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PROFESSIONAL DEVELOPMENT LLC
A Basic Approach to Feeding and Care
Chapter 1
Child Development
Traditional Washington STARS
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A Basic Approach to Feeding and Care
Chapter Topics
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Menu Planning
Food Service Policies
Infant Feeding
Food Safety
The food program in a child care center serves many purposes.
Proper food handling, food preparation, and serving children
nutritious meals are extremely important. Eating meals together
can help children to develop social skills and good eating habits.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
It was lunchtime at Olympic View
Child Care Center. Kirk asked for a
second serving of spinach, a food being
served for the first time. Kathy said the
potatoes were yummy.
Jana said her mother was sending oranges for her birthday
treat. Throughout her meal, teacher Christina talked with the
children and ate portions of the foods served.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
The lunchroom was decorated with 12
large paper ice cream cones. Each cone,
represented one month of the year. The
children's names and birthdays were
written on paper scoops of ice cream.
These scoops were placed in the cone that
matched their birthday month.
On the other side of the lunchroom was a large carrot cut out of
tagboard. A cloth measuring tape was pasted down the center. Each
child's height was marked next to the tape.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
In this classroom, children learn about nutrition both directly and
indirectly. For instance, the variety of foods served and the teacher's
comments about the food are direct learning experiences. Children
learn about many types of food and that mealtime is a pleasant time.
The positive attitudes and pleasing surroundings of the lunchroom are
indirect learning experiences.
By watching friends and teachers, children
develop habits and attitudes about food.
Many of their food attitudes and behaviors
will last into adulthood. Hopefully, they will
establish a lifelong pattern of eating a
nutritious diet.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Proper nutrition is needed for children's
health, growth, and development.
Behavior and learning ability is related
to nutrition.
Teaching children about nutrition
will be an important responsibility
for you as a child care professional.
Some studies suggest that young children who have learned
healthful food choices may experience lifelong health benefits.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Nutrition is the most important part of a well-planned menu.
However, many other factors also contribute to a well-planned menu. For
instance, scale serving sizes to the children's appetites. Children manage
best with small servings. Their appetites often vary from day to day.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Variety, texture, flavor, color,
form, temperature, and food
preferences all affect how
much a child enjoys a meal.
Children will eat more if the
food appeals to them.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Children like variety in the
foods served to them.
A meal with all the same
texture or color could be
boring for children. Children
also enjoy trying new foods. A
new food should be added
with a meal of familiar and
well-liked foods. This is
because children may be
overwhelmed if given too
many new foods at once.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Soft, hard, chewy, mashed, chopped,
crisp, creamy, and rough are all textures.
This makes the meal more interesting
for the children. For instance, at
mealtime, serve one soft food, one crisp
food, and one chewy food. Combine
contrasting textures for a pleasing effect.
This also provides you with an
opportunity to include
language concepts during
meals and snacks. Dry foods
are hard for children to eat.
Serve dry food only in
combination with two or more
moist foods.
It is wise to combine textures
when planning meals and
snacks for young children.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Children have poorly developed
fine motor coordination skills. They
find it difficult to use spoons and
forks well.
Serve most foods in
bite-sized pieces.
Therefore, slice cooked carrots
and other vegetables in large
pieces rather than dicing them.
Try adding diced vegetables to
another food. For instance, add
diced carrots to mashed
potatoes.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Soup is also difficult for many
young children to eat. They
become tired from spooning.
Children may get frustrated if
they spill on clothing or the
table. Two methods can be used
to make soup easier to eat. One
method is to thicken the soup.
This can be done by adding solid
ingredients or a thickener, such as
flour. The second method is to let
the children drink the soup from a
cup.
Whenever possible, prepare foods so
they can be eaten with the fingers.
For example, serve chopped raw
vegetables instead of a tossed salad.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
In general, children
prefer mildly
seasoned foods.
One rule of thumb is to use only
half as much salt as noted in a
recipe. Whenever possible,
enhance the natural flavor of the
food. This means that only small
amounts of sugar and spices
should be added.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
If the foods you are serving are not very
colorful, add color to one or more of
the foods. For example, tint the
applesauce pink. For St. Patrick's Day,
you might color vanilla pudding green.
Children enjoy color in
their meals.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Variety in the temperature of
foods served can be appealing,
too. For snack, offer a cold glass
of milk with a room-temperature
food, such as crackers.
At mealtime, serve a cold fruit
or pudding with a warm
casserole. For safety reasons,
be sure to serve each food at its
proper temperature.
Keep in mind, however,
children are more sensitive to
temperature extremes than
adults.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Nondairy milk substitutes
may be served only with
written permission of the
child's parent for children
over the age of twelve
months.
Only pasteurized milk or
pasteurized milk products can be
served to children in your care.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
The amount of required milk fat in the milk
product is determined by the child's age:
If the age of the child is under 12 months:
Full strength formula or full strength breast milk
unless there are specific written instructions from
a licensed health care provider.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
The amount of required milk fat in the milk
product is determined by the child's age:
If the age of the child is between 12 and 24 months:
Full strength whole milk or breast milk unless there are
specific written instructions from a licensed health care
provider.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
The amount of required milk fat in the milk
product is determined by the child's age:
If the age of the child over 24 months:
With or without fat content of provider's or parent's
choice.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Children between twelve
and twenty-four months of
age should consume whole
milk and children over the
age of twenty-four months
can consume whole milk or
lower fat milk.
Cow's milk is a significant source of nutrients that are important for
growth in children over twelve months of age. Milk substitutes for
children over twelve months may be served with parent permission.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Because the typical American diet has a
high fat content, it is usually
recommended that children over the age
of twenty-four months consume lower fat
milks such as 1% (low fat) milk or non-fat
milk as a means to lower the total fat
content of the diet.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
When included, desserts
should be part of the meal,
like the vegetable or bread.
They should not be treated
as a special part of the meal.
Never tell children they must
eat everything on their plates
in order to get dessert. This
will only make desserts
appear special.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Desserts are optional, and in fact licensing has limitations on
how often some desserts can be served.
Plan desserts carefully. Many are high in fat and sugar and low in other
nutrients. For example, plain cookies and cakes have little nutritional value,
but are high in calories. Instead, plan to use carrots or pumpkin in recipes
to provide vitamin A. Custards and puddings are considered good desserts
since they contain calcium and protein.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
The amount of food a child needs depends on the child's activity level,
current weight and stature, growth spurts and appetite. The amount
of food children eat may be influenced by hunger, appetite, food
choices, mood and whatever else is happening in their lives. If a child
fills up fast, making the child eat more may cause a negative
association with eating.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Plan quiet activities right before meals. Quiet activities help children
move from active play to the mealtime routine.
Serve meals family-style.
• Child care providers sit with children to eat meals at a table, family style
• Children practice good manners and pleasant mealtime conversation
• Children can choose the amount of food they want on their plates
• Children serve themselves
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Offer healthy foods that look good to children.
• Serve a variety of nutritious foods with different colors and textures.
This helps meals look good to children.
• Have enough food available.
• Offer food in a positive way.
Help mealtime to be pleasant.
• Eat with children to encourage pleasant conversation at the table and to
model or show children good eating habits and manners.
• Food should never be used as a reward or punishment.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Give children the freedom to choose which foods being served
they want to eat and how much. Offer foods twice to each child.
• Avoid commenting about how much or how little a child has eaten.
• Children often will reject a food for reasons that have nothing to do with
the food being served. Some reasons could be:
o Their mood
o Trouble at home
o They are going through a period of slow growth
o They are showing their independence
o They are angry because they had to quit playing and come eat
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
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Involve children in setting the table and clearing away eating utensils
when finished
Remember that average serving sizes are just that – average. Some
children may want to eat smaller portions or they may leave food on their
plate. Other children will eat larger portions or want seconds.
Avoid shaming children for not eating or for overeating.
Take time to teach children to take small bites or short breaks while
eating.
Allow children to serve themselves.
Give children enough time to enjoy eating meals and snacks.
Minimize waiting time. Have food ready when the children are ready to
eat.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
Keep in mind the different ethnic backgrounds of the children.
• If unfamiliar with foods from the different cultures, ask the parents
about the kinds of food they tend to serve at home.
• Introduce children to foods of other cultures.
Plan for special dietary concerns.
• Because of allergies or chronic diseases such as diabetes, some children
need special foods or to follow a special diet.
• Establish guidelines for food management.
• Disability could make it hard for the child to chew or even swallow.
A Basic Approach to Feeding and Care
Chapter 1 Menu Planning
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