Making
rition C
r Childr
United States Department of Agriculture
Child and Adult Care Food Program
Acknowledgement
This project was developed with input from
a task force composed of child care practitioners
from throughout the Nation,
including Lumina Training Associates
(through a contract with the National Food
Service, Management Institute, The
University of Mississippi). Their expertise
and advice are gratefully acknowledged.
We also would like to thank Lisa Gleeson,
USDA Design Center, for graphic design
and production, and Becky Heavner,
Alexandria, Virginia, for illustrations.
This project has been funded with Federal
funds from the U.S. Department of
Agriculture, Food and Nutrition Service,
Team Nutrition, under Grant #133385 to
the University of Mississippi. The mention
of trade names, commercial products, or
organizations does not imply endorsement
by the U.S. Government.
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Making
Nutrition Count
for Children
YOU PLAY A KEY ROLE
IN CHILDREN'S LIVES! 1
HOW CHILDREN GROW
AND DEVELOP 2
NUTRIENTS NEEDED FOR
GROWTH AND DEVELOPMENT 10
DIETARY GUIDELINES
FOR AMERICANS 16
HELPING CHILDREN LEARN
ABOUT FOOD AND EATING 26
KEEPING PARENTS INFORMED 39
CHOKING PREVENTION 43
In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating
on the basis of race, color, national origin, sex, age, or disability.
To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building,
1400 Independence Avenue, S.W., Washington, DC 20250-9410 or call (202) 720-5964 (voice and TDD).
USDA is an equal opportunity provider and employer.
As a child care provider, you play a key role in
children's lives. The meals and snacks you serve help
them to grow and be healthy. The food-related
experiences they have while in your care help them
to learn about food and eating, and influence their
attitudes about their world. Research has shown
that there are crucial relationships among nutrition,
health, and learning. You are in a special position to
show children what it means to eat for good health,
including the importance of eating a variety of
foods. This booklet will help you learn more about
foods and the nutritional needs of children and
how to help children learn to make healthful
food choices.
This booklet provides basic information:
• How children grow and develop
• Nutrients needed for growth and development
• Dietary Guidelines for Americans
• The USDA Food Guide Pyramid for Young
Children
• Helping children learn about food and eating
The booklet also includes:
• Sample letters to parents
• Choking prevention information
Use this booklet and the companion booklet, Menu
Magic for Children -Menu Planning Guide for
Child Care Homes, as tools to plan nutritious meals
for children and help them learn to enjoy a healthy
way of eating.
How Children Grow and Develop
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Birth to 6 months:
• Infants develop at their own rate, so their child
care providers must listen to each baby's needs.
Holding and cuddling are very important during
this time. There is no way to "spoil" an infant.
• Infants grow fast and will double their
birthweight in their first 4 to 5 months.
• An infant's eyesight is blurry at birth, but the
sense of smell develops quickly. They can tell the
difference between people by smell.
• Infants can hear tones, but they do not
understand words. Speak in a calm,
pleasant voice.
7 to 12 months:
• Attachments to others grow as the infant
experiences pleasant interactions, especially with
other babies and the caregiver.
• Children develop likes and dislikes for people and
for the foods they eat.
• Physical growth is tremendous at this stage. By
the end of the first year, an infant may have
tripled in weight and may have doubled
in length since birth.
• Babies learn to crawl, squat down and stand up,
carry objects in their hands, and walk.
• Children are fascinated by new things. They
love to look at and feel different sizes, shapes,
and textures (soft, hard, smooth, rough,
spongy, furry).
• They recognize familiar voices and faces from far
away. They also babble constantly, especially
when someone talks to them.
1. Providing infants with the right foods will
promote good health. It will also give them a
chance to enjoy new tastes and textures as they
learn good eating habits.
2. It is the responsibility of the infant's parents
and child care provider to decide:
..J Whether to serve breast milk or formula
..J If serving formula, what kind
..J When to introduce solid foods
..J What solid foods to introduce
3. Talk with the infant's parents about what
type of food and food textures they want
introduced. Introduce one new food at a time,
with a week between each new food.
4. Older infants enjoy and can usually manage
finger foods (bite-size portions). They have
few teeth, but can chew with their gums.
Chewing on small pieces of bread, crackers,
zwieback, and teething biscuits may ease their
teething pains.
Tips:
• Provide variety and repetition of food to
keep meals interesting. By doing this, you
will get infants used to the foods you want them
to accept.
• Make mealtime relaxed and enjoyable. At
this age, mealtimes may take 45 minutes or
longer. The more relaxed and cheerful the
atmosphere, the more quickly foods will get
eaten. Offer small portions, use a soft baby
spoon, and wait until the child finishes each
mouthful before offering more. Do not overfill
the spoon to try and speed things up.
How Children Grow and Develop
(continued)
At 1 year old:
• Teething is a source of irritation and pain . All of
their front teeth and one set of molars come in
by their second birthday. Be prepared for lots of
chewing because of teething.
• Playing consists of imitating others, building with
blocks and other stackable items, and putting
things into and pouring things out of containers.
Provide child-safe toys appropriate for the age.
• One-year-olds use and understand the words
"me," "mine," and "no." They recognize
their own name and can make two- to threeword
sentences.
At 2 years old:
• Two-year-olds have a high energy level and are
developing many skills including walking,
running, and eye-hand coordination.
• They are curious and want to do things for
themselves. Make your schedule flexible and
their play area safe to explore.
• They learn by imitating what they see and hear.
•· While 2-year-olds are no longer drinking from a
bottle, they still use sucking, mouthing, and
tasting to explore their world.
• At this age, children are learning many new
words and phrases. They can speak in two- to
five-word sentences, showing their developing
mental abilities.
• Physical growth begins to slow down a bit,
and the child 's appetite may decrease. This
often causes parents and caregivers to be
unnecessarily concerned that toddlers are not
eating enough or are not eating enough of the
"right" foods.
While a decrease in appetite is common at this
age, if a toddler's weight does not seem normal,
ask the parents to check with their doctor to be
sure the child is in good health.
• Children learn to hold and drink from a cup
and will quit eating when they are full.
Healthy toddlers will decide which foods and
how much of the foods offered they will eat.
They may enjoy one food for a few weeks, and
then refuse it.
• Definite food preferences begin to be
established. Toddlers prefer lukewarm foods to
hot or cold foods. They usually do not like highly
seasoned foods, but enjoy sweets.
• Children will try new foods if offered in a
pleasant, appealing manner. Young children
are learning what foods they like and dislike. Be
sure to:
...J Offer new foods frequently since toddlers may
need to see a new food offered 6 to 12 times
before they will decide to like it. Once ch ildren
have accepted a food, continue to offer it so
the food will remain familiar.
...J Let children know they do not have to eat
foods they do not want. This attitude will help
children feel comfortable when tryi ng new
foods.
• While children know how much they need
to eat, parents and child care providers are
the "gatekeepers" who decide which foods
to offer and when meals and snacks will be
served. If nutritious foods are served, toddlers
can't go wrong in what they choose to eat.
Offering ch ildren nutritious and appropriate
foods helps them get the nutrients and energy
they need. It also sets a good example, starting
at a very young age.
Good foods to try are: fresh fruits and
vegetables; breads, crackers, low-sugar cereals,
pasta, potatoes, rice, tortillas, and cooked grains;
meats, poultry and fish; dairy products including
milk, eggs, yogurt, and cheese; beans and peas;
and foods with small amounts of spices and herbs.
Tips:
• Don't serve large amounts of juice. It may fill
up the child and take the place of other needed
nutrients.
• Don't serve items that contain too much
sugar. You can lessen a chi ld's sweet tooth by
keeping sugar to a minimum. Store sweets out of
sight. What children cannot see, they probably
will not ask for.
How Children Grow and Develop
(continued)
At 3 years old:
• Preschoolers enjoy activities that allow them to
express themselves - art, pretend and dramatic
play, and music.
• They are likely to play alone, although they
occasionally share their toys.
• Children of this age use a fork or spoon.
• Their vocabulary increases tremendously. They
know their first and last names, age, and some
parts of their address.
• Average weight, 30 pounds; average height,
36 inches.
At 4 years old:
• Sharing and playing together occur more often.
• Children want more freedom and independence
to explore abilities.
• They are more able to control their arms and
legs. They can draw clearer pictures, cut with
safe scissors, throw a ball, pump on a swing, and
dress themselves.
• Mental skills are advancing. They understand
numbers and letters, size and weight differences,
distance and time, and colors.
• Average weight - 36 pounds; average height -
40 inches.
At 5 years old:
• As children get older, they become more
independent. Five-year-olds enjoy helping and
having responsibilities that they can
successfully complete.
• They ask more questions and can carry on a
lengthy discussion.
• With better control of their hands and fingers,
they can copy designs, shapes, figures, letters,
and numbers.
• Their attention span continues to grow. A handson
group activity or a sit-and-listen activity is
now possible.
• Average weight, 43 pounds; average height,
44 inches.
1. Preschoolers' eating habits may be erratic.
They may be too busy and active to want to sit
and eat. Their rate of growth is slowing down, so
they may eat less food. They may simply talk
throughout the entire meal and forget to eat.
2 They are establishing food preferences. They
know what they like and don't like. Be sure to
pave the way for good habits in the future by
providing healthy meals and snacks.
3. They may enjoy learning about food. There
are many ways to spark children's interest in
food . Some suggestions:
.Y Discuss different foods with the children .
.Y Mix nutrition information in with reading,
story telling, and other activities .
.Y Allow the children to have input on what
is served .
.Y With proper supervision , let the children help
prepare food items for a meal.
.Y Select books and videos for the children that
send good nutrition messages about food.
Eating habits are formed during the early childhood
years and may last a lifetime. Good eating habits do
not just happen; they must be learned.
Presenting children with a variety of nutritious foods
and limiting their access to low-nutrient foods can
help them learn to make nutritionally sound
food choices.
Think about timing.
• Introduce only one new food at a time. Offer a
very small amount (one to two bites) of the new
food at first, so that a child learns new flavors
and textures.
• Offer new foods at the beginning of the meal
when children are hungry. Also, allow children
plenty of time to look at and examine the
new food.
• Offer new foods to children when they are
healthy and have a good attitude.
Be positive.
• Display a positive attitude when introducing a
new food. Children will pick up on adult
attitudes toward foods.
All child care providers can support positive eating
habits. On the following pages, you will find
tips for:
• Successfully introducing new foods
• Encouraging favorable attitudes toward food
• Encouraging good eating habits
• Enlist the help of an eager child . It is often useful
to have a child who is usually open toward trying
new foods to taste the new food first. Children
will often be more willing to try a food if another
child has already tried and liked it.
• Serve a new food with a familiar food . Point out
the similarities between the two foods.
• Expect that the new food will be liked.
• Praise the children when they try a new food .
Keep trying.
• Offer new foods periodically. Toddlers may need
to be offered a new food 6 to 12 times before
they will decide to like it.
• If a food is still not accepted after several tries,
change the way it is prepared or served.
• If children accept a new food , serve it again soon
so they become accustomed to it.
Be sensitive to children 's needs.
• Try to understand each child's personality and
reactions to food.
• Serve age-appropriate portions.
• Use child -sized tables, chairs, glasses, silverware,
and serving utensils that young children can handle.
Help children feel ready to eat.
• Provide a short transition time between activities
and mealtimes.
• Tell children a few minutes ahead of time that it
will soon be time to eat. This helps them slow
down and get ready.
• Provide some activities that will help them slow
down, such as:
--i Coloring or drawing
--i Listening to soft music
--i Reading a story
--i Have the children wash their hands.
Get children interested and involved.
• Encourage children to participate in mealtime.
With your careful supervision , invite them to
help with :
--i Setting the table,
--i Bringing food to the table,
--i Clearing and cleaning the table after eating
• Before the ch ildren sit down at the table, discuss
the foods that will be served.
• Encourage children to do as much as possible for
themselves. First efforts are important steps
toward growth.
• Initiate nutrition education activities.
Making eating a pleasure.
• Serve meals in a bright and attractive room.
• Select and arrange food on plates in ways that
make meals interesting and attractive.
• To make meals interesting, include a variety of
colors, flavors, textures, and shapes. Differences
in temperature can also add interest- for
example, crisp, cool, raw vegetables can be a
nice contrast to warm soup.
• Set a good example. Eat at the table with the
children and encourage conversation . Invite the
children to talk about their food experiences and
how the food tastes and smells.
Foster positive feelings.
• Allow children to leave food on their plates.
They may learn to overeat if they are told to
finish their meals or clean their plates.
• Plan plenty of time to allow children to eat
without feeling rushed .
• Avoid allowing children to use food to gain
special attention.
• Never use food as a reward or punishment.
Nutrients Needed For
Growth and Development
Nutrition is the process by which our bodies take in
and use food . Many different nutrients are needed
for good health, including carbohydrates, fat,
protein, vitamins, minerals, and water. Most foods
contain more than one nutrient, and some foods
provide more nutrients than others.
The best way to ensure good nutrition is to choose
a variety of foods. A perfect food with all essential
nutrients does not exist. A food may be a good
source of some vitamins and minerals, but still lack
other important ones. Here are some facts about
major nutrients, including what they contribute to
good health and in what foods they are found .
~ • Supply energy (4 calories per gram)
• Provide fiber if whole grain
• Made up of two different types - complex
carbohydrates and simple carbohydrates.
Food sources: complex carbohydrate foods include breads, cereals,
pasta, rice, and starchy vegetables such as potatoes, green beans,
corn, and lima beans. Simple carbohydrate foods include sugar,
honey, syrup, candy, soft drinks, icings, and fruits.
• Build and repair body tissues
• Help antibodies fight infection
• Supply energy (4 calories per gram) if more is
consumed than needed to build and repair
body tissues
Food sources include: meat, poultry, fish, eggs, milk, yogurt,
cheese, dried beans and peas, and nuts and nut butters.
• Supply the most concentrated source of energy
(9 calories per gram)
• Carry fat-soluble vitamins A, D, E, and K
• Provide a feeling of fullness and satisfaction since
fats take longer to digest
Food sources include: oils, shortening, butter, margarine,
mayonnaise, salad dressings, table cream, and sour cream .
Tips about Fat:
• Whole milk should be served to toddlers
between the ages of 1 and 2.
• Serve reduced , low-fat, or fat-free milk to
preschoolers (ages 2 years and older).
• Do not restrict all fats in children's diets. Children
need a variety of foods with choices. Limit the
service of fried foods and foods high in fat, such
as margarine, sour cream , mayonnaise, and
salad dressings.
• Needed by the body in very small amounts
• Help release energy from carbohydrates, fats,
and proteins
Fat soluble vitamins include: vitamins A, D, E, and K. Water
soluble vitamins include: vitamin C and 8 complex vitamins
(thiamin, riboflavin, niacin, folate, biotin, pantothenic acid, 86,
and 812).
• Needed by the body in small amounts
• Help in making strong bones and teeth,
hemoglobin in red blood cells
• Maintain body flu ids and chemical reactions
Minerals include: calcium, phosphorus, magnesium, sodium,
chloride, potassium, iron, zinc, copper, manganese, selenium,
chromium, iodine, and fluoride.
• Is essential for life
• Represents two-thirds of our body weight
• Is part of every living cell
• Is the medium for all metabolic changes
(digestion, absorption, and excretion)
• Transports nutrients and all body substances
• Helps maintain body temperature
• Acts as a lubricant
Sources include: drinking water, liquid foods, water in foods, and
water released when carbohydrates, protein , and fats are
metabolized in the body.
CHILD AND ADULT CARE FOOD PROGRAM
Child Nutrition Meal
Components and Their
Nutrient Contributions
The foods in the Meal Components column are
sources of the identified nutrients. However, the
amount of specific nutrients in individual foods varies.
Foods also contain nutrients that are not listed.
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Meal Meal
Components Nutrients Examples Components Nutrients Examples
Enriched Source of complex Bagels, cornbread, Meal, fish, Source of protein; Beef, chicken, fish,
breads, cereals, carbohydrate grits, crackers, pasta, poultry, and iron, phosphorus, ham, pork, turkey,
pasta (starch); thiamin, corn muffins, noodles, eggs potassium, zinc, lunch meats, sausages.
riboflavin, niacin, pita bread, niacin, riboflavin,
iron; some contain ready-to-eat cereal, thiamin, vitamins B-added
fat white bread, rolls 6 and B-12; contain
fat, saturated fat,
Whole grain Source of complex Brown rice, corn and cholesterol
breads, cereals, carbohydrate (starch tortillas, oatmeal,
pasta and dietary fiber); whole grain rye bread, Nuts and seeds Source of protein Peanut butter, nut
copper, iron, whole grain and dietary fiber; butters, almonds,
magnesium, ready-to-eat cereal, copper, magnesium, walnuts, peanuts,
phosphorus, whole-wheat pasta, phosphorus, niacin, seeds, other nuts
thiamin, riboflavin, crackers, bread, rolls vitamin E;
niacin; some contain contain fat
added fat
Dry beans Source of protein Black beans, chickpeas,
and peas (can and complex kidney beans, lentils,
also count as a carbohydrate (starch navy beans, peas, pinto
vegetable, but and dietary fiber); beans, soy beans
not in the same iron, magnesium,
YVl.i& meal) phosphorus,
potassium,
and folate
Meal Cheese Source of protein; American cheese,
Components Nutrients Examples calcium, cottage cheese,
Milk Source of protein Lowfat milk, lowfat
phosphorus, cheddar, part-skim
vitamins A and B- mozzarella, ricotta,
and carbohydrate; f lavored milk, skim 12; contain fat, Swiss, other cheese
calcium, mil k, buttermilk, saturated fat,
phosphorus, whole milk and cholesterol
potassium;
riboflavin, vitamins Yogurt Source of protein Commercially produced
B-12 and A and, if and carbohydrate; yogurt, plain or
fortified, vitamin D; calcium, flavored, unsweetened
most contain fat, phosphorus, or sweetened
saturated fat, and potassium, and
cholesterol vitamin A
Alternate Source of protein; APP is mixed or made
Protein Product other nutrients vary into such food items as
(APP) depending on the ground beef patties,
type of APP used meatloaf, tuna salad,
chicken nuggets, etc.
Dietary Guidelines for Americans
The best way to provide healthy food choices for
children is to apply the messages of the Dietary
Guidelines for Americans to your menus and food
items. These guidelines are a set of
recommendations designed for healthy Americans
ages 2 years and older. They do not apply to infants
and toddlers younger than 2 years. Using these
guidelines will help you, your family, and the
children in your day care have a healthier lifestyle
and reduce the risk of chronic diseases such as
heart disease, certain cancers, diabetes, stroke,
and osteoporosis.
The U.S. Department of Agriculture and the U.S. '
Department of Health and Human Services publish
the guidelines every 5 years. Nutrition and Your
Health: Dietary Guidelines for Americans (2000)
carries three basic messages- the ABC's for
good health.
Aim for fitness
• Aim for a healthy weight.
• Be physically active each day.
Build a healthy base
• Let the Pyramid guide your food choices.
• Choose a variety of grains daily, especially
whole grains.
• Choose a variety of fruits and vegetables daily.
• Keep food safe to eat.
Choose sensibly
• Choose a diet that is low in saturated fat and
cholesterol, and moderate in total fat.
• Choose beverages and foods to moderate your
intake of sugars.
• Choose and prepare foods with less salt.
• If you drink alcoholic beverages, do so
in moderation.
To order a single copy of the
40-page Nutrition and Your Health:
Dietary Guidelines for Americans, 2000, (Item
147 -G) for $4.75 per copy, or the consumer pamphlet
Using the Dietary Guidelines for Americans for $0.50 per
copy, call the Federal Consumer Information Center
at (888) 878-3256. Or view and download them at
these websites:
http:/ /www.usda.gov/CNPP, or
http:/ /www.health.gov/dietaryguidelines/
Aim for a healthy weight. The key to good health
is a lifestyle that includes sensible eating balanced
with regular physical activity. Weight gain results
when more food is eaten than the body needs.
Eating habits and exercise habits begin in childhood.
Children are influenced by the foods you serve at
meals and snacks and by watching what you eat
and the physical activity that you do.
Tips:
• Serve a variety of vegetables, fruits, and grains
with little added fat or sugar.
• Serve more pasta, rice, breads, and cereals
without fats and sugars added in preparation or
added at the table.
• Keep children active. They should get regular
physical activity to balance calories from fbods
they eat.
• Set a good example for children by practicing
healthy eating habits and enjoying regular
physical activities together.
Be physically active each day. Being physically
active and maintaining a healthy weight are both
needed for good health, but they benefit health in
different ways. Adults need at least 30 minutes of
moderate physical activity most every day, and
children need at least 60 minutes every day.
Physical activity is essential for everyone. It is
important to encourage children to get in the habit
of exercise at a young age.
By staying active you can:
• Set a good example for the children for whom
you care. Play active games with them, it's good
for you and for them.
• Teach children how to play active games such as
tag, ring-around-the-rosy, hide-and-seek, jump
rope, and other traditional children's games.
Physical activity helps children have fun,
maintain a healthy weight, and:
• Develop strong muscles,
• Develop a healthy heart and lungs,
• Build and maintain healthy bones,
• Develop motor skills, balance
and coordination,
• Develop positive attitudes,
• Improve their self-esteem.
Physical Activities for Children - Aim for at
least 60 minutes total per day:
• Be spontaneously active,
• Play tag,
• Jump rope,
• Ride a bicycle or tricycle,
• Walk, skip, or run,
• Play actively during outside times,
• Roller skate or in-line skate,
• Dance.
17
Let the Pyramid guide your food choices. The
Food Guide Pyramid shows how everybody can
make food choices for a healthful diet as described
in the Dietary Guidelines for Americans. The
Pyramid is not a rigid prescription . It is a general
guide that lets you choose a healthful diet that is
right for you and the children in your care. By
looking at the Pyramid below, you and your children
can get a good picture of the kinds of foods to eat.
The Pyramid divides food into five major food
groups: grains, vegetables, fruits, milk, and meat.
Each of these food groups provide some, but not all,
of the nutrients and energy children need. The
emphasis is on the foods from the major food
groups shown in the three lower sections of the
Pyramid (Grain Group, Vegetable Group, and Fruit
Group). The tip is the smallest part of the Pyramid
and these foods - fats, oils, and sweets - may be
eaten in small amounts. For good health and proper
growth, children need to eat a variety of different
foods each day.
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18
Fats, Oils, & Sweets
USE SPARINGLY
Milk, Yogurt,
& Cheese
Group
2-3 SERVINGS
Vegetable
Group
3-5 SERVINGS
A Guide to Daily Food Choices
KEY
c Fat (naturally occurring
and added)
c ~:Jd:d)
These symbols show fat and
added sugars in foods.
Meat, Poultry, Fish,
Dry Beans, Eggs,
& Nuts Group
2-3 SERVINGS
Fruit
Group
2-4 SERVINGS
Bread, Cereal,
Rice, & Pasta
Group
6-11
SERVINGS
Food Guide Pyramid (For Young Children)
USDA adapted the original Food Guide Pyramid to
provide special guidance for young children. This
USDA Food Guide Pyramid for Young Children is
targeted toward children 2 to 6 years old. Like the
traditional Pyramid, the Pyramid for Young Children
is an outline of foods to eat each day based on the
Dietary Guidelines. It similarly promotes balanced
meals, moderation, and a variety of food choices,
with special emphasis on grain products, fruits, and
vegetables. Notice that there are pictures of children
playing around the Pyramid. The message is that
physical activity is also important to good health.
There are some differences between the original
Food Guide Pyramid and the Pyramid for Young
Children, however, and these are explained on the
next page.
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For Young Children
Two to three year old children need the same
number of servings as four to six year old children
but may need smaller portions, about 2/3 of a
serving (except for milk). Two to six year old
children need a total of two servings from the milk
group each day. Refer to Child and Adult Care Food
Program meal patterns for information about
serving sizes. By using the CACFP meal patterns and
serving a variety of foods at meals and snacks, you
can help children have healthy diets and learn
healthy eating habits that last a lifetime.
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(continued)
What is the main focus of the Food Guide
Pyramid for Young Children? The main focus of
the Food Guide Pyramid for Young Children is on
eating a variety of foods. The Pyramid divides foods
into five major food groups: grain, vegetable, fruit,
milk, and meat.
The foods shown in the Pyramid are those that
many children know and enjoy. Each of these food
groups provides some, but not all, of the nutrients
and energy children need. No one food group is
more important than another. For proper health and
proper growth, children need to eat a variety of
different foods each day.
How is the Pyramid for Young Children
different from the original?
• The Food Guide Pyramid for Young Children is
different from the original in several ways:
• The food group names are shorter and use single
numbers for the number of servings, rather
than ranges.
• The pyramid graphic was designed to be
appealing to young children . It uses realistic food
items, in single-serving portions.
• It eliminates the abstract "sprinkles" that
symbolize fat and added sugar in the original
Pyramid and uses drawings of such
foods instead.
• It emphasizes the educational message that
physical activity is important. Surrounding the
Pyramid are drawings of young children engaged
in active pursuits.
Tips for serving meals that meet the
recommendations of the Food Guide Pyramid:
• Choose a variety of foods from each group so
that children receive the daily nutrients needed
for health.
• Serve whole grain breads and cereals, and
vegetables and fruits.
• Also serve some lowfat dairy products and lowfat
foods from the meat and bean group.
• Allow children to enjoy fats and
sweets occasionally.
For more information, Tips for
Using the Food Guide Pyramid for Young
Children 2 to 6 years old, USDA Program Aid 1647,
March 1999, can be purchased for $5.00 from the
Government Printing Office by calling (202) 512-1800
(Stock Number 001-0004665-9), or at
http:/ /www.usda.gov/CNPP/KidsPyra.index.htm.
Choose a variety of grains daily, especially
whole grains. Foods from grains like wheat, rice,
and oats help to form the foundation of a healthy
diet. Grains provide vitamins, minerals, and
carbohydrates. Foods made from grains are naturally
low in fat unless fat is added during processing or as
an ingredient in a recipe. Whole grain foods are the
best choices because they have not been refined, so
they have a larger amount of fiber and certain
nutrients. Eating plenty of whole grains such as
whole wheat bread or oatmeal as part of the
healthful eating patterns described by the Dietary
Guidelines may help protect against many
chronic diseases.
Tips for serving a variety of grains:
• Read the Nutrition Facts Label on foods in the
grocery store so you can choose whole grain
products. For example, look for one of Uae
following ingredients first on the label's
ingredient list: whole wheat, whole oats, whole
rye, brown rice, oatmeal, whole grain corn,
graham flour, bulgur, pearl barley.
• Include a variety of enriched rice, macaroni,
noodles, and other pasta products.
• In main and side dishes, increase the proportion
of grains to other ingredients. For example, serve
a thicker pizza crust.
• Add grains such as pre-cooked rice and oats to
ground beef in meat loaf and casseroles. Use
bulgur or barley to thicken soups.
• Serve sandwiches with one slice of whole wheat
bread and once slice of white bread.
• Substitute whole-wheat flour for part of the
white flour in recipes. When introducing whole
grains, try starting with 1 0-percent whole grain
flour or grains, and gradually increase the
amount each time the recipe is prepared.
• Serve brown rice as well as white rice.
Choose a variety of fruits and vegetables daily.
Fruits and vegetables are key parts of a daily diet.
Eating plenty of fruits and vegetables of different
kinds, as part of the healthful eating pattern
described in the Dietary Guidelines, may help
protect against many chronic diseases. This food
group provides essential vitamins and minerals, fiber,
and other substances needed for good health .
Variety is important because different fruits and
vegetables are rich in different nutrients. Most fruits
and vegetables are naturally low in fat and calories
and are filling.
Tips for including more fruits and vegetables:
• Serve vegetables higher in fiber such as cooked
dry beans, broccoli, tomatoes, leafy greens,
potatoes with skin, and carrots.
• Serve raw vegetable salads and raw vegetables.
• Season vegetables with herbs for taste appeal.
• Serve fresh fruits for snacks and for naturally
sweet desserts.
• Buy fruit and vegetables in season for better
prices and taste.
• Serve fresh fruits higher in fiber, such as those
with edible skins- like apples, pears, nectarines,
peaches - and those with edible seeds, such as
berries and bananas.
'Bw:U OJ~ 'Bo.u
(continued)
Keep food safe to eat. Safe food has little risk of
causing foodborne illness (food poisoning).
Foodborne illness can be caused by eating food that
contains harmful bacteria, toxins, parasites, viruses,
or contamination by chemicals. Some foods require
special care to be sure they are safe to eat: eggs,
meats, poultry, fish, shellfish, milk products, and
fresh fruits and vegetables. Young children are at
high risk of foodborne illness so be especially
careful to prepare and serve foods using food
safety precautions.
Tips for keeping food safe to eat:
• Never serve unpasteurized juices, unpasteurized
milk, fresh bean sprouts, or foods containing
partially cooked or raw eggs.
• Cook meat, poultry, fish, and shellfish until
completely done. The internal temperature
should be 165 °F, except for poultry (breast-
170 °F; whole bird-180 °F).
• Heat leftovers to an internal temperature of
165 °F. Use leftovers only once, then throw any
leftover away.
• Reheat sauces, soups, marinades, and gravies
to a rolling boil.
• Wash your hands and the children's hands
often (for 20 seconds, count to 30) with warm,
soapy water.
• Wash raw fruit and vegetables under running
water before eating them. Use a vegetable brush
to remove surface dirt if necessary.
• Store raw meat, poultry, eggs, fish, and shellfish
in containers away from other foods on the
bottom shelf of the refrigerator and do not
prepare them on the same surface as you prepare
other foods.
• Never leave raw or cooked meat, poultry, eggs,
fish, or shellfish out at room temperature for
more than 2 hours, or 1 hour, if air temperature
is above 90 °F.
• ' Keep cold foods cold (below 40 °F) and hot
foods hot (above 140 °F). Test temperatures with
a food thermometer.
• If you're not sure that food has been prepared,
served, or stored safely, throw it out.
• Never thaw meat, poultry, fish, or shellfish at
room temperature. Thaw these foods in the
refrigerator, microwave (cook immediately), or
cold water changing the water every 30 minutes.
For more information, contact:
• USDA's Meat and Poultry Hotline,
1-800-535-4555 or (202-720-3333 in the
Washington, DC area)
• FDA's Food Information Center,
1-888-SAFEFOOD (1-888-723-3366)
• http:/ /www.foodsafety.gov
• http:/ /www.fightbac.org
Choose a diet that is low in saturated fat and
cholesterol, and moderate in total fat. Health
professionals believe that food habits established in
childhood are important in preventing heart disease
~ later in life. They recommend reducing the risk of r heart disease by decreasing the amount of total fat,
~ saturated fat, and cholesterol in the diet.
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However, remember that the advice in the Dietary
Guidelines about limiting fat, saturated fat, and
cholesterol does not apply to infants and toddlers
below the age of 2 years. In fact, the American
Academy of Pediatrics states, "No restriction should
be placed on the fat and cholesterol content of diets
of infants less than 2 years ... " These first two years
of a child's life are a time when "rapid growth and
development require high energy intakes."
Fat is an essential part of everyone's diet but it is
important to choose sensibly. Aim for a total fat
intake of no more than 30 percent of calories from
fat. Beginning at age 2, children should get most of
their calories from grain products; fruits; vegetables;
low fat dairy products; and beans, lean meats,
poultry, fish or nuts. Be careful, nuts may cause
choking in 2-3 year olds.
Tips for reducing fat:
• Choose main dishes that can be prepared
without added fat. Bake, broil, or boil instead of
fry. Trim fat from meats.
• Drain all meat after cooking. ~
• Be careful when selecting
precooked breaded meats, CHOOSE
fish, or poultry (example: s:,~
chicken nuggets or fish
sticks). Check the fat content
printed on the label and
select those products that are lower in fat,
and bake rather than fry them.
• Use part-skim mozzarella cheese and lowfat
cottage or ricotta cheese in recipes listing cheese
as an ingredient.
• Use processed meats such as luncheon meat or
hot dogs sparingly, since these items are
generally higher in fat.
• Serve reduced-fat salad dressings.
• Balance higher fat foods in menus with items
lower in fat. For example, with chicken nuggets
serve baked potatoes or steamed fresh
vegetables rather than french fries.
• Purchase soft margarine, which is lower in
saturated fat than stick margarine.
• Purchase leaner meats (such as ground beef with
no more than 15 percent fat).
~s~
(continued)
Choose beverages and foods to moderate your
intake of sugars. Offer and use sugars in
moderation . Sugars and many foods that contain
them in large amounts supply calories, but they may
be limited in vitamins and minerals. Foods
containing sugars and starches can promote tooth
decay. Frequently eating or drinking sweet or
starchy foods between meals is more likely to harm
teeth than eating the same foods at meals and
then brushing.
Consuming excess calories from foods high in added
sugars, like soft drinks may contribute to weight
gain or lower intake of more nutritious foods. Use
the following list to identify the most commonly
eaten foods that are high in added sugars (unless
they are labeled "sugar free" or "diet"). Limit your
use of these beverages and foods. Offer water as a
beverage to children.
The major sources of added sugars in the United
States include:
• Soft drinks
• Cakes, cookies, pies
• Fruitades and drinks such as fruit punch
and lemonade
• Dairy desserts such as ice cream
• Candy
Foods contain sugars in various forms. Read
ingredient labels for clues on sugar content. A food
is likely to be high in sugars if one of these names
appears first or second in the ingredient list or if
several names are listed: sucrose, glucose, maltose,
dextrose, lactose, fructose, honey, fruit iuice
concentrate, brown sugar, corn sweetener, corn
syrup, high fructose corn syrup, invert sugar, malt
syrup, molasses, raw sugar, syrup, table sugar.
Tips for using less sugar:
• Use seasonal fresh fruits when possible. Avoid
adding sugar or honey to fresh fruits.
• Use fruits packed in light syrup or juice. Since
these are already sweet, there is no need to
add sugar.
• Use fresh or frozen fruits in snacks.
• Limit the use of sweet snacks and sweet
breakfast foods. Use cereals that are not sugarcoated.
If children are reluctant to give up higher
sugared cereals, mix a small amount of the
higher sugar cereal with the non-sugary cereal.
• Modify recipes for sweet snacks and sweet
breakfast items to reduce sugar without
sacrificing quality.
Choose and prepare foods with less salt. Table
salt contains sodium and chloride. Both are essential
in the diet. However, most Americans consume
more salt and sodium than they need.
Salt is the main source of sodium in foods. Only
small amounts of salt occur naturally in foods. Most
of the salt we eat comes from foods that have salt
added during processing or during preparation in a
restaurant or at home. Foods with added salt
include: cured and processed meats, cheeses, readyto-
eat snacks, prepared frozen entrees and dinners,
packaged mixes, canned soups, pickles, and salad
dressings. If you are planning to serve any of
these foods:
• Check the sodium content on the food label,
Nutrition Facts panel.
• Select foods that have less sodium.
Many people can reduce their chances of
developing high blood pressure by consuming less
salt. Currently there is no way to predict who will
develop high blood pressure from eating too much
salt. However, it is a good idea to do both of the
following:
Serve foods lower in sodium.
Reduce salt during food preparation.
Consuming less salt or sodium is not harmful and
can be recommended for the healthy, normal
person.
Tips for moderating salt intake:
• When purchasing foods, read the label, Nutrition
Facts carefully for sodium content. Select foods
that are lower in sodium .
• If you salt foods in cooking or at the table, add
small amounts. Learn to use spices and herbs,
rather than salt, to enhance the flavor of food .
• Limit the number of times you serve salty snacks
such as crackers or pretzels.
• Serve smaller amounts of salty condiments such
as mustard, soy sauce, catsup, pickles, and olives
-or serve them less often.
• Do not add salt when cooking pasta and rice.
• Review recipes for ways to reduce sodium, such
as substituting herbs and spices for some of the
salt, and/or reduce the amount of salt added.
• Choose fresh, plain, frozen, or canned vegetables
without added salt most often.
• Choose fresh or frozen fish, shellfish, poultry and
meat most often. They are lower in salt than
most canned and processed forms.
Support programs that encourage children to
choose a drug-free and alcohol-free lifestyle.
The final Dietary Guidelines recommendation is
targeted to adults and states: "If you drink alcoholic
beverages, do so in moderation."
Children and teens should not drink alcoholic
beverages. Using alcoholic beverages involves risks
to health and other serious problems. As someone
who cares about children's health and well-being,
support programs that encourage children to choose
a drug-free and alcohol-free lifestyle.
25
Helping Children Learn About Food and Eating
Helping children learn about foods and how they
are vital to health is an important part of your role
as a child care provider. It helps children to:
• Form positive attitudes about food and eating;
• Learn to accept a wide variety of foods;
• Establish healthful eating habits early in life;
• Learn to share and socialize at mealtime (in a
group eating situation); and
• Be ready to continue learning while at child care.
Tips on how to help children learn
about food and eating.
1. Get children involved in activities with food
and eating. Children are natural explorers. They
are constantly asking questions and discovering
the world around them. Children learn through
their play and through hands-on activities.
• Think of learning activities that involve the
senses of touch, smell, taste, hearing,
and seeing.
• Allow children to handle food, mix it, prepare
it, smell it, and taste it.
• Help them learn to describe foods as they see
them. Ask them to talk about a food's color,
shape, and texture.
2. Plan activities that match children's abilities
and interests. Children develop rapidly. Activities
should take into consideration the children's
developmental readiness. This includes both what
the children are mentally ready to learn and what
they are physically capable of doing.
Younger children are not able to perform the
same tasks that older children can. When
planning a food activity, think about the age of
the children. Almost any activity can be changed
to fit the abilities and the interests of the children
being taught.
3. Plan simple activities before harder ones.
Children, like adults, want to be successful in
what they do. You can help children be
successful by planning activities that are simple
and then moving to harder ones.
For example, have the children learn the names
of foods. Then as they get older, get them
involved in food preparation activities such
as measuring.
4. Build on what a child already knows.
Children learn by building on something they
already know. When you introduce a new topic
about food and eating, connect it to something
already familiar to the child.
For example, most children have seen adults put
gasoline in their cars. Explain that just as gas
makes cars go, food "makes children go." It
helps them to be able to grow and play. Just as
gas is fuel for cars, food is fuel for people.
Fun With
Food
Activities
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Make a buttermilk smoothie.
Why?
Children love to assemble ingredients and watch the
whole mixture change into a treat. This activity
introduces lowfat buttermilk - a food children may
not eat regularly. When it is combined with sweet
strawberries and a bit of sugar it creates a delicious,
rich tasting treat that children will enjoy.
How?
Equipment: A blender or electric mixer
Directions: Blend all ingredients to make a smooth,
slightly tart beverage.
Credit:
1~2 3~s 6~12
Ingredients ~ ~ ~
for 1 serving:
lowfat buttermilk* 1/2 cup 3/4 cup 1 cup
frozen strawberries
or peaches 1/4 cup 1/2 cup 3/4 cup
Sugar is optional (sweeten to taste depending on the sweetness
of the fruit)
• USDA recommends serving only whole milk to children
1 to 2 years of age.
When?
Anytime is a great time for a fruit smoothie.
Consider serving the buttermilk smoothie as a
morning or afternoon snack and have the children
help assemble the ingredients.
Extend the activity. Making buttermilk smoothies
is an opportunity for the children to taste a different
type of milk. Look for books and videos that show
how milk is processed. Discuss where the milk
comes from and how it is processed before it is
bought at the store, or arrange to take the children
on a tour of a local dairy farm.
Food Matching Game.
. Why?
Children love card matching games and this kind of
activity helps children get ready for reading. When
matching games include foods, older children can
begin to put foods into food groups and plan
healthy meals.
How?
Enlarge and copy the food picture pages provided in
this booklet. Make two copies of each page. Cut out
the food pictures, making sure all the cards are the
same size.
How to play the game: For the younger children:
Give the children all the cards and ask them to
match the pictures on any two cards that are the same.
For the older children: Place all the cards face down
on the floor or table. Children take turns turning
over two cards to find a match. The object of the
game is for the children to remember where the
cards are so they can make a match. The child with
the most matches at the end of the game is the
winner. When a matching pair is found, the child
keeps those cards. If the cards do not match, the
child returns the cards, face down, and the next
child takes a turn. Continue taking turns until all the
card pairs are matched.
When?
Quiet play always makes a nice transition from
active play to mealtime. Try this game just before
meal or snack time. When the children understand
the game they may be able to play while you put
the finishing touches on the meal or snack.
Extend the Activity. A great way to extend this
activity is to have older children help you cut out
the food pictures to make the playing cards. All of
the c~ildren can help with coloring and decorating
the p1ctures before the game is played .
Discuss where foods come from. Using the pictures,
ask the children which of the foods they have eaten
recently. Are any of the foods offered at
lunch today?
Encourage children to find food pictures in
magazines. There are lots of ways to sort foods. Ask
children to invent their own way of sorting foods.
Some examples would be by color, dry, fresh, comes
in a box, never tried, etc. Ask the older children if
they can sort food pictures into the five food groups
shown on the Food Guide Pyramid (Grain Group,
Vegetable Group, Fruit Group, Milk Group, Meat
Group, Fats and Sweets). You can show them a
picture of the Food Guide Pyramid and have them
place the foods on the different levels.
Yogurt parfaits.
Why?
Creating foods that look as good as they taste is a
pleasure for all of us. Offering children healthy
foods and encouraging them to "put them
together" in a way that pleases them is a great way
to introduce new foods.
How?
Place lowfat vanilla yogurt, lowfat granola* or any
other flaked cereal, and fresh, frozen, or canned
fruit in separate serving bowls on the table. Provide
each child with a tall clear glass. Plastic parfait
glasses work well and are fun for the children to fill.
Show the children an example of a completed
parfait showing layers of yogurt, cereal, and fruit.
Tell the children they can fill their cup with any of
the foods in any order. Make sure the children wash
their hands first, and that clean dishes and handling
procedures are used.
Yogurt parfaits can be counted toward meeting the
bread, fruit, and/or meat meal pattern requirements
if the minimum amount of each of the foods is
offered at the start of the meal or snack. Serve
extras of these foods in side dishes if your glasses
are small.
Credit:
lto.2 3to.S 6to.12
Serve: ~ ~ ~
Yogurt, lowfat 2 oz 2 oz 4 oz
Fruit 1/2 cup 1/2 cup 3/4 cup
and/or
Cereal, cold, dry 1/4 cup 1/3 cup 3/4 cup
When?
Yogurt, cereal, and fruit parfaits make a great
snack treat.
Extend the Activity. Discuss where yogurt comes
from and how it is made. Make yogurt cheese by
pouring 8 ounces of unflavored lowfat yogurt into a
mesh strainer lined with a coffee filter, suspended in
a bowl. Place in the refrigerator overnight to allow
all the liquid from the yogurt to drain. The yogurt
forms a soft, lowfat cheese. Serve plain or season
with garlic powder and sesame seeds and serve as a
spread on crackers.
* Granola poses a choking risk for children 3 years or younger.
Bean sprouting.
Why?
Children are amazed to see a simple bean become a
living plant in just a few days. Watching plants grow
and change fosters an interest in science and an
enthusiasm for learning. Nutrition experts agree that
when children handle and explore foods they are
more willing to try them. Dry beans are naturally
low in fat and provide fiber, B vitamins, and protein.
Dried beans and peas can be counted toward
meeting the meal pattern requirements as either a
vegetable or a meat alternate.
How?
Ask the children to place one dry bean in a zip-lock
bag with a moist paper towel. Lima beans work well
but many other beans will also sprout easily. Place
the bags in a warm place and ask the children to
check them daily. The beans should sprout in a
few days.
When?
Anytime is a great time for indoor sprouting and
gardening projects. Late winter is a fun time for
these projects since it generates discussion about the
coming of spring.
Extend the Activity. If the children enjoy sprouting
beans, try sprouting other foods such as a carrot top
(in a shallow dish of water), a whole sweet potato
(bottom half in water), and an avocado pit (in a
shallow glass of water).
Use gardening projects (like planting tomato or
squash seeds in paper cups or in your vegetable
garden) to begin discussions about where foods
come from. Introduce new fruits and vegetables at
meals and snacks.
Read Jack and the Beanstalk to the children
followed by the bean sprouting activity.
Sweet potato boats.
Why?
Children are naturally skeptical of new foods, but
they are more likely to try a new food when they
have been actively involved in its preparation. Don't
forget children may need to see a new food 6 to12
times before they want to eat it. This sweet potato
activity and recipe can be the first step in introducing
children to this delicious and healthy food.
How?
You will need:
• Small sweet potatoes (one potato for two
children)
• 1 tablespoon orange juice for each potato
• 1 tablespoon brown sugar for each potato
• Sprinkle of cinnamon for each potato
• 2 carrot sticks* for each potato
• 1 slice of bread toasted and cut diagonally (one
slice of bread for two children)
Wash the sweet potatoes. Bake at 350 oF for about
1 hour, or microwave for 15 minutes, turning once
in the middle of the cooking time. Check for
doneness and cook until the potatoes are soft in the
center. Cool enough to handle. Cut potatoes in half
and scoop out the center saving the skin to refill
later. Have the children help. Make sure that
children wash hands first, and that clean dishes and
handling procedures are used. Mash together the
potato, orange juice, brown sugar, and cinnamon .
Refill potato skins with the mixture. Let each child
decorate his or her potato boat with a carrot stick
mast and a bread sail.
Credit: Each child should have his own boat, which
is one-half of a small sweet potato. For lunch or
supper, the vegetable/fruit component must provide
two different vegetables and/or fruits (sweet potato
and carrot sticks) to equal 1/4 cup for 1 to 2 year
olds, 1/2 cup for 3 to 5 year olds, and 3/4 cup for 6
to 12 year olds. The bread sail can also be credited
towards meeting the lunch/supper requirement of
1 /2 slice bread for 1 to 5 year olds and 1 slice of
bread for 6 to 12 year olds. Sweet potato boats can
also be served as part of a snack.
When?
Making sweet potato boats is a great activity before
lunch or supper. Children can enjoy their new
creations for the meal and share in the excitement
of setting the table for this festive meal.
Extend the activity. Sprout sweet potatoes by
placing the lower half of the potato in a glass filled
with water. Children can see the formation of the
roots at the bottom and the vine at the top. Ask
children to describe other ways they have eaten
sweet potatoes and discuss other foods that are
orange in color.
* Raw carrots pose a choking risk for children 3 years or younger.
Salad in a bag.
Why?
Experts agree that the way a food looks and how it
is served goes a long way toward encouraging
children to eat something new. Try this fun way to
prepare and eat salad.
How?
Provide salad fixings such as fresh spinach leaves
(chopped), grated carrots, mandarin orange
sections, and ranch or Italian dressing. Allow
children to make their own individual salads in a
plastic, sealable sandwich bag. Fill the bag; add
salad dressing, close, and shake. Serve with
individual forks and allow children to eat from the
bag. Make sure that children wash hands first, and
that clean dishes and handling procedures are used.
Credit: Each child should have his own salad in a
bag. For lunch or supper the vegetable/fruit
component must provide two different vegetables
and/or fruits to equal 1/4 cup for 1 to 2 year olds,
1/2 cup for 3 to 5 year olds, and 3/4 cup for 6 to
12 year olds. For snack, the vegetable or fruit must
equal 1/2 cup for 1 to 5 year olds, and 3/4 cup for
6 to 12 year olds.
(Note: This activity may not be appropriate for
1 to 2 year olds as eating from a plastic bag with a
fork may be too difficult for them.)
When?
Salad in a bag is a great way to start a meal or it
can make a great snack. For snack, have children
prepare the salad in a bag and serve wheat crackers
and water to drink.
Extend the Activity. Discuss foods that are cooked
and foods that are eaten raw. Discuss foods eaten
both cooked and raw. Ask children to cut pictures
from magazines of foods that are good to eat raw.
Ask children to suggest vegetables that could be
served in the next salad they make. Read a classic
book such as Peter Rabbit and discuss Mr.
McGregor's garden.
Create a creature.
Why?
Art and nutrition come together for fun and good
eating with this creative activity.
How?
Serve kiwi slices and melon strips with broccoli
flowerets, pineapple tidbits, and grated carrots.
Allow the children to create their own salad
creatures or an edible collage on a plate. Make' sure
that children wash their hands first, and that clean
dishes and handling procedures are used.
Credit: For snack, serve children ages 1 to 5 years
1/2 cup of fruit, and 3/4 cup fruit for 6 to 12 year
olds, plus another component such as milk or
graham crackers (refer to CACFP meal patterns
for requirements).
When?
Making an artistic creation can take some time. Save
this activity for a morning or afternoon snack when
children can enjoy their creation and then enjoy the
same food as part of their snack.
Extend the Activity. Discuss the taste and texture
of each fruit/vegetable used to make the
"creature." Ask children to describe the tastesweet
or tart, and the texture- crunchy, smooth,
and/or chewy.
Learning shapes.
Why?
Shapes and patterns are an important part of
learning math skills. Young children love the
challenge of identifying shapes and making a
pattern out of different shapes.
How?
Serve a simple snack of crackers in several different
shapes with cheese cut into different shapes. Ask
the children to describe the different shapes and line
shapes up in a pattern ... square, square, circle,
square, square, and circle. Discuss the different
patterns and ask the children to copy a pattern you
have made. Practice counting and sorting with the
older children. Make sure that children wash hands
first, and that clean dishes and handling procedures
are used. When your discussion is done enjoy a
great snack together.
Credit: The crackers and cheese can be served
towards meeting Child and Adult Care Food
Program meal pattern requirements (refer to CACFP
meal patterns for requirements) .
When?
Snacktime is an ideal time for discussing shapes
and colors, and having the children make and
follow patterns.
Extend the Activity. Ask children to find and
describe different shapes in the room or the outside
play area.
Grain collage.
Why?
This activity can help children understand that grains
can be ground and made into bread, crackers,
and pasta.
How?
Provide the children with a variety of dry grains such
as cracked wheat or bulgur, dried corn, uncook~d
white rice and/or brown rice, and barley, and
various shapes of pasta such as bow ties, wagon
wheels, and rotini . Provide glue and heavy paper.
Allow the children to glue different grains and pasta
onto the paper to make a picture or collage. Allow
the pictures to dry overnight on a flat surface.
When?
This is a great indoor activity before a meal or snack
when one of the grains or pastas will be served.
Extend the Activity. Discuss various forms
of grains:
• Corn: cornmeal, grits, hominy
• Wheat: White and whole wheat bread, some
ready-to-eat cereals, pasta
• Oats: oatmeal, oat bread, granola, some readyto-
eat cereals
When a grain product is served , ask children to
identify the food and the grain from which it
is made.
Bready Bears.
Why?
Watching bread dough transform into a fresh loaf of
delicious bread is a treat for everyone. At the same
time children are enjoying a delicious treat they have
also learned how bread is made and that yeast
makes bread rise.
How?
The following recipe provides ingredients for 6
children to make Bready Bears.
Ingredients:
• 2 1-lb loaves of frozen bread dough, thawed
• 1 tablespoon water
• Vegetable oil or oil spray
• Raisins
• Baking pans
Thaw the dough according to the package
directions. Lightly grease two baking sheets with
vegetable oil or oil spray. Cut each loaf of bread into
thirds and give one piece of dough to each child .
To Make:
• Bear's body and head - Take 1/2 of each child's
dough and shape into 2 rounds (smaller for head
and larger for body) . Flatten each round and
have the rounds touch each other.
• Bear's arms and legs - Shape 4 pieces of dough
into balls and press into the body.
• Bear's ears - Shape two round ears made of
dough and press to head.
Place the bears on the baking pans. Let them rise
for about 30 minutes. After they have doubled in
size place raisin eyes and nose on the bears. Bake
them at 375 °F oven for 15-20 minutes or until
golden brown .
When?
This activity will take over an hour so plan a
morning or afternoon and begin early to avoid a last
minute rush.
Extend the Activity. Read a story about bears
followed by making the Bready Bears in your
own kitchen.
This activity is a great way to introduce a science
activity about what makes bread rise. Place 1
teaspoon of yeast, 1/2 teaspoon sugar, and 1/2 cup
warm water in a small jar. Tightly cover the top of
the jar with a balloon or small plastic glove held in
place with a rubber band. Put the jar in a warm
place. Over the next hour the balloon or plastic
glove will "blow up" or fill with gas produced by
the yeast. Explain to children that yeast makes bread
rise in the same way.
A children's book about
vegetable gardening.
Why?
When a story is about food and eating, the stage is
set for an enjoyable mealtime.
How?
Read the gardening book aloud to the children.
After reading the book, encourage the children to
name foods that they might plant if starting a
vegetable garden. Offer some of the foods
discussed at the next meal or snack.
When?
Reading books to children is a good transition from
active play to mealtime. Story time or circle time
before meals can be an important part of your
everyday schedule.
Extend the Activity. Visit your local library to find
additional children's books on food, nutrition, and
gardening. Books and reading set the stage for a
lifetime of learning and can help children learn to
enjoy a variety of foods.
Keeping Parents Informed
Good nutrition begins at home and continues in
child care and in school. As a child care provider,
you work as a partner with parents to provide
healthy meals and help children develop healthful
food habits that will last a lifetime. Parents can and
will support your nutrition education efforts when
you communicate with them about what their
children are eating, and the food-related learning
experiences they are having.
One way to communicate with parents is by
sending home short letters describing what their
child has done in child care that day. This section
provides three short letters that you can copy and
complete. Each letter provides a brief description of
a food experience the children have had. Complete
the blank space in the letter so parents can read
about what their child has experienced on that day.
Directions:
1. Select the letter that fits the description of a
food-related activity that you have done with the
children that day.
2. Make one copy of the letter and complete the
blanks describing what the children have done.
Sign your name at the bottom of the letter in the
space provided.
3. Make enough copies of the letter to send one
home with each child.
Dear Parent(s),
Learning to eat a variety of foods is an important
step in your child's education . Developing healthy
food habits in childhood can last a lifetime. Our
menus for meals and snacks include a variety of
favorite foods, as well as new foods. Child care
experts tell us that children may need to be offered
a new food 6 to 12 times before they want to eat it.
However, children in my care are never forced to
eat a food they do not want.
Today your child was offered a new food. The
new food was __________ _
Name of food
To introduce children to new foods, we read stories
about food, have simple cooking experiences, talk
about how food grows, and where it comes from.
You can reinforce what your child has learned in
child care by providing the same kinds of learning
activities at home.
Dear Parent(s),
Eating a variety of foods is the best way to be sure
that your child gets the nutrients needed for good
health. This is as true for children as it is for adults.
Children are more likely to try an unfamiliar food
when they have been involved in preparing it.
Today your child participated in a food
preparation activity. We prepared
Cooking and preparing food with kids can be a fun
adventure for the whole family. You can reinforce
what your child has learned in childcare by
providing simple cooking experiences at home. Ask
your child to show you what she or he learned
today. Bookstores and local libraries also have many
cookbooks designed especially for children and
parents to cook together.
Dear Parent(s),
Parents and child care providers are partners in
helping children learn to make healthy food choices
to establish a lifetime of good eating habits. At my
child care home, your child is served nutritious
meals and snacks and has opportunities to learn
about food and eating.
Today your child learned something new about
food. It was
You can reinforce what your child learns at child
care by:
• Talking about what your child learned in child
care each day;
• Encouraging your child to try new foods
at home;
• Letting your child help at home with preparing
simple foods; and
• Making healthy food choices yourself.
Choking Prevention
Always watch or sit with children during meals and
snacks. Young children, ages 2 to 3 especially, are at
risk of choking on food and remain at risk until they
can chew and swallow better by about age 4. Using
the Food Guide Pyramid for Young Children (see
page 19) as a guide, offer 2- to 3-year-olds the
same variety of foods as the rest of the children in
your care, but prepared in forms that are easy for
them to chew and swallow.
Watch children during meals and snacks to
make sure they:
• Sit quietly.
• Eat slowly.
• Chew food well before swallowing.
• Eat small portions and take only one bite at
a time.
• Finish swallowing before leaving the table.
Prepare foods so that they are easy to chew:
• Cut foods into small pieces or thin slices.
• Cut round foods, like hot dogs, lengthwise into
thin strips.
• Remove all bones from fish, chicken, and meat.
• Cook food such as carrots or celery until slightly
soft. Then cut into sticks.
• Remove seeds and pits from fruit.
• Spread peanut butter thinly.
The foods which are popular with young
children are often the ones which have caused
choking. Foods that may cause choking:
Firm, smooth, or slippery foods that slide down the
throat before chewing, like:
• Hot dog rounds
• Hard candy
• Large pieces of fruit
• Granola
• Peanuts
• Whole grapes
• Cherries with pits
Small, dry, or hard foods that are difficult to chew
and easy to swallow whole, like:
• Popcorn
• Small pieces of raw carrot, celery, or other raw
hard vegetables
• Nuts and seeds
• Potato and corn chips
• Pretzels
Sticky or tough foods that do not break apart easily
and are hard to remove from the airway like:
• Spoonfuls or chunks of peanut butter or other
nut/seed butters
• Chunks of meat
• Chewing gum
• Marshmallows
• Raisins and other dried fruit
+ American
Red Cross
INFANTS
(birth to 1)
U conscious ltut choking • • •
If not ltroathlng • • •
Infant & Child
Lifesaving Steps
1JJ>- CHECK the scene for safety
StayWell
IJJ>- CHECK the victim for consciousness, breathing, pulse, and bleeding
IJJ>- DIAL 9-1-1 or local emergency number
IJJ>- CARE for conditions you find
If ltloodlng •• .
CHILDREN
(1·8)
If conscious ltut choking • • •
U.S. Department of Agriculture
Food and Nutrition Service
FNS-329 I Spring 2002
Revised Summer 2003
http:! /www.fns.usda.gov/tn/
