Westside Children Center

Community Rotation: Head Start Wanyi Wang Jan. 30-Feb. 16

Food Vendor Service Quality Review Meeting

1/30/2018

1:15-2:30

Wagner site conference RM

Meeting called by: Lawren Miller Askew, MSN, PHN, RN

Facilitator: Lawren Miller Askew Note taker: Wanyi Wang

Attendees: Dr. William; TJ Latter; Virginia Engler, Wanyi Wang

Minutes Agenda item: Food arrived late for lunch Presenter: Lawren Miller

Discussion:

ü Communicated with TJ Hatter regarding the specific standards for lunch to serve at a certain time according to the CACFP.

Conclusions:

TJ Hatter agrees and promise to have the lunch deliver to the industry kitchen by 11:00 A.M. and figure ways to give enough time for the driver to put away the room stable foods such as apples on the shelf.

Agenda item: Update menu format & review Presenter: Dr. William and Lawren

Discussion:

ü Dr. William explained to TJ that all 5-food groups (Grain, Protein, Dairy, Fruit, Vegetables) must be offered at lunch and there must be two out of the five food group offer for the snack. Dr. William also asked if TJ can put the serving size of each food component to be written on the menu, so the teachers know how much to give each child.

ü Lawren demands the menu be formatted in a way that includes all the breakfast, lunch and snacks to be on the one page. Examples of the CACFP and previous vendor menu was shown to let know TJ know of what it's expected. Dr. William asked if TJ can improve labeling for children with food allergies.

Conclusions:

TJ has agreed on the menu changes and will submit the menu to the Dr. William to review and the electronic version of the menu will be submitted by 3rd week of each month for next month’s menu. Also, a Spanish version of the menu has been talked about.

Agenda item: Socialization Direct Delivery option to Southern side Christian church and menu item change.

Presenter: Virgina Engler

Discussion:

ü Virginia Engler gave a brief introduction to TJ about the socialization program at Inglewood Southside Christian Church. The population served are mostly moms with infants that are 24 months old or younger. Virginia also told TJ that the participants love the meatballs and the fruit cup that was served.

ü Lawren asked Virginia to pick the menu items for her program and make it into a menu. Thus, the participants will know what is going to be served and it's important that everything must be documented. In addition, Lawren also

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bought up the question if Tisket can deliver the food to the Southside Christian Church directly because Tisket located only a few miles away. Conclusions:

ü TJ promise to remove salad and tailor the menu to provide more infant appropriate food. Likewise, she will also remove the salad and other hard to chew food for the Class 1 children in the WCC that is also 24 months old. In addition, TJ promise to deliver the meals to the Southern Christian church herself starting next month.

Agenda item: Food spoilage and milk supply Presenter: Lawren

Discussion:

ü There was an incident that the hotdog arrived at 80° F and sometimes the milk tasted sour. Also, there was an incident that fresh apple exterior with a dark core once cut open.

ü TJ reported that there was plentiful of milk not being used in the storage in the industrial kitchen. There were still a lot of soymilk left untouched.

Conclusions:

TJ thank Lawren for the giving her all these feedbacks and will work hard to improve these problems. She also wanted to be contacted if anything happens, so she can return the spoiled food back to the supplier and closely monitor the procedure to check where it went wrong that led to the temperature drop for the hot food. TJ would also add milk as a component to the snack menu, so the teacher will now know what the extra milk is for; thus, it can solve the problem of surplus milk in stock.

Other Information

Main goal achieved: Foster smooth and effective communication with the vendor, TJ, Hatter and discussed our expectation for the menu.

Next meeting:

Friday TBA

Followed up:

TJ said the new menu will be sent to Dr. William and Lawren by Wednesday morning.

Flow Chart of Taking Temperature

Is the temperature of hot food received at ³140 °F and cold food at £40°F ?

Yes NO

Put the hot food in the warmer to keep it hot at a

setting of “6” . The cold food (sandwich) must be store in the refrigerator.

Put the hot food in warmer and set the

temperature at “6”setting or higher.

Recheck the temperature to ensure

it has reach at least 140°F before serving.

Has the cold food (ex: sandwiches) and

hot food been left out for 4 hours or

more ?

Yes

Report to the Administration !

NO

Serve the food to the children J

Wash hands first then wear gloves when taking temperatures and sanitize the thermometer before and after each use.

Utensil Purchasing for Head Start Wanyi Wang

Since my very first day with Head Start, I was truly amazed at the quality and support this

center are able to provide to every single child. Then, something was brought to my attention,

some children in room 7 have to use plastic forks meanwhile the rest of the children use the

normal metal fork. In addition, there are some kids that have to eat off a discolored plate with

brown stains while the other kids are served on a white, clean looking plate. My very first thought

was how unfair it's to these kids with plastic forks and discolored plate. They deserved to be

treated the same! So, I went and perform a physical inventory of dining utensil in every class

(table 1). It didn't take long for me to recognize that some class is missing 19 spoons or missing

2 cups and 4 bowls (Please refer to table 2 for details). Next, I reach out to resolve the shortage

problem by looking into different vendors. I recommend the Discount School Supply vendor

because they have experiences working with a variety of programs such as the National Head

Start Association (NHSA), and National Association for Education of Young Children. Etc. A detail

vendor comparison is shown in table 3.

In order to address and solve the problem of utensil shortage in the classroom, we

have to dig deep to find the root cause and establish a systemic approach to prevent this from

occurring again. I understand that we might not have the budget to purchase new sets of dining

utensil for all the classrooms. I also notice some class has a surplus of certain dining wares while

other classes have a shortage of it. So, I suggested we can have the class exchange the dining

wares and then buy the dining wares that are still in shortage. For example, if you refer to table

2, there is a total of 23 plates in surplus among all the class, we can, therefore, give these extra

plates to class 4, 7 and 8 that accounts for 7 plates. The rest of the leftover surplus can also be

used to replace these discolored or stained plates. Moreover, we can collect the forks from

classroom 3, 6, and 9 and then redistribute it to room 2,4,7, and 8. Interesting, the number of

forks that's surplus equal exactly to the amount fork we are shorted.

Furthermore, we would still need to purchase items that are in shorted [ spoon (31),

cup (11), bowl (18), throng (4), serving bowl (4), serving spoon (4)]. Refer to table 4, it gives details

and breakdown of the cost of each item and the total cost to restock the dining ware that is

shorted.

In addition to ordering the supply I also highly encourage the administration to establish

a procedure that puts the teachers more accountable for the utensil. They are the one that uses

it daily and cleans it. There can be a dining ware inventory form that each class knows how much

of each item is supposed to be in-stock. If anything breaks or went missing, they can bring it up

in the staff meeting. I believe having just made this little change, we can greatly improve the

quality of the lunchtime for the children in the center.

Table 4: Breakdown of cost for each dining ware

Item Amount Needed Cost per Piece Price x Unit Total Cost

Spoon (12 ea./pack) 31 $2.98 $35.87 x 3 $107.61

Cups (8 oz.) 11 $1.70 $20.44 x 1 $20.44

Bowl (12 ea./ pack) 18 $4.16 $49.99 x2 $99.98

Serving Bowl (12ea./pack) 4 $8.28 $99.41 x1 $99.41

Serving Spoon (5 pieces) 4 $7.59 $37.99 $37.99

Total Cost $327.44

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Family dining & Regulation According to the CACFP regulation 1302.31(e)(2), family-style meals are encouraged.

• A program must provide sufficient time for children to eat, not use food as reward or punishment, and not force children to finish their food.

• A program must implement snack and meal times in a way that support development learning, snack and meals times must be structured and used as learning opportunities that support teaching staff-child interactions and foster communications and conversations that contribute to a child’s learning, development, and socialization.

• As describe by the standard 1302.31(e)(2), in family-style dining, all food is placed in serving bowls on the table and children are encouraged to serve themselves or serve themselves with help from the teacher.

Foster Communication and conversation that contribute to child’s learning, development, and socialization:

In short:

“Meal time should be educational, relaxed and fun”

For example, we can apply that concept by having engaged conversation with the children about they are eating and have them compare and identify colors:

Ø Teacher: “today we are eating carrots, “what color are carrots?” Ø Children “orange” Ø Teacher: “yes, very good, what other foods are orange?” Or, “Have you try this at home” Ø Always ask open-ended question to allow for thought process.

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Guideline for child-size dishes and utensil:

Source: SupplementE:SupportFamilyStyleMeals•http://www.teamnutrition.usda.gov

Observation of Westside Child Care Center’s family dining serving utensils

After going around each class to do the physical count of all the dining wares, I made an excel spreadsheet that includes the number of each item from each individual class. Table 1, illustrate the items I have count and the number of children in each room. According to my observation and doing inventory of all 9 classes, I notice that were a lot of discolored bowls and plates. For example, both class 8 and 9 have two bowls and some plates that have been discolored and turn yellow. The yellowish color in the plates was like the stain, it won't wash off. One of the teachers said that kids that got the discolored dish would complain that the dishes are dirty and request for another plate.

In addition to the discolor service wares, the serving scoops are also a concern. In class 8, their teacher bought up a very important issue, that kids at age 3 have difficulty using these long handle silver scoops and that was given to use as the serving spoon or scoop. I have also known in many cases, teacher use measuring spoon as a serving scoop to make it easier for the children and maybe we can make this into a being the universal serving spoon. As I research for the child care serving spoon, a lot of the sites sell measuring spoon to use as a serving spoon because it will give the kids the correct amount of servings for each food component and it's lightweight.

As I do inventory, I notice some class was very short in the spoon and/or fork but the other class might have a few extra. For instance, class 6 was short two bowls and one cup but they have a surplus of three plates and eight forks. In the extreme case, in class 7, as you refer to table 2: they

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are short on everything. In particular, they are short nineteen spoons and nine forks. Even though class 7 and 8 share a kitchen, their utensils are marked with their class number. So, I have count items that are marked with their classroom number.

Table 1: The utensil inventory for 9 classes.

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Table 2: Breakdown of classroom by shortage and surplus of utensils.

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Procurement of Child Serving Wares and Utensil After shopping around, I was able to trim it down to two supplier that has relative cheap pricing but still offer the similar quality and quantity of the serving utensils and serving wares. Discount School Supply has a partnership with a variety of program such as the Childcare Education Institute and has well-established associations and alliance with the National Head Start Association (NHSA) and National Association for Education of Young Children, National Association for Family Child Care and more. The other supplier, Becker's School Supplies, is a family owned business that has been around for over 90 years. One of their top priority is safety first and their products all meets the Consumer Product Safety Commission (CPSIA) compliance standard. So, each supplier has their own strength. According to the cost breakdown illustrated in table 3, I think Discount School Supply is more cost-saving because they offer a variety of serving utensils and dining ware; whereas, Becker's School Supplies is a little limited in selections.

Table 3: Procurement for utensils.

Sites:

http://www.discountschoolsupply.com/Community/Landing.aspx?campaignID=1026&src=footer

https://www.shopbecker.com

Observation of Lunch Time at Room 4 and 6 It was a great pleasure and eye-opening experience for me to have this opportunity to observe how kids have family-style lunch in child care. Having been raised in China until 3rd grade, I was not able to see the complete picture of the nutrition programs from preschool till high school. My special thanks to teachers in room 4 and 6, they have provided a huge support and a lot of useful information about those kids they are highly concerned with. The observation of Sebastian and Julianna was just like as predicted by their teacher.

• Sebastian won't eat any food that is mixed in. On Tuesday, the menu has turkey taco, he only ate two pieces of apples and drink 1 cup of milk. As for Wednesday, he left the chicken and green bean stir-fry untouched.

• Julianna was a meat and fruit lover and a heavy milk drinker. On the two days I observed her, she ate her grains and meat and then drink two cups of milk. So, I suspected that's why she is underweight because she drinks a lot of milk that made her feel full when in fact she hasn't really consumed enough nutrient from the grains and meat to sustain her weight. She also gets distracted easily and wonders off.

• On the other hand, Mylo has done very well on eating his food. He ate two serving of meat, 6 pieces of sliced apple, 1 cup of milk and tried a few pieces of lettuce if we encouraged it. I think having someone next to him has played a role in influence him to eat more.

In classroom 6, there is more teacher involvement observed in encouraging the children to eat vegetables. The teachers are role modeling and tell them why they should try some vegetables.

• Kevin was the picky eater in the class, he only ate two slices of apple and left the rice and vegetables untouched. This has confirmed with his teacher's observation that he only like sweet foods. He is also easily influenced and distracted by other kids in the table. As soon as he sees someone do something, he will try to copy their actions.

In an effort to help these children, I read a book called, Fearless Feeding, How to Raise Healthy Eaters from High Chair to High School, written by Jill Castle and Maryann Jacobsen who are both registered dietitians. According to the books, the characteristic illustrated by Mylo (the CHO/ Meat eater), Julianna (Glazer kid), Sebastian and Kevin (won't try kids), these eating habits are common in children between the ages of two and five. However, even though these signs are not uncommon, but intervention should be enforced as well to help them transition or grow out of this stage sooner.

Carbohydrate Eater: Since in WCC, meals are serving in family style, they will be offering all the component

on the plate. We can still increase the consumption of the vegetables in children if one of the food components for the snack is vegetables. For example, carrot sticks, celery stick, bell pepper and cut them into cute shapes. Then they can dip it in yogurt or hummus to increase protein and calories intake. Glazer Eater:

Assess whether the child is consistently eating a small amount of food. If so, then the kid probably has a small appetite to start with. Thus, it won't be helpful to force the kid to eat more. So, some intervention is for the teacher to communicate with the parent about the nutrition need for Julianna and that she is underweight. The teacher at lunchtime can sit with her to make sure she is not distracted, so she can be more focus on eating. In addition, calories will need to be increased. The parent can help out by providing some high calories snack at home. For example, nut butter or slice avocado on bread, hummus dips with veggies and hard-boiled eggs. Won't try Eater: For Kelvin, he is very reluctant to try new foods and this might be underlying genetic that leads him to behave like this. There are cases that one of the parents was like that when they were little. So, it will be helpful if we can get a nutrition assessment of Kelvin and his parent to find out more about their eating habit at home. In lunch on Wednesday, chicken and vegetable stir-fry with brown rice and sliced apple were served. However, he only ate two pieces of sliced apple and barely touch any other foods. Some recommendation is to have the teacher or parent make a "learning plate" that they can use to talk about the food and encourage Kelvin to touch, smell or even lick each item. Or try to have the parent encourage Kelvin about "a bite to be polite" or "3 bite rule". All this is to increase exposure of the food to Kelvin without forcing him to finish it. This can also help take the focus off the food and places it on manner. However, if any type of these tasting cause stress or unpleasantness, give it up! Everything will take time, so does it motivating a kid that is not interested in food to become more engaged. Another recommendation is to have the parent take Kelvin with them during grocery shopping. Thus, Kelvin has an opportunity to see what the food is like before it's cook and let him pick out foods he likes to have for dinner.

Furthermore, nutrition education and the opportunity for children to interact with food is very crucial to increase the consumption of all food groups. I feel there is an important and desperate need for the teacher and parents to understand the age-appropriate nutrition message for two to five years old. For example, we often time hear parent or teacher tell children, "eat this because it's healthy or good for you". The chance is, nowadays children might be able to know which foods are healthy due to the amount of nutrition education given in class, but they can't understand why they have to eat it. They are more motivated by texture and appearance. So, next time try to say "look at this colorful food we have today. We eat a rainbow of colors" or tell them, "celery is good for our bones." Adults sometimes also tend to tell their children, "if you eat too much, you will gain weight or lose weight.", but children are unable to understand the change that occurs over time, instead, we can say, "we listen to our tummy and stop when it's happy or feels full". In addition to the education we can provide, the parent can play a big part in a child's development and interested in food by allow their toddlers or preschooler to help in the kitchen.

Such as stirring, simple measuring, washing, and tearing lettuce leaves, squeezing lemons and slicing bananas. Also, have the children help with making the dishes they like the best (and that are easy) such as cookies, homemade pizza can increase their interest in participating.

As I talked to Nurse Lawren about nutrition education and resources, we actually found a

lot of very creative and fun poster that was created by the past student interns. Some poster was about "why" we have to eat vegetable and others were about how much sugar packets are in one sweet beverage for children. So, these resources would be a great tool for the children and parents to learn about the basic of nutrition without getting into complex topics and ideas. I have also created a nutrition shared folder in Google drive to share with Nurse Lawren. My goal is to make the resource more readily available and more accessible for the teacher. Thus, the teachers can access their Google share drive and print it out the any given handouts if a parent wants to learn more about how they can help their child eat better or if they have a doubt about something and want a clarification. Reference: Castle, Jill, and Maryann Jacobsen. Fearless Feeding: How to Raise Healthy Eaters from High Chair to High School. John Wiley & Sons, 2013.

Do any of the statements below remind you of your child? “Ebony will only eat peanut butter sandwiches!”

“Michael won’t eat anything green, just because of the color.”

“Bananas used to be Matt’s favorite food, now he won’t even touch them!”

Your child may eat only a certain type of food or refuse foods based on a certain color or texture. They may also play at the table and may not want to eat. Don’t worry if your child is a picky eater. Picky eating behavior is common for many children from the age of 2 to 5 years. As long as your child has plenty of energy and is growing, he or she is most likely eating enough to be healthy. If you have concerns about your child’s growth or eating behavior, talk to your child’s doctor.

How to cope with picky eatingYour child’s picky eating is temporary. If you don’t make it a big deal, it will usually end before school age. Try the following tips to help you deal with your child’s picky eating behavior in a positive way. Check the ones that work for you and your child.

Let your kids be “produce pickers.” Let them pick out fruits and veggies at the store.

Have your child help you prepare meals. Children learn about food and get excited about tasting food when they help make meals. Let them add ingredients, scrub veggies, or help stir food.

Offer choices. Rather than ask, “Do you want broccoli for dinner?” as “ hich ould you li e for dinner, broccoli or cauliflo er?”

Enjoy each other while eating family meals together. Talk about fun and happy things. If meals are times for family arguments, your child may learn unhealthy attitudes toward food.

Offer the same foods for the whole family. Don’t be a “short-order cook,” making a different meal for your child. Your child will be okay even if he or she does not eat a meal now and then.

Healthy Tips Picky Eatersfor

United States Department of AgricultureFNS-455

USDA is an equal opportunity provider and employer.Revised May 2012

Trying new foodsYour child may not want to try new foods. It is normal for children to reject foods they have never tried before. Here are some tips to get your child to try new foods:

Small portions, big benefits. Let your kids try small portions of ne foods that you enjoy. ive them a small taste at first and be patient with them. When they develop a taste for more types of foods, it’s easier to plan family meals.

Offer only one new food at a time. Serve something that you know your child likes along with the new food. Offering more new foods all at once could be too much for your child.

Be a good role model. Try new foods yourself. Describe their taste, texture, and smell to your child.

Offer new foods first. Your child is most hungry at the start of a meal.

Sometimes, new foods take time. Kids don’t always take to new foods right away. Offer new foods many times. It may take up to a dozen tries for a child to accept a new food.

Make food fun!Help your child develop healthy eating habits by getting him or her involved and making food fun! Get creative in the kitchen with these cool ideas. Check the ones you try at home, and be sure to add your own ideas, too!

Cut a food into fun and easy shapes with cookie cutters.

Encourage your child to invent and help prepare new snacks. Create new tastes by pairing low-fat dressings or dips with vegetables. Try hummus or salsa as a dip for veggies.

Name a food your child helps create. Make a big deal of serving “Maria’s Salad” or “Peter’s Sweet Potatoes” for dinner.

Our family ideas to make food fun: ____________________________________________________

____________________________________________________

____________________________________________________

For more great tips on these and other subjects, go to:

ChooseMyplate.gov/preschoolers/

They learn from watching you. Eat fruits and vegetables and your child will too.

Make meals and memories together. It’s a lesson they’ll use for life.

Let them learn by serving themselves. Teach them to take small amounts at first. Tell them they can get more if they are still hungry.

¿Alguna de las afirmaciones siguientes le recuerda a su hijo?

“¡Ebony sólo come sándwiches de mantequilla de cacahuate (maní)!”

“Michael no come nada verde, sólo por el color.”

“Los plátanos solían ser la comida favorita de Matt, ¡ahora ni siquiera los toca!”

Puede ser que su hijo coma sólo ciertos tipos de alimentos o que rechace alimentos por tener cierto color o textura. Puede ser que también jueguen en la mesa y no quieran comer. No se preocupe si su hijo es quisquilloso con la comida. El comportamiento caprichoso con la comida es común en muchos niños de 2 a 5 años de edad. Mientras su hijo tenga suficiente energía y esté creciendo, es muy probable que él o ella esté consumiendo lo suficiente para mantenerse saludable. Si tiene alguna preocupación acerca del crecimiento o el comportamiento alimenticio de su hijo, hable con el médico de su hijo.

Cómo lidiar con los caprichos al comer

Los caprichos al comer de su hijo son temporales. Si no les da mucha importancia, terminarán generalmente antes de la edad escolar. Pruebe los siguientes consejos para ayudarle a lidiar con el comportamiento caprichoso con la comida de su

hijo de una manera positiva. Marque los que funcionen para usted y su hijo.

Deje que sus hijos sean “recolectores de frutas y vegetales.” Permítales escoger las frutas y vegetales en la tienda.

Haga que su hijo le ayude a preparar las comidas. Los niños aprenden acerca de la comida y se entusiasman para probar los alimentos cuando ayudan a preparar la comida. Permítales añadir ingredientes, lavar verduras, o ayudar a mezclar la comida.

Ofrezca opciones. En lugar de preguntar “¿Quieres cenar brócoli?”, pregunte “¿Qué quieres cenar, brócoli o coliflor?”

Disfruten de la compañía mutua mientras comen en familia.

Hable acerca de temas felices y divertidos. Si las comidas son momentos para discusiones familiares, su hijo puede adoptar una actitud poco saludable hacia la comida.

Ofrezca la misma comida a toda la familia. No sea un “cocinero de comida rápida,” preparando una comida distinta para su hijo. Su hijo estará bien aún si él o ella no come de vez en cuando.

Consejos Saludables los Caprichosos con la Comidapara

United States Department of AgricultureFNS-455-S

USDA es un proveedor y empleador que ofrece igualdad de oportunidades.Revisado Mayo del 2012

Probar alimentos nuevosPuede ser que su hijo no quiera probar alimentos nuevos. Es normal que los niños rechacen comida que nunca antes han probado. Estos son unos consejos para convencer a su hijo a probar alimentos nuevos:

Porciones pequeñas, grandes beneficios. Permita que sus hijos prueben porciones pequeñas de alimentos nuevos que usted disfrute. Dele una probadita primero y sea paciente con ellos. Cuando desarrollen un gusto por más tipos de alimentos, es más fácil planear las comidas familiares.

Ofrezca sólo un nuevo alimento a la vez. Sirva algo que usted sepa que le gusta a su hijo junto con la comida nueva. Ofrecer más alimentos nuevos a la vez puede ser demasiado para su hijo.

Dé un buen ejemplo. Pruebe nuevos alimentos por sí mismo. Describa su sabor, textura y olor a su hijo.

Ofrezca los alimentos nuevos primero. Su hijo tiene más hambre al inicio de la comida.

Algunas veces, toma tiempo adaptarse a

los nuevos alimentos. A los niños no siempre les gustan los alimentos nuevos enseguida. Ofrezca comidas nuevas muchas veces. Puede tomarle muchos intentos antes de que un niño acepte un alimento nuevo.

¡Haga que la comida sea divertida!¡Ayude a su hijo desarrollar hábitos saludables de comida haciendo que participe y haciendo la comida divertida! Sea creativo en la cocina con estas ideas geniales. Marque las que intenta en su casa, ¡y asegúrese de añadir sus propias ideas también!

Corte los alimentos en formas fáciles y divertidas con

cortadores de galletas.

Anime a su hijo a inventar y ayudar a preparar nuevos

bocadillos. Cree sabores nuevos combinando aderezos o dips bajos en grasa con verduras. Pruebe con hummus (paté de garbanzo) o salsa como dip para verduras.

Ponga nombre a la comida que su hijo le ayude

a crear. Concédale gran importancia al hecho de servir “la ensalada de

María” o “las batatas de Peter” a la hora de la cena.

Ideas de nuestra familia para hacer la comida

divertida:

____________________________________________________

____________________________________________________

____________________________________________________

Para recibir más consejos en este y

otros temas, visite:

ChooseMyplate.gov/preschoolers/

Ellos aprenden de su ejemplo. Coma frutas y verduras y su hijo también lo hará.

Preparen comidas y construyan recuerdos juntos. Es una lección que les servirá de por vida.

Deje que aprendan a servirse ellos mismos. Enséñeles a tomar porciones pequeñas al principio. Dígales que pueden servirse más si aún tienen hambre.

Kitchen ActivitiesUnited States Department of Agriculture

Center for Nutrition Policy and PromotionJuly 2015

Go to www.ChooseMyPlate.gov for more information.USDA is an equal opportunity provider and employer.

Get your preschooler to try new foods by having them help you in the kitchen. Kids feel good about doing something “grown-up.” Give them small jobs to do. Praise their efforts. Children are less likely to reject foods that they help to make.

As preschoolers grow, they are able to help out with different tasks in the kitchen. While the following suggestions are typical, children may develop these skills at different ages.

At 2 years:• Wipe tables• Hand items to adult to

put away (such as after grocery shopping)

• Place things in trash• Tear lettuce or greens• Help “read” a cookbook

by turning the pages

• Make “faces” out of pieces of fruits and vegetables

• Rinse vegetables or fruits• Snap green beans

At 3 years:All that a 2-year-old can do, plus:• Add ingredients • Talk about cooking• Scoop or mash potatoes• Squeeze citrus fruits

• Stir pancake batter• Knead and shape dough• Name and count foods• Help assemble a pizza

At 4 years:All that a 3-year-old can do, plus:• Peel eggs and some

fruits, such as oranges and bananas

• Set the table• Crack eggs

• Help measure dry ingredients

• Help make sandwiches and tossed salads

At 5 years:All that a 4-year-old can do, plus:• Measure liquids• Cut soft fruits with a dull knife• Use an egg beater

$2.99

$1.89

$1.79

Product Name Price Sodium Cholesterol Fat Calories

Hormel Chunk Chicken

$2.29 260mg 25 mg 1 g. 45 cal.

First Street Premium Chunk Chicken Breast

$1.89 260 mg 25 mg 1 g. 45 cal.

First Street White & Dark Chicken

$1.79 260mg 30 mg1 2 g. 50 cal.

LA 2018

CACFP SERVING SIZE TIP SHEET Serving Sizes Overview 1-2 yrs. Breakfast

• Grain ½ slice or serving or ¼ Cup (Ex: ¼ cup oatmeal,1/8 cup of granola) • Fruit/ vegetable ¼ cup total: or ½ cup of each. • Milk ½ Cup

Lunch

• Meat/Alt 1 oz. • Grain ½ slice or serving or ¼ C (Ex: ¼ cup pasta, ½ serving of biscuit) • Veg !" Cup

• Fruit !" Cup • Milk ½ Cup

PM Snack (2 items only)

• Veg or Fruit ½ Cup (Ex: 1 Half of a Banana) • Meat/Alt .5oz Or Milk ½ Cup • Grain ½ slice or serving, or ¼ Cup

Ø (Ex: ¼ cup of fortified cook breakfast cereal, ¾ cup of puffed cereal, ½ cup of round or flakes cereals)

*Please note that Toddler food for 1 yr. olds may need to be pulsed, blanched or cut small to be aligned with the developmental stage of the children.

*Milk served at ALL breakfast and lunch meals. Whole milk (Infant/Toddlers 1-2 yrs.) Low-fat milk (preschool >2 yrs.) Source: https://fns-prod.azureedge.net/sites/default/files/cacfp/CACFP_MealBP.pdf

LA 2018

CACFP SERVING SIZE TIP SHEET Serving Sizes Overview 3-5 yrs. Breakfast

• Grain ½ slice or serving, or ¼ Cup Ø Example: ¼ cup of hot cereal, ¾ cup puffed cereal, 2 whole grain mini pancake)

• Fruit ½ Cup • Milk ¾ Cup = 6 oz.

Lunch

• Meat/Alt 1-½oz • Grain ½ slice or serving, or ¼ Cup • ¼ Cup fruit • ¼ Cup veg. • Milk ¾ Cup = 6oz.

PM Snack (2 items only)

• Veg or Fruit ½ Cup (Ex: 1 Half of a Banana) • Meat/Alt .5oz OR Milk 4 oz. • Grain ½ slice or serving or ¼ Cup

*Milk served at ALL breakfast and lunch meals. Whole milk (Infant/Toddlers 1-2 yrs.) Low-fat milk (preschool >2 yrs.)

Source: https://fns-prod.azureedge.net/sites/default/files/cacfp/CACFP_MealBP.pdf

Wanyi Wang

Reflection of Head Start

It's kind of sad that I am now toward the end of the community and foodservice rotations.

My three weeks at Head Start in Westside Children Center was awesome. Westside Children's

Center (WCC) can definitely allow every intern to learn and make a difference during their

rotations. Ms. Lawren is the kind of mentor that's hand off and lets you find the project that you

are most interested in. She is very motivated and passionate about what she is doing and that

set her up to be the great leader. I remember my first project started because she notices a

teacher had sent a Nursing student intern to get a plastic fork for their class. As a result, that

project turns into a quality improvement project where I get to do an inventory of the utensil and

dining wares for all the classrooms and write a report to provide my recommendations.

Consequently, this turns out to be a great project for the center because there was a volunteer

in the center saw this utensil dilemma and decide to donate new utensils for the center.

Since the beginning of the rotation, I have been working on small projects that deal

directly with the Child and Adult Care Food Program (CACFP) regulation and standards. So, up to

this point, I have been the food safety auditor and educator to the staff on how to properly take

the temperature of the foods once it arrives the kitchen and the importance of not having food

in the danger zone. I had also made a flow chart of the food receiving and food temperature

taking process. In the effort to enforce portion size control and follow the CACFP guideline, I

helped updated and made a CACFP serving size tip sheet for teachers and each age group. Thus,

they will have a better understanding and have a visual of how much is a ½ oz. of meat on a plate.

Wanyi Wang

In addition, to being an auditor and educator, I was also involved in the nutrition

assessment of children. In room 4, there are three children (Mylo, Sebastian, and Julianna) and

one child (Kelvin) in room 6, their eating habit and nutritional intake deeply concern their

teachers. After I sit-in and observed each of these children for a week, I went home and reread,

Fearless Feeding, How to Raise Healthy Eaters from High Chair to High School, written by Jill

Castle and Maryann Jacobsen who are both Registered Dietitians. According to the books, the

characteristic illustrated by Mylo was a CHO/ Meat eater, Julianna, the Glazer kid, Sebastian, and

Kevin, the Won't Try kids, these eating habits are common in children between the ages of two

and five. To further address and help these children, I wrote a report that discussed in detail with

recommendations and ideas for the parent and teacher to try. For example, for Julianna who is

underweight, my suggestions were encouraged the parent to provide some high calories snack

at home. For example, nut butter or slice avocado on bread, hummus dips with veggies and hard-

boiled eggs. In addition to the snack, I also recommended that a nutrition assessment of her

eating habit to help assess whether the child is consistently eating a small amount of food. If so,

then the kid probably has a small appetite to start with. Thus, it won't be helpful to force the kid

to eat more. Another intervention is for the teacher to communicate with the parent about the

nutrition need for Julianna and that she is underweight.

I feel WCC is great safety net program because, on top of child care, they also have a great

support team that includes the home visit, disability services and follow-up visits to prenatal and

postpartum mom, or any families that are going through a hard time. In addition, the center is

participating in the Virtual Dental Home Program that's offered through Venice Family Clinic for

years, they come and assess each child and provide basic oral cleaning. Despite the many

Wanyi Wang

strengths this center has, there are numerous holes in the school lunch. I have worked very hard

in trying to get the food delivery and menu back on track before I leave. But it's very challenging

because there is yet a designated person in charge of the nutrition aspect of the center. The front

desk was in involved in receiving and taking the temperature of foods. While the janitor was

charged with putting out the breakfast in the morning. The sanitation of the cart uses to transport

the food to the classroom was below standards. On top of these issues, the food vendor was not

very professional with the food delivery. There are multiple times where some class missed some

side dishes or sometimes the food container was mislabeled. During my last week, I was working

hard to find a new local food vendor because the current food vendor's contract ends in April.

So, the clock is ticking, otherwise, they will be stuck with the current vendor.

In sum, I very enjoy this rotation at WCC because I am being fully utilized and trusted.

Also, being able to work with Ms. Lawren was a gift because I get to look at things through the

lens of a nurse and learn the different skill and clinical experience. I feel like I had made a

difference in WCC. I had increased their awareness of the temperature taking of food upon

receiving and help educate their staff with basic food safety and help advocate for children for a

new set of dining utensils.

PepperdineDieteticInternshipReview

MyHeadStartexperienceatWCCJan30-Feb.16

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FACILITY EVALUATION FOR ___Head Start (Westside Children Center) __________ Page 1 of 4

Directions: Interns should complete this form at the end of the rotation and submit the form directly to their program director. Write N/A for those not related to your rotation.

Intern Evaluation of Activities and Assignments

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1. Adequate time was spent on orientation to the rotation. Comment:

x

2. The workload was evenly distributed. Comment:

x

3. The activities and assignments were appropriate for the rotation. Comment:

x

4. The activities and assignments that were the most beneficial for me were: The quality improvement project to include an assessment of missing and damaged utensil and serving wares.

5. The activities and assignments that were not beneficial for me were: All the project assigned was interesting and a learning opportunity.

6. Activities and assignments that I would like to see added are: Do nutrition assessment and counseling with parent and children.

7. My recommendations or comments regarding activities and assignments in general are: Provide interns with more opportunity to meet with the dietitian.

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Intern Evaluation of the Preceptor

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8. My preceptor was a good role model for dietetic students. Comment:

x

9. My preceptor provided adequate guidance and support. Comment:

x

10. My preceptor was knowledgeable in all the assigned activities and assignments. Comment:

x

11. My preceptor provided positive support, encouraged me to think through ideas, and listened to what I had to say. Comment:

x

12. I would like to be a preceptor similar to my preceptor. Comment:

x

13. The support from my preceptor that I found to be the most beneficial was: She fully trusts her interns and provide a lot of feedbacks and support in words and actions.

14. I would have liked additional opportunities with my preceptor to: Do home visit and counseling to prenatal moms.

15. My recommendations or comments regarding my preceptor interactions are: She is very motivated and passionate about her job. She is also a great leader and love face to face communication.

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Intern Evaluation of the Facility

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16. The facility seeks to address a variety of the needs of the people they serve: physical, mental, social, and environmental. Comment:

x

17. The facility gave me ample access to the resources and opportunities I needed. Comment:

x

18. I would like to work in this facility or a facility like this one. Comment:

x

19. The features that I like best about this facility were: The atmosphere is very home like, in the breakroom, they have a very comfortable sofa, and coffee that is available throughout the day.

20. The next time this facility is used as a site, I recommend letting interns know (such as parking, transit information, and meal information):

Bring their own lunch and prepare to be self-drive and take initiative in projects.

21. My recommendations or comments regarding this facility are: I recommend the facility to create a Google shared driver or a physical binder that have all the basic nutrition information, menus, serving size for children and food safety. So, the staff have access to those information anytime.

Continued on the next page

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Intern Evaluation of the facility

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22. I understand concepts in nutrition presentations and counseling and feel better prepared to work in a professional setting than when I began the rotation. Comment:

x

23. I can speak with patients, care givers, community members and professional personnel more easily and effectively than when I began this rotation. Comment:

x

24. I think this rotation was a positive and beneficial experience for me. Comment:

x

25. The aspects that I valued most about this rotation were: The trust given by the preceptor and the flexibility to do any project the intern find interesting.

26. My recommendations or comments regarding this rotation are: This facility can greatly benefit from the help of the intern and vice-verse, the intern will get a lot of community experience dealing with toddler and preschooler’s nutrition needs.

Intern: ___Wanyi Wang_______ Preceptor:___Lawren Miller-Askew___________________________ Facility:_____Head Start (Westside Children Center________ Evaluation date:__2/16/2018____________