DOCUMENT RESUME ED 366 452 PS 022 075 AUTHOR Viebrock, Margaret A.; Berry, Holly TITLE Growing Healthy Bodies: Nutrition Education for Day Care Providers. INSTITUTION Idaho Univ., Moscow. Cooperative Extension Service.; Oregon State Univ., Corvallis. Cooperative Extension Service.; Washington State Univ., Pullman. Cooperative Extension Service. REPORT NO PNW0394 PUB DATE Jan 93 NOTE 22p.; A Pacific Northwest Extension publication. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Child Health; *Children; ;Tay Care; Early Childhood Education; Eating Habits; Food; *Foods Instruction; *Nutrition; *Nutrition Instruction; Obesity ABSTRACT This booklet discusses the important role that day care providers can play in ensuring that children eat healthy snacks and meals and learn good eating habits. Section one of the booklet examines snack foods, discusses the difference between nutritious and less-nutritious snacks, and recommends snack foods appropriate for different age groups. Section two addresses the problem of "picky" eaters and how to handle such children. Section three considers the case of overweight children, explaining how inactivity, poor food choices, and parental attitudes toward food can play a role in obesity, and suggesting food choices and preparation ideas for such children. Part four looks at the important role that vitamins and minerals play in good nutrition and recommends specific food sources for important vitamins and minerals. Part five outlines ways in which teachers can instruct children about different foods and why they should eat a variety of foods, providing examples of specific activities. Part six discusses food preparation ideas that can involve children, suggesting menu items that children and their teachers can prepare together. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Transcript
DOCUMENT RESUME
ED 366 452 PS 022 075
AUTHOR Viebrock, Margaret A.; Berry, HollyTITLE Growing Healthy Bodies: Nutrition Education for Day
Care Providers.INSTITUTION Idaho Univ., Moscow. Cooperative Extension Service.;
Oregon State Univ., Corvallis. Cooperative ExtensionService.; Washington State Univ., Pullman.Cooperative Extension Service.
REPORT NO PNW0394PUB DATE Jan 93NOTE 22p.; A Pacific Northwest Extension publication.PUB TYPE Guides Non-Classroom Use (055)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Child Health; *Children; ;Tay Care; Early Childhood
ABSTRACTThis booklet discusses the important role that day
care providers can play in ensuring that children eat healthy snacksand meals and learn good eating habits. Section one of the bookletexamines snack foods, discusses the difference between nutritious andless-nutritious snacks, and recommends snack foods appropriate fordifferent age groups. Section two addresses the problem of "picky"eaters and how to handle such children. Section three considers thecase of overweight children, explaining how inactivity, poor foodchoices, and parental attitudes toward food can play a role inobesity, and suggesting food choices and preparation ideas for suchchildren. Part four looks at the important role that vitamins andminerals play in good nutrition and recommends specific food sourcesfor important vitamins and minerals. Part five outlines ways in whichteachers can instruct children about different foods and why theyshould eat a variety of foods, providing examples of specificactivities. Part six discusses food preparation ideas that caninvolve children, suggesting menu items that children and theirteachers can prepare together. (MDM)
U S. DEPARTMENT OF EDUCATIONOffice ol Educations! Research and Imoratement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
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Nutrition Education for Day Care ProvidersMargaret A. Viebrock and Holly Berry
A Pacific Northwest Extension PublicationWashington Idaho Oregon
PNW0394
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About the authors:Margaret A. Viebrock, M.Ed., AdultEducation and Nutrition, CentralWashington State University, isWashington State University'sExtension Home Economist inChelan, Douglas, and OkanoganCounties. Holly Berry, MS, IndianaState University, is Oregon StateUniversity's Extension HomeEconomist in Marion County. Bothauthors are certified home econo-mists with the American HomeEconomics Association. They havebeen recognized by the NationalAssociation of Extension HomeEconomists for outstanding nutritioneducation programs for familieswith limited incomes.
Materials in this publication and inthe accompanying video are basedon the authors' extensive review ofcurrent research on nutrition forchildren, on their numerous surveysof and interviews with day careproviders, and on their collectiveexperience in teaching nutritioneducation. They are active inteaching nutrition education to
[parents with young children and toteachers in preschools, Head Start,child care centers, and day carefacilities. They have also designedand taught summer day camps onnutrition, food preparation, health,and fitness for 4-H members andyouth at risk.
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AcknowledgementsOur thanks to the followingindividuals who provided invaluableassistance in the development ofthis project:
Sue Nicholson Butkus, ExtensionNutrition Specialist, WashingtonState University CooperativeExtension, for her in-depth reviewof the publication and for hercareful cuordination of reviewcomments from other food andnutrition experts.
Scott Fedale, Chair, InformationDepartment, Washington StateUniversity, for his suggestions onproject design and his review of thevideos that accompany thispublication.
Lois Goering, Extension ProgramLeader for Home Economics,Oregon State University CooperativeExtension, for her personal andfinancial support of the project.
Sally Horton, Assistan:. Director,Family Liv!ng and OrganizationalMarketing, Washington StateUniversity Cooperative Extension,for her personal and financialsupport of the project.
Kathryn Keim, Extension NutritionSpecialist, University of Idaho, forher review of this publication.
Lynn Ketchum, El2ctronic MediaSpecialist, Agricultural Communica-tions, Oregon State University, forproducing and editing the accom-panying video, "Growing HealthyBodies."
Ken Kingsley, Associate Director,Agricultural Communications,Oregon State University, for hissupport of this project.
Marianne Kurth, PublicationsSpecialist, Information DTartment,Washington State University, for hercareful edit of and contributions tothis publication.
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111=11=MiMrMargaret!. Lewis, ExtensionNutrition Specialist and El:NEPCoordinator; Oregon State Univer-sity Cooperative Extension, for herreview of the publication.
Evie Liss, Publicati(ms Coordinator,Agricultural Communications,Oregon State University for hercoordination of the OSU productionprocess.
Karen Peterson, Interim Chair of theDepartment of Child, Consumerand Family Studies, WashingtonState University, for her insightfulreview of the first draft of ourpublication.
Bill Stellmon, Agricultural Editor,University of Idaho, for coordinat-ing review in his state.
FundingThis project was funded by thefollowing sources:
American Home EconomicsAssociation Foundation,Ruth O'Brien Grant
National Association of ExtensionHome Economists,General Food ConsumerMedia Grant
Washington State Association ofExtension Home Economists,Kathy Lundgren Scholarship
Washington State UniversityCooperative Extension
Oregon State UniversityCooperative Extension
Photographs of children and daycare providers are reproduced fromthe companion video, GrowingHealthy Bodies.
ContentsSnack Facts 1
Picky Eaters 3
Overweight Children 4Vitamins and Minerals 6Helping Children Learn 9Kids in the Kitchen 12References 16
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Dear Day Care Provider:
You probably already know that food is an important part of every child's emo-tional, physical, and social development. And almost certainly you've noticed thatfood habits are begun catty. In fact, research has shown that food habits establishedduring the preschool years may affect a person's food behavior throughout life!
Since some children spend as much as two-thirds of their day in a day care setting,you assume tremendous responsibility for the health and well-being of childrenevery day. And the importance of your work will continue to grow as the number ofwomen working outside the home increases.
Your attitudes and actions help shape the eating habits and food attitudes of thechildren in your care.Parents depend on you to provide their children's nutritionalneeds during the day. Yet, ultimately, it is the parents' responsibility to determinehow their children will be fed.
Children and food. Separately these two subjects arouse emotion. Together theyoften top the child care providers' list of concerns. In our talks with you we'velearned that you worry about:
Picky eatersChildren getting enough to eatIntroducing foodsProviding nutritious and appealing snacks
Our nutrition education program provides information on nutritional needs ofchildren, promotes lifelong, healthy eating habits, and helps you teach children toappreciate healthy foods. The last chapter presents some ideas for getting kids intothe kitchen so they can learn about food while having fun.
Use this publication alone or with the four-part video entitled "Growing HealthyBodies." Please start with the topic that concerns you most, and follow with otherchapters as that information is needed.
Growing healthy bodies. Few things could possibly be more important to us and ourchildren.
.01cr(t-
Margaret Holly
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Arignack FactsMost children needsnacks. Their stomachs
L.._are small and cannot
h old much food at onetime. They may not he
able to eat enough food at onemeal to last them until the next.Snacks prevent them from gettingtoo hungry between meals.
Snacks can help children developgood eating habits. With guidance,children learn how to make healthyfood choices early in life. Snack timealso provides an opportunity tolearn good manners and social skills.
Are All Snacks Good?All snacks provide calories whichmay be burned for energy, but theyshould also provide nutrients thatgrowing children need. Certainlysome snack choices offer greaternutritional benefit than others.
Snacking on foods like candy,cookies, and soda pop can becomea habit that is hard to change.These snacks provide few nutrientsand a lot of calories. Snacks high insugar are also very hard on teeth.Very active children may needadditional calories for energy. Inthis case, some high-calorie foodsmay be all right, but only afteressential nutritional requirementshave been met.
Plan snacks when you plan regularmeals so you can be sure to offer abalanced diet. Choose snacks fromthe five basic food groups to helpmeet the nutritional needs ofchildren. Call healthy food choices"snacks" so hildren will becomeaccustomed to thinking of good,wholesome foods as appropriatesnacks between meals.
Foods With Many Nutrients
Enriched or whole grainbread and crackersPudding, ice creamFresh fruits and fruit juicesRaw vegetablesMilk, cheese, yogurtPeanut butter, eggs
When ShouldSnacks Be Served?Preschool children like routine.Time snacks midway between onemeal and the next so food needsare met without spoiling the child'sappetite. It takes about two hoursfor the stomach to empty itscontents, so most children welcomea snack about two to two-and-a-halfhours after a meal. If a child eatsbreakfast at 7:30 a.m., and lunch isserved at noon, a snack would beappropriate around 9:30 a.m.
When dinner is light or early, somechildren need a bedtime snack tocarry them through until breakfast.Snacks could include peanut butterand half a slice of bread, a tortilla withcheese, yogurt, or a piece of fruit.
When children do not eat well atmeals, you may discover thatsnacks are too frequent, too large,or take place too close to mealtime.
A regular eating schedule should:Meet nutrition needs.Be flexible.Provide a sense of security to thechild.
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flow Much Should Be Served?Snacks should he nourishing andsatisfying. Let children decide howmuch they need. Offer a smallamount and let them ask forseconds if they want more. Trustingchildren's ability to regulate them-selves may be hard, but when avariety of good, wholesome food isprovided, this ability will prevail.
When nutritious foods such as freshfruit, vegetables, whole grain breads,cheese, or peanut butter are offered,more chewing is required and it takeslonger to eat. Overeating is not aslikely to occur as it might be withfoods like soda pop, candy, cookies,or other processed snack foods.
What are your responsibilities?Select and huy nutritious foods.Wash hands before preparingfood to prevent the spread ofbacteria.Prepare and serve wholesomemeals.Make mealtime pleasant.Maintain standards of behavior atthe table.Allow eat:ng methods a child canmaster.Maintain a regular schedule ofmeals and snacks.
What are the child's responsibilities?Decide how much food to eat.Choose to eat or not to eat.
Snacks for Special OccasionsHolidays give you an opportunityto substitute healthy alternatives forsweet foods. The same guidelinesfor snack and food preparation canbe used for celebrations. Keep saltyand sweet foods to a minimum.Preschoolers enjoy simply-prepared,attractive foods much more thanelaborate menus with lots ofsweets, fats, and salty foods.
Don't center celebrations aroundfood. Focus on action. Have fundoing special activities that observenotable occasions. Relive history orcreate new events to provide anentertaining activity time.
Are You a GoodSnacking Model?Children frequently copy thepeople who are most important tothem. If you make healthy choicesfor your snacks, children are morelikely to choose similar foods. Helpchildren develop positive attitudestoward eating nutritious snacks bymodeling healthy behaviors. Thehabits they form will continuethroughout their lives.
Getting Started WithMore Healthy SnacksThe first step is planning. Deter-mi-le your menus for the week or
the month, and add snacks tocomplement them nutritionally.The next step is to keep healthysnacks on hand. Reduce the availa-bility of candy, cookies, soda pop,and other less nutritious food.
Help children accept new snacks byinvolving them in food preparation.The more children know about anew food, the less strange it willseem. The more experience theyhave with the way it feels, how itsmells, and where it comes from,the more likely they are to accept it.
The degree of children's involve-ment will he determined by age andability, but with some help, justabout any child can assist. Peeling abanana, choosing place mats,arranging napkins, or stirring andmixing are simple tasks for youngerchildren. Older children canmeasure ingredients, read a simplepicture recipe, and wash dishes.
Most children need snacks. With alittle effort, snacks can be fun to make,tasty, and above all, good for kids!
What $nack Foods'Are Appropriate for Young Children?
1012 months to 2 years
Milk, chocolate milkYogurt, plain or with fruitIce creamCottage cheeseCheese cubes or slices (mild-
flavored or process)Cocoa
Fruit such as:Raw, peeled appleRipe pear, peachCitrus fruits (without seeds and
tough membrane):OrangeTangerineGrapefruit
Fruit juicescantaloupe or watermelonBanana slices
CrackersZwiebackDry cereal (not sugar-coated)Toast piecesBread sticks without seeds
Small pieces of soft-cookedvegetables such as:
CarrotsSquashBroccoli
Meat sticksTender cubes of meat and poultry
2 years and older
Milk, chocolate milkYogurt, plain or with fruitIce creamCottage cheeseCheese cubes or slices (mild-
flavored or process)Cocoa
Fresh fruit slices such as:Apples, pears, peachesWatermelon, cantaloupeGrapefruit, orangesGrapes, prunesBananas, berries
Raw vegetables such as:Cucumber slices or sticksCelery, carrot sticksBroccoli and cauliflowerGreen pepper strips
Meat sticksChicken, ham, or tuna saladBean dips for raw vegetablesHard-cooked eggsSmooth peanut butter
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Avoid serving small pieces offood that could lodge in a child'sthroat. Popcorn, nuts, seeds,raisins, carrots, and hot dogs,even when cut into bite-sizedpieces, can cause children tochoke. Peanut butter can also causechildren under age two to choke.
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pchicky EatersChildren's appetitesange from meal to
meal for no apparent reason.Take daily variations in theamount of food they eat in
stride. Children's rates of physicalgrowth may slow, or they may betired, excited, or not interested ineating. As a result they may rejectfoods they usually eat.
Picky eaters:Refuse to eat food that is servedAre hungry right after a meal isfinishedPick and poke at their foodSeek attention by riot eatingHave finicky eating habits
Developing HealthyEating HabitsYou can help children develophealthy eating habits that willcontinue into adulthood by makingmealtimes pleasant. If you create apositive atmosphere, children aremore likely to develop good eatinghabits. Since habits and attitudesare influenced by what is going onat mealtime, try these ideas forpleasant meals:
Allow few distractions (no TV, notoys).Set a relaxed pace.Show a personal interest ineveryone.Eat only at the table.Encourage good table mannersand conversation skills.
When children :legin to feedthemselves, messes will happen.Make eating easier by providing:
Dishes, tableware, glasses, andfurniture that is the right size forchildrenForks and spoons with short,broad handlesForks with short blunt tinesGlasses with broad bases
Trying new foods can be a realchallenge. When you do offer anew or unfamiliar food:
Offer only one new food at atime.Serve it with a familiar food.Compliment children for trying;even one bite counts!
Continue to offer new foods, evenif every one is not a success withthe children. Food tastes oftenchange as the child matures.
When ChildrenDon't Want to EatIf the child does not want to eat aparticular food, don't :;lake a fuss.No one food is vital to the nutri-tional well-being of a child. If thechild truly dislikes a food, don'tforce the issue.
The more a child knows about afood, the better it will be accepted.Help the child learn about food.How does it grow, how did it getinto this container, how was itprepared? Children are moreaccepting of a food if they can helpto choose and prepare it.
Avoid playing games to encourage achild to eat. Pleading, forcing,promising rewards, or any type ofpressure just don't work. 'l'he childeventually gets the message that aparticular food is so awful that itshouldn't be eaten until a deal can bemade or a reward offered for eating.
Resist the temptation to cook some-thing else. When you become ashort-order cook, you help childrenavoid foods they should be trying.
Encouraging Children to EatIf you have a picky eater in yourcare:
Be consistent.Serve meals and snacks on aregular schedule.Serve child-sized portions.Relax and show that you arehappy during meals and snacks.Make sure the child understandsno food will he served until thenext meal or snack time.
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Don't:Use games or bribes.Force the child to eat.
Remember:A child who refuses to eat isn'tnecessarily being difficult. Anynumber of things could be causingthe child to be uninterested ineating.Skipping a meal will not cause achild to become malnourished aslong as nutritious foods are eatenroutinely. Children from 2-5 yearsof age are not growing rapidlyand may not need very muchfood except during growth spurts.Children are good at deciding howmuch food they need. However,they are not as good at decidingwhat kind of food they need. Youmay need to help them learnabout new foods are good forthem.Children want a regular, dailyroutine. If you serve meals atirregular times, they may gethunry and irritable.Follow your plan. Offer healthyfood choices and a positiveattitude, and you will avoid manymealtime battles.
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2.
Picky eaters seek attention by noteating.
0verweightChildren:How Much
Is Too Much?An Overweight Child?Some Do's and Don'tsChildren come in many shapes andsizes. Some are heavy, others slight.Infants who are heavy generally donot become overweight adults.However, rapid weight gain justbefore puberty, usually at about agenine, often predicts weight problemsin later life.
Overweight children are too heavyfor their height. Some children willalways be heavy for their height.Genetics play a big part in over-weight, but attitudes toward foodand eating habits learned early inlife are important too. Regardless ofthe reason, weight loss diets are notrecommended for growing children.Low calorie diets can endanger life,stunt growth, and decrease musclemass.
Exposing youngsters to the feelingof deprivation that often acomi-panics a low calorie diet can onlymake them more anxknis abouttheir weight. Children who aredeprived of food can easily becomepreoccupied with it. When food isavailable again, they may overeatout of fear of going hungry againa quick start on the diet merry-go-round to which millions of peoplefall victim.
Overweight children are all tooaware of their size. Nagging, castingsubtle glances, or giving the impres-sion of keeping track of what theyare eating will not help them. Theydo not need to hear about theirweight from the very people whoare supposed to be a source of love,comfort, and support to them.
Overweight children sometimesdevelop poor social skills becausesome people react negativelytoward those with weight prob-lems. Remember that your attitudestoward food and eating are evidentto the children in your care.
Treat the overweight child just likeevery other child. If fruit is servedto the overweight child, fruitshould be served to everyone. Ifcake and ice cream are served toother children, then they should beserved to the overweight child too.
Many children will lose their extraweight once they have finishedgrowing. Some will not becauseheredity or poor eating habits willinfluence their size and shape. Ifoverweight children continue to beheavy as they grow older, theirchances of becoming overweightadults increase.
During the past twenty years, thenumber of overweight children inthe U.S. has increased. The conse-quences of being overweight inchildhood can be serious.
Four factors seem to contributesignificantly to overweightduring childhood:
InactivityPoor food choicesUsing food as a reward orpacifierServing large portions orforce-feeding
InactivityMost children have boundless energy.You need to keep them busy andinvolved in activities, becauseboredom can lead to overeating.
Children learn best when they areinterested and involved. Learningactivities can be fun if they allowchildren to use their own ideas,experiment with materials or toys,and don't keep them waiting foraction.
You can influence children'sfondness for physical activity byplaying with them. Encourageactive play every day. Weatherpermitting, have children playoutdoors every day. Adive playburns calories.
Activities preschoolers enjoy:
Hide and seekThrowing and catching ballsPushing, pulling, riding, andloading wagons, tricycles,carriages,and wheelbarrowsSwinging, sliding, andjumping on playgroundequipmentDancing to musicJumping rope, skipping,sledding, swimming
Limit television watching. Prolongedtelevision viewing can lead to botha decrease in physical activity andan increase in eating. Television canconsume so much time that childrenmay have difficulty restoring thebalance between energy intake zindenergy expenditure.
Food as Reward or PacifierChildren are born with a preferencefor sweets. Adults may use sweets tobribe them to eat other foods. Or,they hold back sweets as a punish-ment for some kind of misbehavior,whether related to eating or not.Sweets might also be offered toconsole a child who is disappointed,hurt, or tired. Eating for comfortcan lead to overweight.
A statement like, "(lean pair plateand you can have dessert," sends amessage to a child titat desserts arethe best part of the meal. If childrenbegin to think sweets are so specialthat they are no longer willing totry different foods, a finid problemhas begun.
iolidays or special occasions oftenrevolve around food, Avoid usingfoods as a reward or placing undueemphasis on certain f()ois. Providechildren with attention and affectioninstead of food.
The Clean Plate ClubMaking children stay at the tableuntil they eat everything on theirplates encinirages overeating andunhealthy attitudes toward food.When you force a child to eat andthe child resists, a battle results. Ifthis happens, everybody loses. Youlose because you continue to feelfrustrated by the way the child eats.The child loses because he or shebecomes a finicky eater or a chronicover-stuffer.
Put the resp(msibility for eatingwhere it belongs--with the child.Let the child decide how muchfood to cat. It is your responsibilityto provide whi)les(mie mit mrishingfmnIs at regular thnes. A childwon't get into nutritional troublefrom not eating entnigh food if anadequate supply of healthy fixids ismade available.
Poor Food ChoicesMany children view more than5,000 televiseu food commercials ayear. This reminder of the high-fat,low-nutrient foods that are availablecan make it difficult for children toselect and eat a balanced diet.
Food can supply all the nutrientsthe body needs, but po(ir h)(idchoices mean poor nutrition. Ag(mod way to teach children abouthealthy food choices is to servenutritious foods. Eliminate pun.food choices fruit) the menu.Teaching children all( nit goodnutrition is confusing unless y(niset a good example in your owneating habits.
Even very young chiklren alreadyknow that less healthy snack f(lodsand sweets exist. It may be moresensible to serve such snacksoccasionally than to exclude themcompletely, because foods that areforbidden often seem more desirable.When you serve such snacks, makeother foods available too. Restrictaccess to the refrigerator andiiiphoa rds to discourage eating forreasons other than hunger. Aregular schedule of meals, snacks,and activities ends the need forconstant nibbling.
Food Preparation Ideas1:()(Kls high in nutrients and low incalories have high nutrient density.Low nutrient-dense foods are highin calories but low in nutrients.Preparation methods and ingredientchoices can change foods that arenutrient-dense to those that arecalorie-dense very easily. Comparethese opt:ons:
Choose More Often
Whole wheat crackersBaked or broiled chickenHamburger patty100% fruit juiceOatmeal cookiesTuna or turkey sandwich
ltildren enjoy food preparation.When you plan nutritious snacks,include foods that also teach someskills, Helping to prepare meals andsnacks is a good way to createinterest in and acceptance of foods,
Preventing or controlling overweightin childhood requires a great deal ofsupport from the family and withinthe child care setting. As a child-careprovider, you can work withparents of overweight children.
You can:Encourage more physical activityand less time inside the housewatching television,Help children learn to deal withtheir emotions and stress witlumutturning to food for comfort.Prepare snacks and meals thatsatisfy the basic nutritit ma I needsand are also socially and emo-tionally satisfying for the child.Accept the child.
Remember, yr Ai can motivatechildren to eat well. Model healthyeating habits that will last a lifetime.
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itamins midMinerals:
BuildingHealthy
BodiesSonwtimes it is difficult to getchildren to eat foods that are goodfor them. When they don't eat avariety of foods, you worry thatthey won't get the vitamins andminerals necessary for go( d health.Most children dtin't kmm about, oreven care about, vitamins, minerals,food gnmps, ir serving sizes.
Science has identified nlore thanforty nutrients that all pwple need.Nutrients give us energy, regulatebody processes, anti help us growand repair body tissue. All of thesenutrients can be found in food.Chikiren need these nutrientsbecause they are growing rapidly.
Chiklren need iron, vitamins A andC, and calcium to grow. If they getemnigh of these nutrients fromfood, they will pnthably get emaighof all the other nutrients they need,like protein, B vitamins, andvitamin D. If children eat a widevariety of nutritious foods, theywill not need vitamin or mineralpills to stay healthy.
Iron is one of the nutrients neededduring childhood. Preschoilers twoto five years old are mow likely todevelop iron deficiency anemia thanany other age group. It happenswhen too little iron is eaten andthe body cannot make emmghhemoglobin. Hemoglobin carriesoxygen to the cells. It is made fromiron, and pnitein.
Anemia makes children tired, weak,irritable, and pale. However, not allfatigue is the result of an irondeficiency, and iron deficiency isnot the only cause of anemia.
Presc luiolers are growing rapidly, sotheir bk iod volume is also Increasing.This means the hemogItthin concen-tratkm will drop unless they eatenough iron-rich food. Childrenneed to eat a variety of foods to getenough iron.
It is nearly impossible to get toomuch iron from the diet alone.Children and adults need imn-richfoods every day.
Foods That Are GoodSources of Iron
Protein hiodsl.ean meat: beef, pork, orvealCanned fish: tuna, mackerelEggsDried peas and beansPeanut butterRefried beans
Breads and CerealsHot cereal: enriched creamI if wheat or oatmealCold cereal: iron fortified,unsweetenedEnriched rice, no(idles,spaghetti, mat aroniWhole grain breads andcerealsEnriched corn tortillas
Fruits and VegetablesDried fruits: peaches, raisins,apricots, prunes, and datesLima beansBroccoliSpinachGreensBlack-eyed peas, green peas
The body's ability to use ironfrom plant sources increaseswhen plant foods are eatenwith foods high in vitamin C,such as:
Whole grain cereal or breadand orange juice or straw-berriesRaisins and orange sectionsBaked beans and tomatoes
VitaminsVitamins are one group of nutrients,They don't supply energy, onlycalories can do that, but they docontrol many body processes anti:
Release energy.Build new body tissue,Control the body's use of food,
Vitamins are vital, but only smallamounts are needed. Think ofvitamins as the spark plugs formany chemical reacticins occurringconstantly in the body.
Water-soluble vitamins are notstored in the hotly, so foods con-taining these vitamins intist heeaten every day. It is difficult to getenough of vitamins A and C with-out including ample anumnts offruits and vegetables in the diet.
Sources of Vitamin A
Children can learn io identifydark green and dark yellowvegetables as good sources ofvitamin A, including:
Vegetables are often rejected bychildren. Sometimes this is becauseof family attitudes, but oftenvegetables simply are not as accept-able to children as other foods. Theamnia of broccoli, cabbage, orcauliflower cooking on the stovecan be distaAeful. The texture ofcooked spinach can be unpleasant,and i woo xiked vegetables oftenlack flavor. Some new foods may berejected just because they are new.Learning positive things aboutvegetables will often help childrengrow to like them.
To be sure vegetables are cookedproperly, follow these suggestions:
Cook vegetables by steaming,boiling, stir-frying, or baking.Cook vegetables quickly, justuntil they are tender.Use a small amoutu of waterwhen boiling vegetables. Use justenough water to bubble up overthe vegetables. Large amounts ofwater will leach out valuablenutrients.Cook green vegetables in anuncovered pan to retain their color.I io n add baking soda to brightenthe oil( a of the vegetables. Thispractice sc)ftens the fiber andcauses vitamin loss.Serve vegetables soon after cooking.
Many vegetables, like turnips,rutabagas, kohlrabi, zucchini, andparsnips, have a strong taste whenthey are cooked. They are crisp andtasty when served raw. A low-calorie dip might also make themmore Interesting.
Serve fresh fruits as much as iwssible.Fruits need little preparationbecause they are usually soft andeasy for children to chew, If theskin needs to be removed, peelsparingly because many nutrientsare just under the skin.
Proper food preparation methodsare critical for retaining the largestamount of vitamin C. Large amountsof cooking water and high heat willincrease the loss of this vitamin.
Sources of Vitamin C
Children need a good sourceof vitamin C every day.Chi mse from:
OrangesStrawberriesOrange juiceCantaloupePapayaGrapefruitBroccoliCabbageGrapefruit juicePeppersTomatoesPotatoesTomato juice
Remember these methods forpwparation:
Cook vegetables quickly in asmall amount of water.Cut or peel fruit just bef()re eating.Store orange juice and othercitrus juices in the refrigerattq ina chused c(mtainer.
Many of the fruit-flavored juiceschildren enjoy have vitamin Cadded, but they are not a substitutefor fruit juice. Fruit and fruit juicecontains other nutrients importantto good health. If these juices areused to replace citrus juices, theirvitamin C content should beexamined.
Children like fresh fruits becausethey are easy to chew.
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Sources of CalciumChildren need calcium for go maiof hones and teeth. They mostfrequently get calcium from milkand milk products. However,calcium is also found In green, leafyvegetables, dried peas, h,..ans andlegunws, and fortified soy milk.
How Much Milk'?A serving of milk is c(msidered eightounces or one cup. kveryone needssi)me milk every day. ( ;hildrenneed two servings.
Imw-fat or skim milk is not recom-mended for children under two yearsof age. Infants need the fat in wholemilk for normal growth and thedeveh yment of the nervous system.
Many milk products must he eaten in larger quantities to get the sameamount of calcium as one cup of milk. The calories Of these "milk equiva-lents" will also vary.
Equivalent to 1 cup milk:1 cup plain yogurt1/4 of 14" cheese pizza
Equivalent to 1/4 cup milk:I ounce cheddar1 ounce natural Swiss cheese1 ounce process Swiss cheese
Equivalent to 'h cup milk:1-inch cube cheddar1-inch cube Swiss cheese1 ounce process cheese food1 square tofu 2" x 3" x 1"
Boost Calcium IntakeWith These Ideas
Add nonfat dry milk tosoups, casseroles, stews, andmeat loaf.Use yogurt in place of may-onnaise in salad dressings.Add' grated cheese to piecrusts. (Tasty in apple andvegetable pies.)As a snack, broil cheese oncorn tortillas.Prepare canned soups usingmilk instead of water.Sprinkle grated cheese onhot popcorn.Add cheese cubes to fruitsalads.Use your favorite yogurt as afruit salad dressing.
Equivalent to 1/3 cup milk:V2 cup ice cream or ice milk
Equivalent to 0/4 cup milk:1 tablespoon process cheesespread1/2 ounce process cheese spread1 tablespo n Parmesan cheese72 cup cottage cheese
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elpingfrildren
LearnChildren need to
learn about different foods and whythey should eat a variety of foods.Children learn by being activelyinvolved. To reinforce the relation-ship between eating a variety of goodfoods and growing, try this idea.Have each child lie down on paperand draw his or her outline. Cut itout and put it up in the room. Infive months, do it again. Comparewith the first cut out to show howmuch he or she has grown.
Use flannel board pictures to makea poster of the day's menu, ofvegetables to put into soup, or offruits to use to make a salad. Let thechild use paints to design a healthyfoods place mat.
Research shows that early experi-ences with food determine lifelongeating habits. You can providemany opportunities for learningexperiences. Field trips help childrenlearn about familiar foods. Use fieldtrips to encourage them to tasteand learn about some unfamiliarfoods too.
Teaching Nutrition WithoutPots and PansFood and nutrition activities thatdon't involve cooking or foodpreparation can be used to increasechildren's interest in food. Explor-ing the origins, texture, color,shape, and taste of food are allexciting activities for curiouspreschoolers. Young children canalso learn to identify nutritiousfoods and select a healthy diet.
Fo 41 Shield ApronMaterials: One apron per child;materials to cut, color, and paste, ordraw food pictures on apron orfood patterns to trace and materialsio color and paste; material toprotect surface of apron from spills.
Tips for Field Trips:
Do a "dry run" in advanceby yourself.Go in small groups; it is lesstiring, and it's easier forchildren to relate to peopleand things.Plan a related activity eitherbefore or after the trip.Include one adult for every2-4 children.Keep it simple. Don't go toofar. Limit activities duringthe trip. Avoid crowdedplaces.Allow time for the child toexplore, respond, react, andexperience with all thesenses - smell, touch, taste,and listen whenever possible.Talk about the trip beforeyou go and again after youreturn.
Draw the shape of a shield on apurchased apron or one made froma commercial pattern, and dividethe shield into five parts: breadsand cereals, vegetables, fruits, milk,and meats. Each part represents oneof the five food groups.
Combine fruits and vegetables intoone area to make the food shieldapron easier for children to complete.
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Talk about the five food groups.Then let each child draw a favoritefood from each food group in theappropriate section of the shield.Older children will be able to drawand color their own foods. Youngerchildren will need either shapes offood to trace around or precutpictures from old magazines to pastein each area. Apply an appropriateprotectant to the surface of theapron so it can be sponged clean.
Ask the children:What is a shield?
Something that protects. It has apicture called a coat of arms on itwhich shows something specialabout its owner.
What is a food shield?Something that protects thehealth of its owner. The pictureon it shows what the owner likesto eat.
Questions to ask:How do you feel when you eat yourfavorite foothWhy does your body need certainfoods?How do you like your favorite foodprepared?
When you involve children inactual food preparation, have themwear their food shields. Talk abouthow good food can protect themand help them grow.
Dramatic PlayChildren love to pretend. Dramaticplay offers them an opportunity toexperience and form ideas aboutthe world around them.
Playing "Bakery Shop," "GroceryStore," and "Restaurant" can helpchildren become familiar withmeasuring cups and spoons, ingre-dients, and making choices.
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Bakery ShopMaterials: Small pans, muffin tins,plastic mixing bowls, stirringspoons, measuring cups andspoons, cookie and biscuit cutters,play dough, rolling pin, playmoney, bags to put purchases in,handbags or wallets, adult-stylehats, jackets, bakery hats, aprons.
What to Do: Have children pretendto be bakers, clerks, and customersin the shop. The bakers can wearthe aprons and hats while they mix,shape, roll out, decorate, and bakeplay dough foods. Clerks can display,price, and bag the products offeredfor sale in the store. Customers candress up in adult clothes to go to thestore. They can ask the bakersquestions about the items on display,choose products to buy, and paythe clerks with play money.
Show the children how to play thegame by playing with them at first.Encourage children to talk aboutthe nutritional value of foods theyare making or buying. Small chil-dren can talk about the parts of thefood shield their baked goodsrepresent. Older children candiscuss possible menus or occasionsfor serving the products.
How to Make a Baker's Hat'
Trace around a 20-inch plate onto white fabric. Cut outthe circle of fabric. Cut a small triangle (approximately4 inches tall with a 2-inch base) out of one edge.
Stitch together. Sew a 2-inch length of 1-inch elastic tothe headband to connect the edges of the triangular
4i1opening.
Turn up the raw edges of the triangular openingib-inchand stitch. Stitch two rows of gathering stitches alongouter edges of the circle. Pull the gathering stitches andfit the edges onto an 18-inch long piece of 1-inchdouble-fold bias tape.
Your finished baker's hat should look like this.
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Grocery StoreMaterials: Clean, empty foodcontainers (children can bring fromhome), large cardboard box with arope or string for a handle (can beused for the grocery cart), grocerysacks, adding machine or toy cashregister, hand bags, wallets, playmoney, adult-style clothes.
Children can play grocer wearingtheir food shield aprons (and theirbaker hats if they are working in thebakery section). They can unloadand display the products for theirstore. Others can play customer bydressing in the hats or other itemsyou've made available and choosingitems from the store. The customersshould have a list of what theyneed, ask questions about thefreshness of food items, etc. Grocersshould be ready to explain whytheir products are good and howthey could be used. Pay for itemswith play money and pack in bags.
RestaurantMaterials: Place mats, unbreakabledishes and eating utensils, tables,chairs, toy grill or stove and refrig-erator, aprons, menus, pad ofpaper, and pencil.
Make foods for the restaurant bycutting pictures from magazinesand laminating them with clearcontact paper. Children can pretendto be cooks, servers, cashiers, anddiners. Servers can set the tables,serve plates filled with the foodmodels, clear tables, and give dinerstheir checks. Cooks can wear theirfood shield aprons and hats whilepreparing foods, filling orders, anddoing dishes. Cashiers can seatpeople in the restaurant, acceptplay money payment, and makechange. Diners can choose itemsfrom the menu, discu3s the foodwhile eating, and pay for the mealwith play money. Encouragechildren to discuss nutritionconcepts you have been teachingby role-playing with them.
Felt Board Activities
Food RainbowMake a rainbow from differentcolors of felt. Choose colors such as:
Yellow for bananas, corn, apples,and some cheesesRed for strawberries, cherries,tomatoes, and some meatsGreen for broccoli, beans, and kiwisOrange for oranges and pumpkins
Use the felt board to tell stories. Have the children explain how a certainfruit or vegetable grows. Help them understand the need for sunlight,water, and soil.
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White for milk, rice, pasta, andsome meats and cheesesBrown for potatoes, breads, andsome meatsBlue or purple for grapes andblueberries
Cut out foods from felt to matchthe color you selected for that foodgroup or paste colored pictures offood from magazines on felt squares.
Discuss which foods are thechildren's favorites and why.
Which ones are chewy, crunchy,sweet, or sour?How do the foods grow?Do they grow on a vine, in theground, on a tree, or on a bush?
Have children match the color ofeach food to the color of the rainbowto teach color identification.
How Does Your Garden Grow?Children can plant their owngarden using felt fruit and vege-tables. Provide colors of felt such as:
Brown for soil, potatoesBlue for sky, blueberries, plumsYellow for the sun, pears, squash,cornBlack for rain clouds,White for fluffy clouds, raindrops,onionsGreen for trees, plants, beans,onion tops, lettuce, broccoli,peas, peppersRed for apples, strawberries,tomatoes, peppersPeach for peachesOrange for carrots and pumpkins
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Children can pretend to be cookswhile playing "Restaurant."
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Tirids in theKitchen
Get kids into the kitchen."MIL 16.While children helpprepare food, they can learn aboutnew words and relationships anddevelop a more active interest infood. In addition, they may bemore willing to accept new foods ifthey've helped prepare them.
Children can learn about size andquantity by measuring cupfuls ofwater and comparing large andsmall fruits. They learn aboutcolors, shapes, and temperatures asthey handle oranges and bananas,warm muffins, and cold fruit juice.
Following the steps in a recipe teacheschildren about order. Measuringdevelops math skills. Waiting forbread or cake to come out of theoven teaches about time, and settingthe table exercises memory skills.
Remember, children develop atdifferent rates. Having patience andtaking time to involve children infood preparation is the key to) success.
Be sure to involve boys as well asgirls in kitchen activities. Theyboth need to know these skills.
To Maximize Learning:1.l.abel all ingredients and let
children explore themsee, feel,smell, and possibly taste.
2.Talk about where ingredientscome from and how they're used.For example, eggs come fromchickens, and they are used tomake french toast, egg salad, andscrambled eggs.
4. Help children describe changesand ingredients when they arecombined, cooked, and chilled.
5.Introduce math concepts such asadding five raisins, one-half cupmilk, or one tablespoon oil.
6.Show and tell children what todo in a positive manner ratherthan tell them what not to do.
7.1.et children participate from startto) finish. Remember, cleanup ispar of the cooking activity.
8. Repeat project fig practice.
Hints for OrganizingSuccessful CookingExperiences
Plan activities that areage-appropriate.
Two- and three-year-olds can:Wash vegetables.Tear lettuce.Shuck corn.Shape burgers and meatballs.Snap peas.Peel bananas, if the top iscut off.Wipe the table.Clear their own place settings.
Three- and four-year-olds can:Toss salads.Break eggs into a bowl.Open packages.Measure or mix ingredients.Make sandwiches.Knead and shape dough.Pour cereal, milk, and water.
Five-year-olds can:Set the table.Wash dishes.Help k)ad the dishwasher.
Be sure to:1. Work in small groups; four
to six is ideal.2. Wash yol!r hands.3. Use pictorial recipes to
illustrate each step.4. Laminate recipe cards or put
them in a ziptop bag toprotect them from spills.
S. Review recipes with childrenbefore starting.
6. Emphasize safety whendemonstrating any newequipment or cookingprocedure.
7. Have water, clean sponges,and towels handy forcleanup.
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Teaching Pouringand Measuring SkillsShow children how to pour liquids.Use a lightweight, small pitcherand a drinking glass. Help themwith the pitclwr or hold the glassand let them practice. Start by usingwater or rice, beans, or macaroni.
When they can pour without y(iurhelp, let them poor milk and juicefor snacks.
Place a rubber band around themiddle of a non-breakable drinkingglass. Let children practice fillingthe glass to the mark.
Children can learn to measure dryingredients too. Let them fillmeasuring cups and talk about thedifferent markings and types of cups.
Sifting and leveling a cup are alsoskills they can learn. Be sure to letth.2m practice.
Ground Rules forHaving Fun in the Kitchen
Keep activities simple.Choose recipes that will hesuccessful and have quick results.Practice ahead of time.Teach children the importance ofcleanliness. Wash hands beforeyou cook. Teach children not tosneeze or cough on food.Let children do as much aspossible from start to finish.Remember the more yo m do, theless children learn.Never leave children alone in thekitchen. There are too manyhazards to leave them unattended.If children don't want toparticipate, don't force them.Allow plenty of time for childrento finish the activity.Have fun!
111111iMINEIPMay I Help You Cook?Children can:
Help stir mixtures.Help form mixture into balls.Roll food in crushed cereal flakes.
From Kids and Food: Snack "rime for Kids byWilliam Evers.
Honey Milk Balls1/4 cup honey*1/2 cup nonfat dry milk1/4 cup peanut butter1/2cup crushed, unsweetenedcereal flakes
Mix honey and peanut butter.Gradually add milk, mixingwell. With greased hands, formmixture into balls. Roll incrushed cereal flakes. Chill untilfirm. Makes about 30 small balls.
Infants under one year of ageshould not be fed anv foods,cooked or uncooked, containinghoney because of the risk of infantbotulism.
Veggies and Yogurt DipWash vegetables and cut intodifferent and interestingshapes. Serve with yogurt dip:
Mix well and chill several hours.Serve with fresh vegetables.
Children can:Wash vegetables.Cut food into serving pieces.Mix dip.
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Snack PizzaI package refrigerator biscuits
or English muffins1/4 cup tomato paste1 teaspoon oreganoToppings: sliced or chopped
onion, cheese, mushrooms,pepperoni
Pat each biscuit into a 4" circleon a cookie sheet, or sliceEnglish muffins and place cutside up on cookie sheet. Mixthe tomato paste;,and oreganotogether and splead on eachbiscuit. Put on toppings. Bake at400 degrees about 8 minutes oruntil slightly browned.
Children can:-I Pat out biscuits.
Spread tomato paste.Chop, slice, or shred toppings.Choose favorite topping and puton pizza.
Day care providers can help childrenlearn to enjoy nutritious foods.
Veggie SandwichVegetables: carrots, cauliflower,
broccoli, zucchini or otherveggies in season.
Fillers: peanut butter, cheesespread or cream cheese.
Wash and cut vegetables intothin slices. Spread half the sliceswith one of the fillers and topwith another slice of vegetableto make a sandwich.
Children can:Wash and cut vegetables into slices.Spread filler on slices.Put tops on sandwiches.
Dissolve yeast in warm water ina large bowl. Mix flour, salt,and sugar in another bowl. Stir3 cups of the flour mixture intothe yeast and water.
Knead the mixture, addingremaining flour mixture asnecessary. Break off small piecesof the dough for each child tomake a creature.
Once shaped, place creatures ona greased baking sheet. Coatthem with a mixture of oneslightly beaten egg and 1tablespoon water. Bake at 475degrees for 12 minutes or untilbrowned.
Soft creatures don't store well.Refrigerate unused dough andbake when they can be eatenfresh.
Children can:Measure ingredients.Stir ingredients.Knead dough.Shape soft pretzel creatures.Brush on coating.
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Children enjoy handling breaddough.
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Wiggly Fingers/4 cup pineapple juice3 packages unflavored gelatin1 cup orange juice1 cup boiling water
Soften gelatin in a little pine-apple juice. Slowly add 1 cupboiling water. Stir until gelatinis dissolved. Add remainingjuices. Pour into 9" x 13" pan.Chill in refrigerator until set.Cut into finger lengths.
Children can:Stir gelatin in juice.Measure cold ingredients.Pour liquid into a pan.Cut food into shapes.
Veggies roll-ups can be made withfillings such as cheese, meat, andpeanut butter.
Veggie Roll-upsVegetables: cabbage, lettuce or
spinach leavesFillings: peanut butter or thin
slices of meat or cheese
Wash cabbage, lettuce, orspinach leaves and dry withpaper towel. Spread leaves withpeanut butter, roll filling inside,and eat. Variation: roll with athin slice of meat or cheeseinstead of peanut butter.
Children can:Wash and dry vegetable leaves.Spread filling.
Ants On a LogCeleryPeanut butterRaisins
Wash celery and cut intoserving sizes. Fill each slice withpeanut butter and place raisinson top.
Children can:Wash celery.Cut celery into pieces.Fill celery with peanut butter andtop with raisins.
Food activities like celery cars and ants on a log are fun to make and eat.
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Tin Can Yogurt2 cups plain, low-fat yogurt1/2 cup sugar1 cup fruit or berries
Put all ingredients in a one-pound coffee can with a tight-fitting lid. Place lid on can.Place can with ingredientsinside a # I() or three-poundcoffee can with a tight-fittinglid.
Pack larger can with crushed icear nind small can. Pour at least 3/4cup of rock salt evenly over ice.Place lid on larger can. Roll hackand forth on table or cementslab for 10 minutes. Open outercan. Renuwe inner can withingredients. Remove lid and usespoon to stir up mixture fromsides and bottom of can. Replacelid. Drain ice water from largercan. Insert smaller can; packwith ice and salt. Roll back andforth for five more minutes.Place in freezer compartment ofrefrigerator for an hour to set oreat as soft ice cream.
Chi Wren can:Measure ingredients.Stir a mixture.Roll the can hack and forth.
From Inday's Tips thr Easy Living by I tianeThomas, I IP Books, 1982.
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Children learn healthy food habits from the example setby day care providers.
Making face sandwiches is a creative activity for children.
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ReferencesAgricultural Experiment Station,Division of Agriculture, University ofArkansas. 1983. Activities That WorkWith Young Children. Special Report112, Fayetteville.
California State Department ofEducation, Superintendent of PublicInstruction, 1983. Making Mealtime aHappyTime for Preschoolers. Sacramento.
California State Department ofHealth, Superintendent of PublicInstruction. 1983. Preparing Food forPreschoolers. Sacramento.
California Department of HealthServices, WIC Supplemental FoodSection. 198,5. Your Growing Child.
Cooperative Extension, NorthCentral Region.1988. Family DayCare Exchange, Meals and Snacks.Publication No. 128H.
Department of Health and HumanServices. 1987. Get Fit A Handbookjbr Youth 6-17.
A Pacific Northwest Extension PublicationWashington Oregon Idaho
Pacific Northwest Cooperative Extensionbulletins are Joint publications of thethree Pacific Northwest statesWashing-ton, Oregon, and Idaho. Similar crops,climate, and topography create a naturalgeographic unit that crosses state lines.Since 1949, the PNW program haspublished more than 250 titles. Jointwriting, editing, and production hasprevented duplication of ettort, broad-ened the availability of faculty specialists,and substantially reduced costs for theparticipating states.
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Issued by Washington State CooperativeExtension, Larry G. James, InterimDirector; Oregon State UniversityExtension Service, O.E. Smith, Director;University of Idaho Cooperative ExtensionSystem, Leroy D. Luft, Director; and theU.S. Department of Agriculture infurtherance of the Acts of May 8 and June30, 1914. Cooperative Extension programsand policies comply with federal and statelaws and regulations on nondiscriminationregarding race, color, national origin,religion, gender, age, disability, and genderpreference. Trade names have been usedto simplify Information; no endorsementis intended. l'ublished January 1993.1.00/1.00/1.00 PNW0394
