description of emo-demo activities gerakan rumpi...

Description of Emo-Demo Activities

Gerakan Rumpi Sehat Campaign

Purpose: To demonstrate that breastfeeding helps to develop bonds between mothers and infants. Breastfeeding is also a time for studying and memorizing each other’s faces, for speaking or singing to your baby and developing their trust and nonverbal communication – not just feeding. Primary motive or behavioural lever: nurture Items needed for this activity: Baby bottles or a range of other random items which can be used as a substitute (ie a pole, a formula milk tin, a chair, a towl etc.) Actions: 1. Get mothers to break up into pairs, ideally with someone they don’t know

very well.

2. Ask them to sit in front of each other (facing each other) and hold hands

while they take turns to look into each other’s eyes, introduce themselves

and tell the other person about the thing they value most in life.

3. When they have done this exercise give each pair a bottle or a random

object. Ask them hold onto opposite ends of the object so this time their

hands are not touching. They should then do the same exercise -

reintroducing themselves and describing the thing the value most in life.

4. Ask each pair which version they felt was most powerful? During which

version did they feel they were best able to connect with the other person?

5. Most people will probably answer the first experience, where they held

hands, was more powerful where they held hands because there was a

physical connection and there was no foreign object in-between. The same

experience applies for breastfeeding where there is a connection just between

the mother and the child with no foreign object in-between. Breastfeeding

helps to develop bonds between mothers and infants.

Example:

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Creating Bonds

Purpose: To make formula milk and unhealthy snack food disgusting and breast milk seem pure. Primary motive or behavioural lever: disgust Items needed for activity: 2 clear plastic bags, straws, milk, variety of unhealthy child snacks. Actions:

1. Take 2 transparent plastic bags: Imagine that these are your baby’s tummy.

This is just a metaphor, of course the size are different from babies’ tiny

tummies.

2. Pour some milk to the first plastic bag and put in a straw. Let’s pretend

this is the tummy of a baby who only drinks breast milk.

3. Ask the participants: Would you be willing to drink this from this bag? If

someone wants to, give the plastic bag with milk inside to the participant

to drink.

4. Take the second plastic bag, pour some milk into it, and then add crushed

crackers, formula milk, a sweet fruit drink, and crunchy snacks. Let’s

pretend this is the tummy of a baby who is not exclusively breastfed, instead

their mother gives them some breastmilk, some formula milk, some sweet

drinks and a few different kinds of snacks if they are crying.

5. Shake/stir the plastic bag and offer it again to the mothers to drink: would

you be willing to drink from this bag? (The facilitator displays a disgusted

expression).

6. Ask the participants again:

• Mothers who want to drink from the bag with ASI only inside, raise

your hands (The Facilitator smiles).

• Mothers who want to drink from the bag with formula milk inside,

raise your hands (The Facilitator displays a disgusted expression).

Chit-chat: 1. Why do you choose to drink from the plastic bag with only breastmilk

inside?

2. Since we’re pretending these are baby’s tummies, could you imagine what

kind of things happen inside?

3. Will you give a mixture of ASI, formula milk, and unhealthy snacks to your

children? Why?

4. Breastmilk only is enough for your baby up to 6 months of age because it

contains everything a baby needs during that age. No need to add formula

milk. Babies under 6 months old don’t need food, let alone snacks or other

unhealthy food. If you wouldn’t want to consume what was in the second

baby’s stomach then why would you expect your child to?

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Baby Tummy

Example:

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Purpose: to demonstrate that feeding formula will reduce a mother’s milk supply making it harder for mothers to breastfeed. Primary motive or behavioural lever: curiosity and surprise Items needed for activity: milk, oil, four glasses of equal size. Actions:

1. Convey: Moms, let’s pretend these glasses are breastfeeding babies, the

liquid milk is breastmilk, and the oil is formula milk.

2. Pour liquid milk to the first glass (Glass A): So the story is, your baby is

drinking this much breastmilk (pour milk into glass until Glass A is full).

3. If a child is being exclusivenly breastfed then they are receiving only

breastmilk for the first 6 months. That is why you can see this glass is full of

only breastmilk. You don’t have to worry about running out of breastmilk

because the next day when you breastfeed your body will automatically

produce the same amount of breastmilk. This much (show the glass full of

milk) (The Facilitator smiles)

4. Basically if you only give them breastmilk everyday, the amount of milk

produced by your bodies will be the same (pour the milk back and forth

from A Glass to B Glass, then back to A Glass, and so on) (The Facilitator

smiles)

5. So that’s the first story, about a mother that only gives breastmilk to her

baby. Let’s proceed to the second story.

6. This is a tale about a mother that sometimes gives breastmilk to her baby

(pour milk up to a quarter-full of Glass C), sometimes formula milk (pour a

quarter-full of oil to Glass C), for example breastmilk in the afternoons

(pour another quarter-full of milk to Glass C), and then formula milk at

night (pour another quarter-full of oil to Glass C; so there is a total of 1

glass full of milk and oil). Let’s find out what happens next!

7. So remember that we’re pretending that the milk is breastmilk. See how

much breastmilk is in the glass? About half of the glass?

8. So if you give breastmilk sometimes and give formula milk other times, the

next day when you breastfeed, only the same amount of breastmilk is

produced, only this much (show the mixture of milk and oil that contains

only half of glass of milk) (The Facilitator displays a disappointed

expression)

9. If this keeps on going, everyday, your body will continue to produce this

reduced amount of breastmilk so it may seem that breastfeeding is

becoming more difficult (pour the mixture of milk and oil back and forth

from C Glass to D Glass, then back to C Glass, and so on) (The Facilitator

displays a disappointed expression)

Refilling the Glass

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10. Basically, the amount of milk we produce depends on demand and the

volume of milk our body is used to producing. Our bodies will remember and

produce the same volume of breastmilk. If you rarely give breastmilk and

alternate with formula milk, your body will only produce a little amount.

While if you give only breastmilk and avoid mixing it with other things, our

body will continue producing milk, and this is important because breastmilk

lets our babies grow strong and healthy.

Example:

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Purpose: to be a symbolic gesture of throwing away the bottle and getting rid of formula milk. Primary motives or behavioural lever: Disgust, pledging, shock Items needed for activity: bottle, several empty containers of formula milk, rubbish bin Actions:

1. There are two variations of this game.

2. For the first version stack the formula milk containers in a tower and get

mothers in turn to pledge that they will no longer give formula milk and

then throw a baby bottle at the tower to knock it down. See how many

each mother can knock down.

3. An alternative version of this activity is to just use the bottle and a

rubbish bin. The activity then becomes about trying to get the bottle into

the bin as if it were a basketball hoop.

4. Congratulate and applaud those mothers who successfully knock down

the containers or get the bottle into the bin.

Chit chat: How did this make you feel?

Formula milk is a second rate choice for feeding your child. The milk you

produce is perfectly formulated to ensure your baby grows healthy and

strong in the first 6 months.

It may have seemed a bit dramatic what we just did but it’s not that

different from reality where bottles are often left lying around in unhygienic

places, or even be dropped on the floor – yet still we give them to our

children. I know I wouldn’t want to drink from a bottle and I think if our

babies could speak they would also say ‘yuk’ to bottle feeding and throw the

bottle out with all the other yucky things in the bin.

Example:

Throw the bottle

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Purpose: To demonstrate that breastfeeding mothers are always ready to breast feed so breastfeeding can save mothers time and hassle. Primary motive or behavioural lever: convenience and time-saving Items needed for activity: props relating to formula feeding (ie kettle, formula milk, spoon, bottle etc) and a timer (we used a timer app on the tablet so that it was easily visible). Actions:

1. Ask: How much free time do you have in a day that’s really for yourself?

2. Would you like to have more free time for yourself?

3. Ask the participants: Who here gives formula milk to your baby?

4. Ask one of the mothers who give formula milk to become a volunteer.

5. Ask her to demonstrate how to prepare formula milk using the props

available. When the demonstration starts, the Facilitator should start a

stopwatch to find out how long it takes to prepare formula milk. Note:

they have to prepare the formula as realistically as possible. This means

that they should start with cold water in the kettle and have to wait for it

to boil. The process of making formula is likely to take a while, during this

time just wait without doing anything (let the situation become

awkward). The mother should be told to yell out ‘ready’ when the formula

is prepared and she is ready to feed her crying child

6. After the preparation is done, stop the stopwatch and announce the time

required.

7. Ask the audience: What about mothers who only give ASI?

8. Ask one of the mothers who breastfeed exclusively to come forward and

give a demonstration of how long it takes her to prepare to breastfeed.

9. Switch on the timer. Again ask the mother to shout ‘ready’ when she is

ready to breastfeed. This should be almost instantly! When she does so

stop the timer and compare it to the time that it took to prepare formula

milk. Ask the audience to clap because she could tend to her baby faster.

Chit-chat: 1. How often do you breastfeed or give milk to your babies?

2. Multiply the number of times with the time required to prepare formula

milk. What is the total time required?

3. If you switch from giving formula milk to ASI exclusively, what will you use

the freed-up time?

Lesson: Since mothers have a busy schedule, it would surely be nice to have more free time for oneself. Just as shown, breastfeeding is very easy, hassle free and practical to serve.

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Time Competition

Example:

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Formula milk cost calculations: Purpose: To demonstrate that formula feeding is incredibly expensive compared to its better free alternative. Primary motive or behavioural lever: economic saving Items needed for activity: Paper, Pens, Formula milk carton, 2-3 calculators. Actions:

1. Ask mothers for one thing they would like to buy for themselves or for

their family but cannot afford at the moment. Get them to write the name

of this item in big letters on a strip of paper.

2. On the other side of the strip of paper get them to write how much they

estimate this item costs.

3. Go round the room with the formula box and ask mothers to place these

‘dreams’ into the formula box.

4. Ask mothers how much a tin of formula milk costs them on average. Get

them to write their answer on a new piece of paper. Ask them how long

one tin normally lasts them. Get them to write this down alongside the

first figure.

5. Ask mothers to calculate (in their heads or with a calculator) how much

they are likely to spend on formula milk over the period of 6 months by

multiplying these numbers over the duration of 6 months.

6. Mothers should write the total of what they would spend on the reverse

side of the paper in big writing.

7. The facilitator should then take out the ‘dreams’ from the formula tin and

ask mothers to compare their result with the item they desired to see if

they could have bought the item/saved a significant proportion of the cost

by now if they had chosen to only breastfeed.

Chit-chat: Has this activity changed the way you think about how you prioritise

money and make feeding decisions?

Lesson: Sometimes when we buy an individual packet of formula milk we might not think about the cumulative cost of formula feeding our child and what other compromises in our spending we are forced to make as a consequence. For those mothers who have committed to exclusively breastfeed why not set aside a container at home to save money. Each week you can place in the container the money that you saved by choosing to exclusively breastfeed and use this money as a reward for you and your family for choosing the healthy behavior.

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Example:

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Aerobics

(Since this activity is quite physical mothers should be notified a week in advance to wear something they can comfortably move around in)

Purpose: Women in Indonesia are concerned about their body image and generally desire to be thin. Many worry that the weight they gain during pregnancy will make their husbands find them less attractive. This activity helps mothers to realize that breastfeeding is a great natural way for them to regain their pre-pregnant figures. Primary motive or behavioural lever: attract Items needed for activity: Music and a pre-prepared aerobics routine – this should be fairly low impact so that it is suitable for pregnant mothers also. Actions:

1. The facilitator should have pre-preapred a low impact, introductory

aerobics work out that runs for 10 minutes. If they feel uncomfortable

leading this a sample workout can be found online and downloaded to the

tablet for people to follow.

Chit chat: 1. Did any of you struggle to get back to your normal weight after having

children?

2. Were you worried about the way you looked?

Lesson: During that 10 minutes of aerobics you will have burned roughly 100 calories. However on a daily basis mothers who breastfeed will burn about 300-600 calories! This means that formula feeding mums would have to do that workout 6 times daily just to be as healthy and look as good mothers that breastfeed. Breastfeeding is a great way to get back to their previous sexy figure after giving birth. Example:

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Preparing to go out

Purpose: To demonstrate that breast feeding is hassle free and convenient. Primary motive or behavioural lever: convenience Items needed for activity: 2 similarly sized carry bags, props associated with formula feeding (ie a bottle, formula, flask of hot water, spoon), other things mothers commonly carry in their bags such as a mobile, wallet, diapers, wipes, bibs, snack food etc. Actions:

1. Ask two mothers to volunteer as part of the activity. They will be given

two similarly sized carry bags.

2. Set the scenario: ‘both of you are going out for the whole day with your 4

month old child so you need to pack you bag with whatever you think you

will need. Remember you will need to feed your child several times while

you are out.’

3. To Mother A explain that she gives formula feed only to her child and

should prepare to be able to formula feed her child on several occasions

throughout the day. Mother B should be told that she exclusively

breastfeeds and that she should pack whatever she will require to

breastfeed her child several times during the day.

4. At the end mothers should compare the size and weight of their bags.

Chit Chat: 1. How does this compare to your own experience of feeding your child

when you are out and about?

Lesson: Breastfeeding is hassle free because it means that you can feed anywhere, anytime without having to prepare anything or take anything with you. Mothers always have a lot to think about and take with them, formula milk only ads to this headache. Plus when you are away from home it’s hard to make sure that you have the right temperature for formula milk and that the bottle is adequately clean. Example:

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Ideal plate Purpose: To distinguish between current complementary feeding practices and healthy diverse feeding practices. Also to help mothers become familiar with what portions of food they should give their child. Primary motive or behavioural lever: shame and curiosity Items needed for activity: Paper plates (one for each mother) with double-sided tape strips/blue tack already stuck on them, triangle-shaped slices made from different colors card, colourful plate picture. Actions:

1. Give each mother one plate and several cards in different colours

2. Explain the meaning of the coloured cards: White for rice, green for

vegetables, red for side-dishes/meat, and yellow for fruit.

3. Instruct: Stick cards of different colours on the plate according to what you

gave your child yesterday. The plate needs to be full, no more and no less

than a total of 10 pieces inside. The time is 1 minute.

4. The Facilitator walks around and checks each participant’s work. Ensure

that cards of the same colour are grouped together/stuck together so it is

easier to see and score.

5. Ask mother to present their plate and how they split it up into the

portions.

6. Once finished, the Facilitator shows a colourful plate (see images below)

and conveys that this is the ideal portion for children over 6 months.

7. The facilitator asks the audience to score the plates together. Ask for

applause for whichever mothers presented a correct plate. Ask for input

from the audience if the composition in the plate is wrong (unbalanced),

and how to correct it.

Chit-chat: 1. How differ was your meal from the ideal meal?

2. What will you have to do to make sure that the meals you give in the future

will be more diverse?

Lesson: When you give complementary food, it is important to pay attention to the content, the composition, and the portion because children require a balanced nutrition.

• Content: Varied, not only porridge/rice

• Composition: Needs to comprise of porridge and soft/blended vegetables,

side-dish (meat), and fruit.

• Portion: 25% rice, 25% side dish and 50% vegetables and fruit.

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If you are used to giving food that is not very balanced in nutrition, for example: a lot of porridge (and less of everything else), please try to correct it as soon as possible. Champion Moms don’t take the easy way, but she does the best for her children – do you agree? Example:

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Fashionable plate Purpose: To make mother feel that if they give their child a meal that is mainly rice then it will be seen as boring and dull by the child and by their neighbours who notice how they feed their child. Primary motive or behavioural lever: affiliation and fashion Items needed for activity: the Facilitator should wear clothes that are all one colour – ie a shirt and trousers that are all black. Picture cards, one of rice and one of the colorful plate. Actions:

1. Ask a few mothers whose clothes have a variety of colors to stand up.

2. Ask the mothers to explain: why did you wear these clothes today? How

do you choose what goes with what? What makes something fashionable?

3. What do you think about the clothes I’m wearing today? (display a doubtful

expression) Would you say that it’s a bit dull? A bit lacking in colour?

Chit-chat: 1. Now, what do you (mothers) think about this picture? (hold up the picture

of plain rice) Would you say that it’s exciting or a bit dull?

2. What about this one? (hold up the colorful plate picture) Would you say

that it’s exciting or a bit dull?

Lesson: Remembering which food is good for your children is very easy. The principle is to combine different things together – just like combining different patterns and colors when you choose your clothing so it is not boring. Ensure the contents of the plate are varied and that they are not similarly-colored. The portion of rice and side dishes have to be balanced, don’t just give a large portion of rice. Example:

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Food art Purpose: To make mothers feel like mealtimes are fun and encourage them to think creatively about the food options available for their child. Primary motive or behavioural lever: creativity Items needed for activity: knives, cutting boards fruits and vegetables that are normally fed to children under 2. Actions:

1. Divide the participants into groups.

2. Ask the group representative to choose some fruits and vegetables for her

group.

3. Convey: This time we will be creative and make interesting shapes from our

foodstuff. You can make flowers, suns, clouds, stars, and such. Each group

can make however many you want in 10 minutes, but try to make at least 3

shapes.

4. Mothers start the activity.

5. The Facilitator walks around to check the participants’ work and give

advice or encouragements.

6. When the time is up ask the group representative to come forward and

show the results of their work. Applaud group members as they present

7. The Facilitator can take photographs of each product (to be shown in

Notice Board and in Facebook Group)

Chit-chat: 1. What do you think about this activity? Was it fun?

2. Do you think it would have an impact to the children you’re trying to feed?

3. What are the important things to be learned from this activity? (The food

needs to be varied)

Lesson: • Ensuring that children are given a diet with balanced nutrition is a form

of mother’s love.

• It is not easy to feed your children healthy food; sometimes it’s easier to

give them unhealthy snack foods, but a Champion Mom would make time

to prepare special food for her children.

• A creative activity like this is a good way to relax. This could be a therapy

in the midst of a tiring, busy day.

• Remember though that here we are using some uncooked foods like

carrots, broccoli and peppers. When you are preparing these for your

child you will need to cook them first as otherwise they will be too hard

for your child to eat.

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Example:

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Recipe development

Purpose: For mothers to share their feeding experiences with other mothers and feel like they are able to offer their child something special. Primary motive or behavioural lever: creativity and pride Items needed for activity: Pens, paper, folder, gold stars for rating, picture of a diverse plate and picture of a plain, mainly rice plate. Actions:

1. Ask the mothers to think of one of their favourite meals that they prepare

for their child.

2. Firstly ask each participant to write down the ingredients.

3. Then ask participants to write down exactly what you need to do to

prepare the meal.

4. At the end each participant can briefly summarise the meal they have

written down (in larger groups you may wish to just select a few to

share).

5. The facilitator should show the group the two pictures, firstly holding up

the ideal plate and explaining why it is ideal. Then comparing this to the

plain, rice heavy, plate.

6. The facilitator should give out some gold stars and ask the mothers to

pass their recipe to the person sitting next to them.

7. Each person should look at the recipe in front of them and give the recipe

a rating out of 5. The rating should be based on how creative the meal is

as well as how many different ingredients it includes (ie how diverse it is

compared to the ideal plate).

8. The facilitator will then collect the recipes and before the next meeting

they will type them up, using pictures to show which ingredients are in

the meal. If possible the facilitator will also include a photo of the recipe

creator at the top of page in recognition of the person who wrote it down.

These will be compiled in the folder. The file can be brought to every

arisan meeting and mothers can borrow a recipe for a week so they can

try it at home and then return the recipe next week. Some mothers may

like to add extra recipes later on.

9. The recipes can also be entered into the recipe book on the tablets.

Chit chat: How similar were the recipes you read to the ideal plate?

For those that were not so diverse have can we improve or add

ingredients so that the meal is healthier?

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Are there some new recipes here that you would like to try making for

your child?

Lesson: By sharing recipes we can find interesting and different ways of making sure our children receive a diverse plate for every meal. Meal variety is important for your child but preparing different foods each day is can also make meal preparation more interesting for you. Example:

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Feeding timeline Purpose: To encourage mothers to think through how feeding can be better spaced and remind mothers not to feed a snack just before a meal. Primary motive or behavioural lever: shame and curiosity Items needed for activity: feeding timeline image, pictures of food, tape/blue tack Actions:

1. Stick the timeline on the wall or lay on the ground if this is not possible

2. Appoint 3 volunteers to come forward.

3. Give pictures of food to the 3 volunteers: 1 mother gets a set of

breastfeeding pictures, 1 mother gets a set of healthy snack pictures, and

another 1 gets a set of complementary food pictures.

4. Give a scenario: Let’s say a mother wants to give food to a child that’s

started to eat complementary food. Together, with input from the rest of the

group, your job is to give a suggested timeline of when they should give each

type of meal.

5. Invite the mother with the breastfeeding cards to start. Mothers do not

have to use up all their cards if they don’t think it is necessary. Then invite

the mother with the complementary meal cards to add hers in. Lastly

invite the mother with the snack cards to add these in. If the facilitator

notices that they place a snack within an hour of a meal then the

facilitator should immediately exclaim ‘Salah? Benarin!’ (Got it worng?

Get it right! – as per the TV adverts) to indicate that the snack needs to be

rearranged so that it is better spaced. Hopefully what the mothers should

realise is that they can’t fit all the snacks on the timeline and have them

well spaced

6. After an ideal feeding timeline is produced, ask the audience to clap

together.

Lesson: These 3 food categories are best for children: Breast milk (not mixed with any other kinds of milk), healthy snacks, and varied complementary food. But giving snacks within an hour of mealtimes is a big mistake as it will mean that you child is not hungry enough to eat their main meal.

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Example:

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Disgusting Snacks

Purpose: To make bad snacks disgusting. To show that even though things may taste nice, and children like they contain preservatives, colouring and bad oils, all things which are not good for young children (and adults). Primary motive or behavioural lever: disgust Items needed for activity: clear glasses (enough for each type of snack), spoons, kettle, water, a variety of unhealthy snacks such as Chiki balls, Gummi bears and prawn crackers, a variety of good snacks such as grapes, orange pieces etc. Actions:

1. Boil water

2. Convey: Ladies, I’m going to prepare for our 2nd activity today (the demo)

first. Our second activity is going to be about snack foods. So here I have

some snacks. Who sometimes feeds these things to their child or has seen

others feed these to their children? Today we are going to try and have a

look at what is inside these snacks.

3. Place each of the different types of snacks into a glass (separately).

4. Pour some boiling water into each glass until it is relatively full and

covers the snacks.

5. Stir.

6. Convey: Ok, let’s leave this for now, we’ll start with the first activity.

7. After the group is finished with the first activity, return to the demo.

8. Convey: Let’s take a look at the snack-filled glasses we made earlier. Firstly

hold up the unhealthy snacks. They don’t look quite the same now do they?

Eeeew!

9. Circulate the glasses among the participants. Ask them to look at the

contents closely before handing it over to the person sitting beside them.

Make sure everyone gets a good look into the 3 glasses. What did you see?

(The Facilitator displays a disgusted expression).

10. Now hold up the healthy snacks. What about our healthy snacks? Why

don’t they look disgusting?

Chit-chat: 1. Would you want to drink any of the glasses with unhealthy snacks in them?

2. Do you think this kind of food is suitable for children?

3. Now that you have seen how disgusting these snacks are, would you give

this kind of food to your children?

4. What makes them the healthy snacks different?

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Lesson:

• Unhealthy snacks look attractive from the outside, but often we don’t

know what things they contain inside.

• We are often tempted to give any kind of snack to our children, something

fast, something that could keep them from being fussy, while the contents

is not necessarily good/healthy for children.

• Our children are not able to make decisions for themselves, so the choice

is ours. As a mother, we have the responsibility to provide them with the

best food.

Example:

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Bad snack tag

(This is quite an active exercise so mothers could be told a week in advance to come to the

meeting with something they can easily move in.)

Purpose: To encourage mothers to quickly be able to distinguish good snacks from bad snacks. To make bad feeding choices seem embarrassing and good feeding choices associated with being a champion mother. Primary motive or behavioural lever: Shame and curiosity Items needed for activity: Bad snack and good snack picture cards, Snack Judge label. Actions

1. Facilitators should scatter the picture cards on the floor, mixing up the

ones showing good snacks and those depicting bad snacks.

2. The facilitator should put a sign around their neck that says ‘Snack Judge’.

3. The Mothers will be asked to line up against one wall. Two or three at a

time their challenge is to try and move across to the opposite wall without

being ‘tagged’ (tapped on the shoulder/caught) by the ‘Snack judge’

facilitator.

4. As mothers move across the room they should try and pick up snack cards

that they think are healthy for their children – making sure that they get

them before their competitors.

5. If when a mother is tagged by the facilitator, they haven’t picked any

cards up they are out of the game. However if while they were crossing

the room they picked up a picture card showing a healthy snack they can

give this to the facilitator and remain in the game. Alternatively if they

pick up and give the facilitator a bad snack then the facilitator will exclaim

‘Salah? Benarin’ (Got it wrong? Get it right! – as per the TV adverts) and

do the head-slap gesture (also from the adverts) and the individual will

also be out of the game. For every good snack that they can take to the

other side of the room they get 1 point and for every bad snack they have

at the other side of the room they get minus 1 point.

6. For this exercise it would be good to give a test run first for the first few

mothers so that everyone is clear on how to play.

7. At the end the mothers who have the most points and are still in the game

can be congratulated/applauded.

Chit-chat: How did it feel when you got caught by the snack judge and had picked up

the wrong card?

Was it a little embarrassing?

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How did it feel to be able to win the game by producing a healthy snack to

feed your child rather than an unhealthy option?

Lesson: It’s important that as mothers we can quickly identify what is healthy or unhealthy for our child. Feeding healthy snacks to your child is one of the secrets to becoming a champion mother and ensuring that your child is a winner! Now that most people in your community know the importance of healthy snacking it can be embarrassing to be caught out feeding your child unhealthy snacks. As mothers we often make mistakes, no one is perfect, but the important thing is that we learn from our mistakes and next time we choose a healthy snack option.

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Instant satisfaction

Purpose: To ensure mothers were aware of fortified instant porridge as a suitable food for children 6-9months and to teach them how to make it correctly. Primary motive or behavioural lever: knowledge Items needed for activity: Instant fortified porridge, hot water, bowls, spoons, baby crying noise (can be played via tablet) Actions:

1. Explain to participants that they should imagine their child is crying

because they want something to eat. When we hear our child crying we

often want to give our child something quickly to make them be quiet and

stop them being upset. This is when we often, without thinking give our

children unhealthy snacks. However there are lots of healthy alternatives

that are also quick to make. One example of this is instant porridge so I

am going to show you just how simple and quick it is to make.

2. Facilitators should play a baby crying noise to simulate the situation and

put on a stopwatch timer that the audience can see (ie on a tablet).

3. The facilitators should then prepare a bowl of instant porridge and stop

the timer and the crying baby noise when they are done – highlighting

how simple and quick it was to make.

4. Facilitators should then hand out bowls, spoons and instant porridge

packets to mothers for them to copy the process. Facilitators should guide

and provide support as need.

Chit-Chat: 1. How do you feel when your baby cries and you know they want food?

2. How do you often respond to these cries?

3. Do any of you feed your children instant porridge at the moment?

4. Does anyone know why instant porridge is a healthy thing to feed your

child?

Lesson: Often being champion mum may require us not to just take the easy route – however sometimes there are shortcuts which are still healthy and nutritious for our children. Instant porridge is a great thing to include in your child’s diet because sometimes it is difficult for us to feed our children diets which include all the nutrients children need. While the instant porridge may not look particularly special it contains additional micro-nutrients that help our children grow. Feeding shortcuts such as instant porridge are important for us to have in the home because sometimes it can be hard to resist our children when they cry for food – these are the times when we are most likely to make a feeding mistake and give an unhealthy snack.

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Example:

Shopping basket Purpose: To encourage mothers to prioritise healthy diverse food and to show that this can be achieved at the same price as unhealthy foods. Primary motive or behavioural lever: economic savings and shame Items needed for activity: 2 Shopping Bags, Pictures of food each labeled with a price (approximate to their real cost), 60 fake coins, tablet for countdown. Actions:

1. Arrange the food cards on a table or the floor.

2. Divide the participants into 2 groups and ask each group to send a

representative

3. Give a bag and some coins to the representatives (1 mother gets 30 coins)

and ask them to shop

4. Give instructions: To buy items the participant must exchange coins with

a picture of food (according to price). All the food pictures taken need to

go to the shopping bag, otherwise it will be disqualified. The winner is the

mother who buys the most numbers of healthy food with her coins within

1 minute.

5. Explain to mothers that there are a range of foods on the table, some good

and some bad. As in real life the foods also cost different prices and the

mothers will not be able to buy everything on the table.

6. Ask the audience to clap and shout encouragement to their representative

when the countdown starts. They can also stand around and give advice

on what to choose. Instruct the audience: Count out loud when there is

only 10 seconds left in the timer.

7. Set the timer for 1 minuts.

8. Give command: Begin! Ask the audience to clap and give encouragements.

9. Give command: Finished!

10. Open and review the contents of Mother A’s shopping bag. Count out loud:

a. How much did you spend altogether?

b. How many of the food items purchased are healthy? (Clearly display

each item purchased by Mother A and ask the audience to

determine whether it is healthy or not)

c. Announce the number of healthy food items chosen by Mother A.

11. Open and review the contents of Mother B’s shopping bag. Count out loud:

a. How much did you spend altogether?

b. How many of the food items purchased are healthy? (Clearly display

each item purchased by Mother B and ask the audience to

determine whether it is healthy or not)

c. Announce the number of healthy food items chosen by Mother B.

12. Announce the winner. Ask the audience to clap.

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Chit-chat: 1. Are there any healthy option on the table that mothers could have bought

instead?

2. Is it always cheaper to buy unhealthy foods? Explore this question by

giving some examples of cheap healthy alternatives.

Lesson: We are often presented with choices of healthy and unhealthy foods in the market, shops, or local stall. Even though we are limited, for example money-wise, we can still choose the healthy options for our children. Demonstrate that even in the cheapest food category there are some very healthy options ie spinach rather than crisps etc. The most important thing to remember is that the food that our children eat depends on our selections. Do you want your children to be healthy or not? Sample food cards: Example:

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What are you doing? (Sedang Apa?) Purpose: A way of reinforcing knowledge about healthy feeding choices and associating mistakes with being laughed at or feeling embarrassed. Primary motive or behavioural lever: shame and knowledge Items needed for activity: none Actions:

1. Divide the participants into 2 groups.

2. Ask them to sing the Indonesian nursery rhyme: “Sedang apa?” (“What

are you doing?”) in call-and-response mode with the theme of baby

feeding. Give examples such as: “What are you doing? – I’m breastfeeding

– breastfeeding my baby – my baby who is healthy … etc” The game stops

when one group fails to respond to the song.

3. Announce extra points for:

a. The group who mentions any word describing healthy food or

healthy child feeding behaviours is rewarded 1 extra point per

word.

b. The group who mentions any word describing unhealthy food or

practices get docked 1 less point per word.

c. The group who mentions any word that has nothing to do with

healthy food or behaviour gets no additional point.

4. Ask both groups to do rock-paper-scissor (to decide who starts first)

5. Give command: Begin!

6. Make sure all participants clap and sing along. The Facilitator also claps

and gives encouragements.

7. Clap every time a song is finished.

8. The Facilitator asks the participants to review each response: Was it

correct or not? Was it healthy or not?

9. Tally the points for each group together with the participants.

10. Announce the winner. Ask the audience to clap.

Lesson: Just like choosing a response to the other group’s prompt, we will always be able to choose the best for our children. We will always be able to choose the healthiest. Each time you feed your children healthy food, you will get a “bonus point” and become a champion mom.

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Food categorization Purpose: To make clear to mothers which snack foods are healthy and which are not. Primary motive or behavioural lever: curiosity Items needed for activity: food cards, cards with titles of the categories: ‘food that will help my child grow strong and healthy’ and ‘food that is bad for my child’. Actions:

1. Spread the food cards out on the floor or on a table. Below place the other

category cards, spread apart. Explain what they category cards are.

2. Instruct: Line up the food items, the further left you go, the unhealthier the

food; the further right you go, the healthier the food.

3. Give the sign to begin; the mothers can work together on this.

4. Let them finish on their own; do not give commentaries, but listen to the

discussions they have among themselves.

5. After all the food pictures are lined up, ask mothers about their choices

and discuss any disagreements.

6. The facilitator should correct any clear errors or uncertainties. In

particular the facilitator should discuss where rice was placed on the

spectrum and whether or not too much rice can sometimes make it a bad

food?

Lesson: Now that you have done this activity you can keep this arrangement of foods in your mind when you go shopping. But remember the most important thing is to feed your child a colourful diverse plate, made up of lots of difernt healthy ingredients. Example:

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Roll the dice Purpose: To associate good feeding choices with the status of being a champion mother and make bad feeding practices seem socially judged. Primary motive or behavioural lever: shame and status Items needed for activity: The child feeding dice (3 sides depict good feeding practice, 3 depict bad feeding practice), 2 chairs Actions:

1. Divide the group into 2 and ask each group to volunteer 2 people: 1 to roll

the dice and 1 to play (Note the game may not be suitable for heavily

pregnant mothers to play).

2. Instruct:

a. Rock-paper-scissors to decide who goes first. Roll the dice:

• If the dice rolls a picture of good feeding practices

(something that is to be determined by the audience), the

audience shouts “Correct! Just give breastmilk/healthy

snack/varied food!”; the player then moves to the next

position

• If the dice rolls a picture bad feeding practice, the audience

shouts “Wrong! Formula milk/unhealthy snack/too much

rice!”; the player goes back to the previous position.

b. Positions:

i. Kneeling

ii. Sitting on a chair

iii. Standing

iv. Standing on a chair

v. Standing on a chair with arms open

c. As soon as one of the players reaches the final position, everyone

shouts, “Champion Mom!”

3. Even though there is already a winner, wait for the losing player to reach

the final position. This also depends on the audience’ enthusiasm (for

example, let them roll the dice 3 more times, and if they still haven’t

reached the final position, stop the game).

Chit-chat: 1. Ask the participants how it felt to roll a bad feeding practice?

2. What about a bad feeding practice? How does it feel to have everyone say

‘wrong’ at you?

Lesson: In this game, what we do depends on how lucky we are. However, in everyday life, we have the option to make our own decisions: do we make the right feeding

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choices for our children and become Champion mothers or do we sometimes take the easy options or do the things that aren’t the best for our child’s growth?? Their health is in our hands. Example:

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