Handout on Nutritional Practices

Yelena Kuznetsova

Grand Canyon University: ECE 530

01.15.2020

Exceptional paper Shared with student permission

In New York, as well as other states, licensed or approved public and private child care centers are required to follow specific regulations in regards to nutritional practices. “Creating healthy child-care environments is of great importance, because almost 60% of children in the United States younger than 6 are enrolled in some type of nonparental care each week” (Tovar et al., 2015, p. 2). Training to staff is provided, as research has shown that “a state wide training of child care staff tends to improve the providers’ knowledge of nutrition-related regulations” (Byrd-Williams et al., 2015, p. 99). Moreover, participation in such programs as Let’s Move! Child Care, Lunch is in the Bag, The Healthy Start Project, and others have “led to positive improvements in the child-are environment and the types of foods and beverages offered to children” (Erinosho et al., 2013, p. 1086).

“Early childhood is an important time to establish healthy eating patterns” (Steinhoff, 2016).image1.png According to research, poor or inadequate nutrition negatively affects physical growth, maturation and cognitive development and causes children to have less interest in learning (Rosales, Reznick, & Zeisel, 2009). An enormous variety of foods for children is available in the market today. In fact, a walk down the aisle of any store where foods for infants and toddlers are displayed reveals a confusing array of choices. Variety, balance, and moderation are as applicable to planning the infant’s diet as they are to planning for older children. Careful selection from available infant foods can provide nutritious, economical diets.

However, it is not enough to provide children with healthy foods; it is critical to explain to them why eating healthy is pivotal: i.e., to decrease the risk of obesity and various illnesses (e.g., diabetes, cardiovascular disease, etc.) in the future and to improve memory and other cognitive functions. There are several activities that adult caregivers can engage in to ensure that children learn the advantage of eating healthy.

One activity is to explore a user-friendly and science-based USDA’s Choose MyPlate website – specifically, MyPlate Kids’ Place – to introduce children to kid-friendly veggies and fruits, beverage options, and recipes and learn how to be a role model for children. Children should observe adults eating vegetables and fruits, not unhealthy snacks. Children and adults will be able to build a variety of healthy meals and gain a plethora of new information about which foods contain needed vitamins and minerals. Older children will learn how to select appropriate foods for a plate and be able to measure the correct food portion. Although parents provide food to the child, it is the child who determines what foods and how much he or she will eat. Allowing a child to make that decision, within limits, creates a structure that promotes positive eating behaviors.

The website differs from other online resources “not only in its design but also in giving greater prominence to foods from plant sources rather than animal sources” (Levine et al., 2012, p. S6).image2.jpg MyPlate emphasizes enjoyment of food, including fruits and vegetables in one’s diet and the value of eating less. The plate design does not require anyone to count servings; portion control merely requires a smaller plate.

Another activity is visiting a local farmers market , as this will get toddlers interested in healthy foods. An adult’s responsibility is to identify different fruits, vegetables and dairy products and

explain the benefits of each type of food. Children will be able to talk to real farmers who produce food, express positive emotions and even form a lifelong emotional bond between being happy and eating healthy foods. As children are introduced to new foods, they should be allowed to select fruits and vegetables by themselves.

image3.jpgAfter shopping at the market, parents should set up time in the kitchen where they can work on recipes or preparations that include what they have chosen. As children perform simple tasks e.g., stirring a bowl, measuring ingredients, etc., “they’ll see how full dishes and entire meals come together, giving them a primer for preparing their own healthy meals as they get older” (Slyter, 2019). Parents should name each food and allow children to invent their own snacks. Moreover, children should be rewarded for selecting appropriate and healthy food, but not with candy or cookies. Praise, attention and comfort should be given instead.

SUPPORT FOR CHILDREN WITH SPECIAL NEEDS AND/OR DIETARY NEEDS

· Spot major food allergens and discuss allergies or any special needs with your doctor

· Discuss special cultural needs and accommodations with the child care director

· Communicate specific needs (e.g., special meals, brand names, etc.) to the child care director, dietician and food service staff

· Bring food from your culture to the child care facility and introduce it to all children. Help children prepare the food to make them feel comfortable

· Check labels carefully and pay attention to ingredients that may cause allergic reactions

· Explain to staff what must be done to accommodate the child’s disability: e.g., setting appropriate meal-time mood, using right equipment – sippy cups, “sporks,” etc., and specify foods (e.g., pureed food, etc.)

References

Byrd-Williams, C. E., Camp, E. J., Mullen, P. D., Briley, M. E., & Hoelscher, D. M. (2015).

How local and state regulations affect the child care food environment: A qualitative study of child care center directors’ perspectives. Infant, Child & Adolescent Nutrition, 7(2), 99–106.

Erinosho, T. O., Ball, S. C., Hanson, P. P., Vaughn, A. E., & Ward, D. S. (2013). Assessing

foods offered to children at child-care centers using the Healthy Eating Index-2005. Journal of the Academy of Nutrition and Dietetics, 113(8), 1084–1089.

Levine, E., Abbatangelo-Gray, J., Mobley, A. R., McLaughlin, G. R., & Herzog, J. (2012).

Evaluating MyPlate: An expanded framework using traditional and nontraditional metrics for assessing health communication campaigns. Journal of Nutrition Education and Behavior, 44(4), S2-S12

Rosales, F. J., Reznick, J. S., & Zeisel, S. H. (2009). Understanding the role of nutrition in the

brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers. Nutritional Neuroscience, 12(5), 190–202.

Steinhoff, (2016). The importance of healthy early eating habits. Retrieved from

https://novakdjokovicfoundation.org/the-importance-of-healthy-early-eating-habits/

Slyter, K. (2019). 8 proven tips on how to get kids to eat healthy. Retrieved from

https://www.rasmussen.edu/degrees/education/blog/how-to-get-kids-to-eat-healthy/

Tovar, A., Risica, P., Mena, N., Lawson, E., Ankoma, A., & Gans, K. M. (2015). An assessment

of nutrition practices and attitudes in family child-care homes: implications for policy implementation. Preventing Chronic Disease, 12, 1-12