Physical Health and Growth Foundation: 1 - Health and Well-Being

Topic: PHG1.3 - Demonstrate development of nutrition awareness

Young children need the appropriate types and amounts of nutrition to fuel their growth and active nature. Nutrition awareness is key for not only preventing childhood obesity but nutrition can also significantly impact learning outcomes.

Nutrition awareness is critical for long term health, and early educators have the opportunity to model and empower children to make healthy decisions. Establishing nutrition awareness will help create positive habits and a healthy relationship with food that will last a lifetime.

Looking Ahead to Kindergarten	Family Engagement	Special Populations
In kindergarten, students will be able to recognize that food provides energy for physical activity (PE K.3.6.A) and be able to identify healthy and unhealthy foods (PE K.3.6.B).	Encourage families to: Find nutritional balance that works for their families (e.g. providing healthy and fresh options when possible). Create family guidelines for meals and snacks. Engage children in meal planning for the family (e.g. creating menus, grocery lists, etc.). Provide opportunities for children to be a part of the food experience (e.g. gardening, grocery shopping with the child, serving dinner they helped to create, etc.).	Educators can: Make it a priority to learn and understand each child’s nutritional needs (e.g. food allergies, sensitivities, trouble swallowing, feeding tubes, etc.) and ensure dignity and respect. Encourage children to be as independent as possible, empowering children to make decisions, and provide only as much assistance as necessary. Include all children at the table with peers to promote interaction. Provide children time and additional supports as needed (e.g.utilizing non-slip mat and no spill bowl/cups to support self-feeding, flexible seating, etc.).

Looking Ahead to Kindergarten

Family Engagement

Special Populations

In kindergarten, students will be able to recognize that food provides energy for physical activity (PE K.3.6.A) and be able to identify healthy and unhealthy foods (PE K.3.6.B).

Encourage families to:

*Find nutritional balance that works for their families (e.g. providing healthy and fresh options when possible).
*Create family guidelines for meals and snacks.
*Engage children in meal planning for the family (e.g. creating menus, grocery lists, etc.).
*Provide opportunities for children to be a part of the food experience (e.g. gardening, grocery shopping with the child, serving dinner they helped to create, etc.).

Educators can:

*Make it a priority to learn and understand each child’s nutritional needs (e.g. food allergies, sensitivities, trouble swallowing, feeding tubes, etc.) and ensure dignity and respect.
*Encourage children to be as independent as possible, empowering children to make decisions, and provide only as much assistance as necessary.
*Include all children at the table with peers to promote interaction.
*Provide children time and additional supports as needed (e.g.utilizing non-slip mat and no spill bowl/cups to support self-feeding, flexible seating, etc.).

Powerful Practices
Across all developmental stages, educators can: Demonstrate and educate families on healthy nutrition practices for young children. Provide materials in the environment that promote nutrition (e.g. nutritious foods and cooking tools in the dramatic play area, books related to nutrition, etc.). Not use food and drink as a reward or a punishment. Choose nutrient dense foods and source locally (when possible). Respect familial nutrition choices, particularly when it comes to infants, and be sensitive to individual needs (e.g. allergies) and cultural expectations. Select foods that are safe for children to eat based on developmental stage and ability. Make water available at all times and encourage children to drink. Assist children in understanding hunger/thirst cues by offering descriptive words. Model healthy food choices in the environment and/or follow any relevant program wellness policies. *Integrate nutrition education as a complement to curriculum and at meal times and snacks (e.g. using vocabulary intentionally).
Infant
Pay attention to, label, and respond to infant’s feeding cues (e.g. feed child on-demand instead of on adult-established schedule) Describe new foods before introducing them to infant Provide opportunities for infant to self-feed when appropriate Have a designated place and equipment for breastfeeding Feed infants in appropriate settings (e.g. high chair vs. feeding in a bouncy seat)
Younger Toddler
Provide new and varied food to child Establish a meal/snack routine (e.g. 1. Clean the tables. 2. Wash your hands. 3. Set the table. 4. Plate the food) Allow child to self-feed, providing utensils necessary for food type and demonstrate their use Model the use of healthy nutrition practices and eat alongside children (i.e. serving family style when possible) Feed toddlers in an appropriate setting (e.g. toddler size table vs. high chair)
Older Toddler
Acknowledge and respect child’s food preferences Describe characteristics of food (e.g. texture or color of food) Allow child to self-feed, providing utensils necessary for food type and demonstrate their use Model the use of healthy nutrition practices and eat alongside children (i.e. serving family style when possible)
Younger Preschool
Respect child’s physical hunger and thirst cues Label and describe the nutritious value of foods Provide reminders as necessary for child to use utensils for independent eating Model the use of healthy nutrition practices and eat alongside children (i.e. serving family style when possible)
Older Preschool
Respect child’s physical hunger and thirst cues Facilitate conversations around healthy food and beverage selection (e.g. “Milk has calcium and calcium builds strong bones! We’re having milk this morning!”) Provide reminders as necessary for child to use utensils for independent eating Model the use of healthy nutrition practices and eat alongside children (i.e. serving family style when possible)

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