chcece004 session one

CHCECE004Promote and provide healthy food and

drinks

Session One – 21/07/14

Unit Purpose

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.

A balanced healthy diet for children

Babies and children need important nutrients each day so that their bodies may grow efficiently and are better protected from diseases

Children have specific dietary requirements at each stage of development

These requirements should become the foundation for any nutritionally balanced diet

A balanced healthy diet for children

When we provide healthy meals and snacks for infants and children we need to ensure we meet:

each child's individuals need and preferences

each family and their cultural requirements

Australian Guidelines and recommendations

There are a range of guidelines that assist centres to identify and understand the dietary requirements of infants and young children. These include:

Australian Dietary Guidelines

The Australian Guide to Healthy Eating (Aust. Gov Dept. of health and ageing)

The Healthy Eating Pyramid (Nutrition Australia)


The dietary guidelines suggest that children ‘eat a wide variety of nutritional foods’.

This will allow children to receive and absorb the right nutrients, efficiently so they can develop a greater resistance to disease and infection.


The Australian Guide to Healthy Eating will help you make good food choices when planning meals and assist in raising awareness of the diverse foods types and preferences within Australian communities.


• Using the iPads access the website www.eatforhealth.gov.au

• What are the 5 principles of the Australian Dietary Guidelines?

http://www.eatforhealth.gov.au/

Fibre foods for infants and children

To be healthy all children need to eat foods high in fibre.

They also need to drink plenty of fluids and have plenty of exercise to help maintain a healthy bowel.

Babies and toddlers however should not have bran or very high fibre foods as this prevents absorption of iron and zinc.

Fibre foods for infants and children

Scenario

Carly is 4 years old and has recently been constipated. The family has used mild laxatives to treat her constipation and now want to work on increasing the amount of fibre Carly eats each day to try to reduce the chances of her being constipated again.

What are three things Carly’s family can could do to prevent further problems?


In the Australian Guide to Healthy Eating and the Healthy Eating Pyramid, water is highlighted as the most suitable drink.

55% of a child’s body weight is made up of water.

This means it’s important to maintain their regular intake of water and keep their bodies well hydrated.

As infants reach 9 - 12 months, cooled boiled water may be introduced in addition to their breast milk or bottled milk.


It is a requirement under the Education and Care Services National Regulations that children have access to safe drinking water at all times throughout the day.

Good sources of water can also be found in some food items such as fruit and vegetables.

Milk is also a great drink choice as it provides calcium as well.

We need to ensure that children receive three serves of of milk a day.


Standard milk is high in saturated fat and recent research on childhood obesity has lead to recommendations that children over two drink reduced fat milk.

This supports the Dietary Guideline to ‘limit saturated fat and moderate total fat intake’.

Juice is another source of water, although in moderation, because it contains added sugar, sometimes preservatives and doesn’t have other essential nutrients.


Food labelling and identifying the nutritional value in foods in a key skill that allows everyone from chefs to consumers to select healthy and nutritionally balanced food.

Australian laws request that all packaged food items containing more than a single ingredient be clearly labelled with a nutritional information panel (NIP).

A food label will tell us name of the food, the brand, manufacturer’s details, as well as the ingredients in order from most to least.


The NIP is a major part of the food label and appears as a table which gives information about the energy levels and the amounts of all nutrients found in the food.

The table has three columns, the first names the nutrient, the second states the quantity per serve and the third states the quantity per 100g.

To make good food choices we need to understand food labels.


Nutrition panels will state the food levels in kilojoules.

It will also include the amount of protein, carbohydrates (inc. sugars), fats, salt (sodium) in the food per 100g.

Products may also label the levels of dietry fibre, calcium, as well as vitamins.

Foods labelled ‘low in fat’ or ‘reduces salt’ have to be genuine and meet Standard 1.1.1 as described in the Food Standards Code (FSANZ).

NIP

• Rate the the food from most healthiest to least

Individual Dietary Needs and Food Preferences

Whilst the Australian Dietary Guidelines and Healthy Eating Charts guide decisions educators make in selecting food and drinks, we must also recognise and respect any family food or drink preference related to cultural, religious or lifestyle practices.

In addition, we need to accommodate health needs which may be related to specific dietary needs, food allergies and intolerances.


We all have different tastes when it comes to food.

We all have foods we like and dislike.

As adults it is generally accepted that we can make choices about what we like and dislike yet for children it is generally assumed that they should eat any food served before them.


The children in your care should NEVER be forced to eat; this includes bribes of no desert or other consequences for not eating their meal.

Likewise children should NEVER be refused food as a punishment or consequence of their behaviour.

As educators we need to meet the individual needs of the children within our routines.


Remember, children eat when they are hungry.

They also go through stages where they won’t like a particular food or will only want a particular food.

This is OK as long as we keep the communication going with parents and monitor their diet for balance.


Children’s families may observe particular religious, cultural or lifestyle traditions that affect their food preferences.

If we are to provide quality care we need to establish relationships with families so that we can learn about the types of foods that children eat at home.

At enrolment time it is really important that food preferences and sensitivities are noted and passed on to educators involved in menu planning, food preparation and serving.


Where there are restrictions to important food sources, it is imperative that educators and parents work collaboratively with dietitians or nutritionist to develop a menu that ensures they are still getting a nutritionally balanced diet that meets their energy needs.


Activity one

Using the internet, in pairs research a dietary health need. Answers the questions provided and then present to the class

Topics will be: Anaphylaxis, Lactose intolerant, Hyperactivity, Diabetes & Coeliac Disease, vegeterian, gluten free


We also need to be aware of the link between poor nutrition and diet in young children.

There are long term effects that can lead to underweight or nutritionally deficient children

Identifying underweight or nutritionally deficient children can be difficult.


However, children who are not having a balanced diet may frequently appear lethargic and tired, may not be able to fully participate and concentrate for long periods of time.

You may also observe patterns at mealtimes where children seem starving or adversely uninterested in food at all.

Educators need to be aware of infants and children’s eating habits, play behaviour and energy levels throughout the day.


Listen to parent’s comments on their child in regards to eating and mealtimes at home.

Record these details and observations and talk to your supervisor or colleagues to discuss any concerns.

Dental health and hygiene

There are direct links between dietary intake and dental health for all ages.

Babies have different dental care requirements.

Some important dental care needs of babies are:

NEVER prop a bottle for a baby

NEVER leave a baby in bed with a bottle

NEVER give babies juice in a bottle


We need to hold the baby for a bottle feed, place them in the cot, then discard the unused milk, wash and sterilise the bottle.

Permanent teeth are meant to last a lifetime.

They need to be cared for with regular brushing, rinsing with water and by eating foods which are not too sugary and sticky.

Research shows the more teeth are exposed to sugary foods, the more likely they will decay.


Access article on baby dental health in iBooks

When do babies get their first teeth?

What is the leading cause of tooth decay in babies?

Babies first teeth are not important, true or false?

How should babies teeth be cleaned?

Physical Activity and Healthy Lifestyles

As recognised by the National Health and Medical Research Council (2005) the most current common medical problem in Australia is obesity.

Obesity can lead to major health problems including heart disease, joint pain, etc.

The food and drink we provide children in care must reflect the nutritional guidelines and dietary requirements, as well as their physical activity and energy required.


Early childhood services can provide children with practical learning experiences and reinforce what they learn at home and/or in the classroom about food, nutrition, fitness and health.

Healthy Eating and Physical Activity Guidelines for Early Childhood Settings have been developed under the National Quality Framework.

This should be embedded into services, both in the learning program and their nutrition policy and food menu.

Munch and move

• Munch & Move is NSW Health initiative that supports the healthy development of children birth to 5 years by promoting physical activity, healthy eating and reduced small screen time (e.g. watching TV or DVDs, playing on computers and small hand-held games devices).

• Do a munch and move song!

Nutrition Policy

Access the Nutrition policy of Goodstart Early Learning Centre in iBooks

What are the aims of the policy

Which National Quality Standards does it address?

Which documents support this policy?


As more children spend time in care, EC settings can play an important part in supporting healthy choices around nutrition and physical activity.

There is strong evidence that several adult health problems may be established in early childhood.

The food we, as adults, give children helps form eating habits that will last a lifetime.


One initiative from the Australian Government is the Get Up & Grow program.

This resource provides practical information to assist educators, carers and families in this role.

The guidelines have been designed so they can be used in a variety of settings such as centre-based care, family daycare and preschools.

This initiative is aimed to give children the best start in life.


As recognised by the National Health and Medical Research Council (2005) the most current common medical problem in Australia is obesity.

Obesity can lead to major health problems including heart disease, joint pain, etc.

The food and drink we provide children in care must reflect the nutritional guidelines and dietary requirements, as well as their physical activity and energy required.


As more children spend time in care, EC settings can play an important part in supporting healthy choices around nutrition and physical activity.

There is strong evidence that several adult health problems may be established in early childhood.

The food we, as adults, give children helps form eating habits that will last a lifetime.


One initiative from the Australian Government is the Get Up & Grow program.

This resource provides practical information to assist educators, carers and families in this role.

The guidelines have been designed so they can be used in a variety of settings such as centre-based care, family daycare and preschools.

This initiative is aimed to give children the best start in life.

Meal times

Sharing meal time preparation with children

http://vimeo.com/25436439


Dietary requirements for Infants

Infants have special nutritional needs and we need to make informed decisions when planning meals.

We know that for the first six months, breast or formula milk is the perfect food for infants and is all that a baby needs.

To ensure infants have the correct nutritional intake we need to follow suitable guidelines.


Encourage and support breastfeeding.Enjoy a wide variety of

nutritious foods.Avoid low fat

diets. Avoid over and under feeding.

Remember water is the preferred drink.

Added sugars are not necessary.Choose low salt foods.

Serve foods containing calcium.Serve foods containing iron.


Exclusive breastfeeding is recommended, with positive support, for babies up to six months.

Continued breastfeeding is recommended for at least 12 months – and longer if the mother and baby wish.

Breast milk is well renowned for its high nutritional content and its unique ability to change and adapt to meet a growing baby’s needs.

It carries a range of benefits for both the baby and the mother.


What are some of the benefits of breastfeeding?

Protect your baby from illness and infection

Provide the correct food for your growing baby

Aids the development of your baby’s eyesight

Speech and intelligence

Promotes a special loving bond between mother and baby


Early childhood services have an opportunity to encourage and support continued breastfeeding within the local community.

Educators need to be aware of safe storage and handling methods of expressed breast milk, as well as feeding and bottle cleaning techniques.

• Educators may also promote continued breastfeeding through maintaining a range of suitable pamphlets, posters and charts on the importance and benefits of breastfeeding within their service.


• Where can Educators get information from?

• Australian Breastfeeding Association

• https://www.breastfeeding.asn.au

• Local Early Childhood Clinics

https://www.breastfeeding.asn.au/


• How you can support breastfeeding?

• Let mothers know what your early childhood setting can offer to support breastfeeding, such as information sheets.

• Let mothers know where they can get more information about breastfeeding.

• Make mothers feel welcome to breastfeed in front of other people at the early childhood setting, or let them know where they can breastfeed in private if preferred.

• If a mother indicates that she is having problems with, or tiring of, breastfeeding, offer her some support or provide options for advice elsewhere.

• Offer positive feedback to mothers when they provide breastmilk for their babies

• Follow your setting’s policy for the safe handling of breastmilk


• It is important that a mother’s breast milk is not given to another child. If a baby is given the milk of another mother, or if you think this might have happened, notify your director or manager immediately.


• Breast milk requires great care and attention to ensure the nutritional value is not lost in its handling.

• On receiving refrigerated breast milk, it needs to be stored in the refrigerator immediately and needs to be used within 24 hours.

• Educators should ensure that each bottle is labelled clearly with a name, the amount of milk and the date it was expressed.


• If available, parents may choose to store expressed breast milk in the freezer of an early childhood service.

• Breast milk stored in a deep freezer (-18’C or lower) may be kept for a 6-12 month period.

• Breast milk stored in the freezer section of a refrigerator unit will have a shorter lifespan, lasting approximately 3 months.


• Breast milk may be gently thawed under cool water.

• It is recommended that we gradually increase the temperature of the water until the milk turns into liquid.

• Breast milk can curdle if it is shaken, so instead it may be rolled around gently to ensure the milk is mixed together and warmed through.


• If refrigerated, breast milk may be served cold, or again warmed gently in its bottle, under warm running water.

• As with any food or drink provided to children, it is important to check the temperature and ensure there is no risk of burning or scalding the baby.

• Microwaves should not be used to warm breast milk.


• Once breast milk has been warmed up for a baby, it cannot be returned to the refrigerator or freezer.

• Like infant formula milk, any leftover breast milk should be thrown away.

• Cups as well as bottles and teats used to feed the baby need to be washed in warm soapy water and then sterilised before they may be used again.


• Young infants who are not breast fed will usually be bottle fed formula milk.

• It is crucial that we know the correct way to prepare formula.

• Different methods and techniques are recommended by different organisations.

• It is important for educators working in a children’s service, to be aware of the centre’s own policies and procedures for cleaning and sterilising bottle items and preparing infant formula.


• Access How to make infant formula in iBooks


• Activity 1, using the iPads go to Get Up and Grow www.health.gov.au then search for ‘introducing solids’

• Read and discuss

http://www.health.gov.au/


• As recognised in The Get up and Grow program, infants will start to give signals that they are ready to be introduced to soft, solid food.

• The following cues may be observed;

• An interest in watching food being eaten by others

• An increase in the number of feeds

• Able to sit upright with support, displaying good upper body and head and neck control.

• Can suck small quantities of pureed food from a spoon

• Frequently attempts to move items towards his/her mouth.


• We need guidelines to know when to introduce particular foods such as fruits, vegetables, breads and cereals, meats and other dairy foods.

• It is highly recommended that solid foods be introduced at a very slow pace to allow the baby’s body to adjust to the new food and to be able to watch their body’s response to the food.


• Infants and children under 2 years of age should not be offered low fat dairy foods or other low fat food items.

• As their intake of solids progresses they should be eating a range of healthy foods as recommended.

• Foods such as avocado, nut pastes as well as full fat milk, cheese and yoghurt contain good dietary fats which will assist their growth and development.

Dietary needs for young children

• In task 1 you are required to plan a menu for young children

• Using the iPads access

Meal times with toddlers

• Planning meals for toddlers can be a real challenge.

• Toddlers can be endearing and busy little people.

• They can often feel like they have so much to explore that eating and sitting down for mealtimes may come second.

• At the toddler stage of development they are striving for autonomy and control over their environment and can often reply “No”.


• Educators are in a position to provide exposure to a range of different foods, new tastes, and different textures and cuisines from other cultures.

• Younger children may have opportunities to observe facilitators, other children or even some parents on occasions, serving, eating and enjoying a range of different foods.


• Access ECA Fussy eaters in iBooks

• Read and discuss


• If a toddler refuses to eat, avoid making a big deal out of it.

• It is important to make meal times relaxed and pleasant.

• Starting with a song or rhyme can help toddlers get in to the routine.

• Starting with a song or rhyme can help toddlers get in to the routine.

• As with all young children learning to enjoy mealtimes, allow plenty of time to eat.


• Role modelling can play a vital role at mealtimes. As recognised by the National Quality Standards (NQS) educators working in children’s services are in a position to help children establish healthy eating habits.

• Standard 2.2 The service ensures that learning about healthy lifestyles underpins everyday routines and experiences.

• Source: National Quality Standard. Available for viewing or downloading from Australian Children’s Education and Care Quality Authority www.acecqa.gov.au

http://www.acecqa.gov.au/


• Finger foods are often good for toddlers.

• They can become easily frustrated using utensils and sometimes managing a spoon or fork can be quite difficult and slow for them, especially if they are particular hungry.

• Introducing safe feeding equipment into role play areas can assist children’s familiarity with a range of utensils and also promote children’s fine motor development and hand-eye coordination.

Mealtimes with Preschool Children

• Pre-school children enjoy demonstrating their growing independence and enjoy making choices.

• Mealtimes can be an opportunity for children to express this through taking on responsibilities such as serving, cleaning up or pouring drinks.

• Offer opportunities for them to make choices and demonstrate their independence in the meal time routine.


• Encourage children to adopt appropriate food hygiene and handling practices and make hand washing a regular part of their routine and day.

• Allow small groups of children to help prepare the food e.g. wash the fruit, time the boiling of an egg, as well as watch the cook in the kitchen from afar.

• As with toddlers, the use of songs and rhymes to help children get ready for eating, including the hand washing process can be very useful.


• Creating opportunities for cooking experiences during the day will also help to increase children’s nutritional knowledge and their interest and involvement in food and mealtimes.

• Children and families may also be involved in the menu planning process.

• Parents could be encouraged to share recipes so that there is opportunity for all children to experience familiar food from their home environment when in child care.


• Packed lunches are part of everyday life in Australia.

• Whether it is for children in child care, preschool services and schools or for adults, it is always challenging to find something quick, tasty and healthy for lunch boxes.

• As you work with children and their families, you will find that sometimes parents will ask you as a early childhood educator for your ideas.


• When packing lunches for children, parents may often have to encounter children's food fads.

• What peers are having in their lunch boxes and what foods the media is promoting will influence what children would like in their lunchboxes.

• It's a good idea to involve children in choosing and preparing foods for their packed lunches.


• The basis of a healthy lunch box is to provide something from each section of the Healthy Eating Pyramid each day.

• A healthy lunchbox should mostly contain serves of breads and cereals and fruits and vegetables with smaller serves of dairy and meat and meat alternatives.

• Children’s services and schools will have policies regarding packed lunches and high allergy foods.


• We also need to consider ways to ensure that the packed lunch is safe to eat when prepared several hours before it will be eaten.

• In hot weather, most parents may use a frozen ice pack in an insulated lunch box to keep the food cool (under 6°C).

• Otherwise, they may be stored in the refrigerator at the early childhood service until required.


• Appropriate food handling and storage methods will prevent dangerous bacteria growing, making the food unsuitable for eating as it may cause children to be very ill.

• Presentation of food also affects our appetite.

• Children are more likely to eat their packed lunch if it is presented attractively.

Mealtimes with School-aged Children

• School aged children may arrive at their child care centre or Before & After School Care service (OOSH) in the morning and afternoon quite hungry.

• They may not have had the chance to have breakfast or they may have had a busy school day, burning off lots of energy.

• School aged children are usually more skilled at meeting their own needs and are able to follow simple instructions.

Mealtime Supervision & Interactions

• Different early childhood care environments will follow different practices with serving meals.

• It is important to follow the centre’s policy.

• Flexible meal times are becoming more common in the child care environment, particularly for morning and afternoon teas, with pre-school and school aged children.

Mealtime Supervision & interactions

• This approach caters for individual needs and encourages children to make choices for themselves.

• The same principles are followed for other meal times.

• Educators need to ensure that children are well supervised at all times when they are eating

• Meal times are the perfect opportunity to interact with and support children’s learning and development!

Meal time supervision & interactions

• Read the article - Lunch is more than eating

• Watch the following video on how adults can build relationships and interact with children during meal times

• http://vimeo.com/36810500


Menu planning... where to begin?

• What things should we consider before planning a menu?

• Use guidelines by the experts, nutritionists and dieticians e.g. Get Up & Grow, Five Food Groups, Dietary Guidelines, Healthy Eating Pyramid and the Australian Guide to Healthy Eating

• Avoid dangerous foods e.g. choking hazards, high allergen foods, foods that can cause health problems later in life


• Avoiding foods high in salts, saturated fat, sugars and artificial flavours, colours and preservatives

• Ask parents, children and other educators, as well as consulting books or discussing with experts about ideas for meals that reflect the diversity of the local community

• Choose foods that accommodate the various specific health needs of individual children at the service


• Choose suitable drinks... water first then milk

• Use a food variety checklist. Remember to cover a ‘wide variety of nutritious foods’

• Ensure adequate food is provided. The Education and Care National Regulations state that children in Long Day Care must be provided with 50% of the RDI of all nutrients. Children in OSCH, preschool and other types of care must also be provided with a reasonable proportion of RDI for their age


• Menus should be carefully planned for ALL meals, snacks, drinks, main meals and desserts to ensure adequate nutrition

• Families will look to Educators as ‘experts’ therefore you need to understand what constitutes a good food intake for children and what menus provide a balanced diet

• Understand that children go through stages in their eating patterns and preferences

• Always keep communicating with children and families

Menu planning... how to start?

• Menu planning should be a collaborative task involving cooks and other educators, parents as well as children

• This creates opportunities for a well balanced range of meals and snacks that recognise children’s nutritional needs as well as reflect the diversity of the service


• When planning a menu you can:

• Call a meeting to plan for the menu for the next 4-6 weeks

• Ask young children what foods and drinks they like

• Survey older children with a questionnaire

• Look up information on RDI for kilojoules - energy foods, fibre, iron and calcium


• Review the relevant guidelines and regulations

• Make a copy of some blank menu formats and use various guidelines to check for variety

• Test your food variety for a week, observe, monitor and record responses and feedback

• Look up recipe ideas

National Quality Standards

• What do the National Quality Standards state in relation to food, drinks and nutrition?

• Read page 65 - 67 of the NQS (Guide to the National Quality Standards) Discuss the assessment process for services regarding Quality Standard 2.2 Element 2.2.1

• Look up 78, 79, 80 in the regulations, what are the links?

• Watch the clip http://vimeo.com/78119815

• How does this educator embed healthy eating into the program?


Now you can:

• Consider who may be involved in menu planning

• Consider ways you can develop menu plans for each day

• Recognise the benefits of collaborating with families and children when planning menus

• Identify ways you can plan a varied, nutritionally balanced menu for different seasons and times of the day

• Recognise how policies and procedures influence menu plans

chcece004 session one

Documents

national quality

early childhood

medical research

mealtime supervision

supporting

early childhood

balanced healthy

healthy eating