pace
Adult accepts children at any weight
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Individual Differences!Adults have individual ideals, visions, beliefs, and backgrounds, too!
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Advocacy BreastfeedingChild friendly food portion Serving selfSatiety and hunger cues…self-regulationOffering options for choices of food Outdoor playPlanned environmentsPlanned physical activities
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AdvocacyTake actionInform Choose your chicken
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Advocate BreastfeedingFor at least 6 monthsSupport with child care policies
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Don’t! and Do!
Supporting children’s eating competence
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Don’ts for Feeding Young Children
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1. Don’t reward with food
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2. Don’t bribe with food
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3. Don’t make your child clean her plate
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4. Don’t preach or nag about nutrition, when you have offered healthy choices
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5. Don’t make a big deal about weight issues when YOU choose to diet
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6. Don’t use a one-bite rule
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7. Don’t restrict a child’s choice of amount and type of food,
once you have provided healthy choices
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8. Don’t set up mealtimes where the child eats alone, or
without adults present
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9. Don’t make a child eat everything she orders in a restaurant, “because
we are paying for that.”
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Do’s for Feeding Young Children
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1. Do eat with your children, with family mealtimes a priority
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2. Do offer a variety of food
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3. Do offer foods your child likes
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4. Do learn how to shop for a variety of foods that are within your budget
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5. Do learn to cook a variety of foods
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6. Do give children opportunities and support to learn how to serve
themselves
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7. Do offer unfamiliar foods, giving children opportunities to smell, touch, visually inspect,
and take tiny tastes of the food
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8. Do offer unfamiliar food and new foods repeatedly
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9. Do help children learn to self-regulate around
hunger and fullness
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10. Do give children lots of vocabulary to describe food
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11. Do offer food about every two and half hours
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Make a vision and it will become reality!Physical EnvironmentAuditory EnvironmentSocial EnvironmentLanguage EnvironmentEmotional Environment
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Help families know how to TEACH a child about eating, rather
than how to DIRECT a
child’s eating
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ASK!“What have you
done so far?”
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Be mindful of the impact
of relatives
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Working with staffStaff don’t want to eat their lunch with the
children.Eating with children is gross.We’re too busy at that time of day to do all
of this stuff.Just get the food into the children, then
let’s do the real stuff of the day.I’m on a diet so I can’t eat with the
children.
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Thank you for thinking about helping young
children maintain healthy weight