Workshop Yummy Carrot 1 - blogs.extension.wisc.edu...Yummy Carrot Sticks: How Children Learn to Like Nutritious Foods Workshop1 • Healthy eating habits are an essential part of good

Rethinking Nutrition: Workshop 1

Yummy Carrot Sticks:

How Children Learn to Like Nutritious Foods

1Workshop

• Healthyeatinghabitsareanessentialpartofgoodnutrition.

• Healthyeatinghabitsarelearned.

KeyConcepts


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1. Increase their knowledge of healthy mealtime and eating habits.2. Practice skills to share this knowledge of healthy mealtime and eat-

ing habits with children (i.e., help children make healthy food choic-es while avoiding power struggles) and parents.

Participants will . . .

PrepareRead • Chapter3fromRethinkingNutrition

Gather• Snackfixings

1. 4kindsofapples,sliced• AppleFarmerAnniebyMonicaWel-

lington.• Copiesofsixhandouts

1. W1PowerPoint2. W1LettertoFamilies3. W1AboutApples4. W1BookList5. W1NewsletterArticles6. W1Evaluation

• Largepaperandmarkerforagenda,commentsandquestions

• Paperandpencils•RegistryCertificates

Timed AgendaActivity MinutesPreparation 30-60Introductions 15Slides1-3 15-20Slide4-8 20-25Slides9-17 20Slide18 25-30Closing(Slides19-22) 5-10

NOTE: Workshops are designed to last a total of two hours. Recommended timing is also

listed by each slide.

Sources1. Gortmaker,S.,Long,M.&Wang,Y.C.(November2009).Thenegativeimpactofsugarsweetened

beveragesonchildren’shealth.HealthyEatingResearch:RobertWoodJohnsonFoundation(RWJF).Retrieved10/25/11fromhttp://www.rwjf.org/childhoodobesity/product.jsp?id=52668

2. Nitzke,S.,Riley,D.,Ramminger,A.,&Jacobs,G.(2010).Eatingandfeedingbehaviorsareformedinthecontextofnormativedevelopment.Rethinkingnutrition:Connectingscienceandpracticeinearlychildhoodsettings(pp.55-74).SaintPaul,MN:RedleafPress.


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Introduction ~ 15 Minutes• DO: Haveslidevisiblewhenparticipantsarriveandleaveupwhilecompletingintro-

ductions.• ASK:Pleaseintroduceyourselves.Tellusyourname,yourprogramname,theagesof

thechildrenyouworkwith,andthemostunusualfoodyou’vegottenyoungchildrentotry.

• DO:Leteachparticipantansweryourquestion.Youcouldwritesomeoftheinforma-tionforallthegrouptosee-forinstance,alistofthemostunusualfoodsparticipantsshare.

• TELL:Todaywe’regoingtoexplorenotonlywhatchildrenshouldanddoeatbutalsohowtheylearnaboutdifferentfoodsandeatinghabits.


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Workshop Description ~ 1 Minute• TELL:Today’sworkshopisshowninorangeandisthefirstinaseriesaboutnutrition

inearlycareandeducationsettings.• NOTE:Facilitators,youcanaddmoredetailsregardingwhethertheotherworkshops

willbeoffered.Forinstance,ifthereisinterest,we’llholdtheotherworkshopsinthemonthsahead.WehavearrangedRegistrycreditforeachofthese.


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Workshop Description 2 ~ 1 Minute• TELL:Thisworkshopseriesisbasedonthisbook,whichwaswrittenby2professorsat

theUniversityofWisconsinalongwith2Wisconsinearlycareandeducationprofession-als.Ifyouwanttotakealookatit,I’llhaveasamplecopyupfrontaftertheworkshop,andalsosomeinformationonhowtopurchaseacopy.Throughouttheworkshop,wealsoreferenceHealthyBites,whichwaswritteninWisconsinandfocusesprimarilyonnutritionandsupportingahealthierenvironmentforchildrenintheearlycareandedu-cationsettings.HealthyBitesisavailablefreeonline.

• Facilitators,youmayalsowanttopassthebookaroundtheroomtoallowpeopletimetoexplorethebook.


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Large Group Activity: Reverse Thinking ~ 15 MinutesNOTE:Writethebrainstormedlistsofpracticesonaboardorlargepieceofpaperforthegrouptosee.READ:slide.TELL:We’regoingtospendthenextfewminutesdescribingwhatanearlycareandeduca-tioncenterthatpromotespoornutritionandunhealthyattitudeswouldlooklike.Forin-stance,mighttheyalwayshaveacandybowloutatchildlevel?Orbeforcedtocleantheirplates?(Additonalprompts:Whatkindoffoodswouldweserveoravoid?Howmightweorganizeandscheduleourmealtimes?Whatkindofemotionalatmospherewouldwecreatearoundthemealtable?Howwouldwedothis?Howcouldwepreparethefoodstodiscour-agegoodnutrition?Whatmealtimerulescouldweenforcetomakemealtimelessenjoy-able?)DO: Spend5-7minutesontheabovequestionbeforemovingontothenextquestion.TELL: We’vegotagreatlist!Soundslikeaconfusingandharmfulspace.Nowlet’sreverseourstatementstosaytheoppositeofwhattheysay.Forinstance,“childrenmustcleantheirplates”couldbechangedto“childrenmaystopeatingwhentheyfeelfull.”DO: Spend5-7minutesontheabovequestionbeforemovingontothefinalstatement.TELL:Sowhatdotheseliststellus?Insomeways,thissecondlistsoundslikethekindofrestaurantwemightpayabitextratoeatatasadults!Itnotonlyhasnutritiousfood,butthefoodistastilyprepared,theatmosphereiscalmandunhurried,andtheconversationisfriendly.Mealtime,atit’sbest,isajoyandhostingamealisanart,whetherforadultfriendsoryoungchildren.


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What We Do Matters ~ 1 Minute• READ: Readslide.• TELL:Asyou’vejustillustrated,interactionswithadults(likeECEprofessionalsandpar-

ents)influencewhat,whenandhowchildreneat.We’lltalkaboutthewayschildrenlearnabouteatingfromadultsandhowwecanencouragehealthyeatingandgoodmealhabitsinchildren.Whatchildrenlearnaboutfoodandeatinginearlycareandeducationset-tingsiscentraltotheirlifelongeatinghabits.


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Learning from Others ~ 8 Minutes• TELL: Thethingsadultsdoatthemealtable,whileeatingorpreparingfoodwithchil-

dren,impactchildren’sopinionsaboutfood.• READ:Firstpointonslide.• TELL:Werolemodelwhenweintroducechildrentonewfoods.Here’sastorythatil-

lustratesrolemodeling:Whenalleightfour-year-oldswereseated,teacherSylviatoldthemtheycouldbeginservingthefood.Thechildreneachtookonelargespoonfuloffoodfromtheservingbowlsandpassedthebowlsaroundthetable.Sylviasaid,“Hereisthezucchiniwepickedonourfieldtrip.Seehowwecutitintolittlerounds?Andnowit’scooled.Whosaidtheyhadeatenzucchinibefore?”Twochildrensaidtheyhad.“Anddidyoulikeit?”Oneofthemsaidshelikedit,theotherwasn’tsosure.“Well,Ilikeitalot,”saidSylvia.Severalofthechildrenatthetableusedtheirforkstotakecautiousnib-blesatpiecesofstir-friedzucchini.

• ASK:Howdoyourolemodeleatingandmealtimehabitstochildren?• TELL:Adultscanrolemodelthatafoodisgoodbysmiling,makingpleasantsounds,and

statinghowgoodafoodtasteswhileeatingwithorfeedingachild.• READ:Secondpointonslide.• ASK:Thinkofafoodyoulove,whatdoesyourfacelooklikewhenyouseeitonthe

table?Whataboutafoodyoudislike?• TELL:Childrenwatchthefacesofadultsverycloselyandoftenmodeltheemotionsthey

see.Ifyouwrinkleupyournoseandlookuninterested(ordisgusted)atacertainfood,thechildwillsometimesimitateyourreaction.Everychildshouldbegivenachancetotryanewfoodwithenthusiasm.Evenifyoudon’tlikethesmell,textureortasteofthefood,smileandtalktothechildaboutwhatheiseating,howitisgrownandhowithelpshimgrow.


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Reading Faces ~ 1-2 Minutes• ASK:Sincechildrenreadsocialcues,howwelldoyouthinktheywouldlikethefoodsif

theyobservedthesedifferentfacesfirst?• DO: Pointtopicturesofpeopleeatingfoodsontheslideandgetquickfeedbackfrom

theparticipantsabouthowchildrenmightlikefoodiftheysawitpresentedwitheachofthesefaces.


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What We Do & What Kids Eat (1 Year Olds) ~ 1-2 Minutes• READ: Readslide.• ASK:Doesanyoneknowhowmanytimesexpertssayachildmightneedtobeexposedto

afoodbeforetheyarewillingtoeatit?• DO: Takeresponsesfromparticipants.• TELL:Childrenoftenneedtobeexposedtoafoodnineormoretimesbeforetheyare

willingtoeatit.Oneexpert,EllynSatter,says20timesisnotunreasonable.• TELL:Supposemyfriendsaysshehastriedanewfood-papaya-withherchild,andhe

didn’tlikeit.Soshetriedmangoes,andhedidn’tlikethateither.Andthenshetriedstarfruit,andhedidn’tlikethat.Shesays‘I’mrunningoutofthingstotry!’

• ASK:Whatcanyousaytoher?• DO: Takeresponsesfromparticipants.• TELL:Yes,tryingonefoodafteranotherisn’tgoodenough,wehavetogivechildrenre-

peatedexposurestothesamefoodmanytimesbeforewecanexpectachildtoeatit!• ASK:Whatareotherwaysweexposechildrentofood?(Exampleanswers:cooking,gro-

ceryshopping,gardening)• DO: Takeresponsesfromparticipants.


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Taste Test ~ 10 minutes• READ: Readslide.• TELL:Onewaytohelpintroducechildrentonewfoodsmultipletimesistoholdregular

tastetests.Let’spretendthatI’mtheteacherandyouallarethekidsandwearehavingourowntastetest:(FollowtextonthebackoftheAboutApplesHandout).

• DO:Aftercompletingexercise,handoutAfterApplesHandoutforparticipantstotakehome.

• TELL:Youcoulddoatastetestwithadifferentfruitorvegetableeveryweekandservethevegetableorfruitaspartofyourmenuorsnackduringtheweek,too.Youcouldalsointroducethekidsevenmoretothefruitorvegetablebyreadingabookrelatedtothefoodortakingafieldtriptoseehowitisgrown.Allofthistalkingaboutfruitsandveg-etablescountsasintroductionstothefood.


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What We Do & What Kids Eat (2 Year Olds) ~ 1-2 Minutes• READ:Readslide.• ASK:Whataresomehealthyfoodchoicesyoumightgiveatwoyearold?Forinstance,

youcouldofferachoiceofappleororangeslices.Whatareotherexamples?(Ideasmightinclude:substitutinganyfruitwithanotherfruitoranyvegetablewithanothervegetable,oatmealorpieceofwholegraintoast,cheeseorhummus,tunaorpeanutbutter,yogurtormilk.)

• DO:Hearafewresponses.


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Kids need help making healthy choices ~ 1-2 Minutes• READ: Readfirsthalfofslide.• TELL:Inpowerstruggles,ifthechildstillrefusestoeat,onemethodistosay,“thisis

whatisavailablenowanddifferentchoiceswillbeavailableatthenextsnackormeal.”• READ: Readsecondhalfofslide.• TELL:Studiesshowthatchildren’sfoodchoicestendtogetworseinsteadofbetterwhen

theyarecoaxed,forced,orbribedtoeatnutritiousfoods.


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What We Do & What Kids Eat (3-5 Year Olds) ~ 1-2 Minutes• READ: Readslide.• ASK:Whatexperienceshaveyougivenchildrentolearnaboutfood?• TELL:Keyexperiencesareseeingwherefoodcomesfrom(e.g.,gardening,grocerystore),

readingaboutfood,andhelpingtopreparefood(e.g.,likeoursnack).• DO: Passoutbooklisthandoutofbooksencouragingnutritiousfoods.


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What Kids Eat & What Is Learned (Infants) ~ 1 Minute• TELL:Childrenlearnwhattoeatfromhowweactwhenweeatwiththem.Theyalso

learneatinghabitsbasedonwhentheyeat.Forinstance,infants...• READ: Readslide.


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What Kids Eat & What Is Learned (Children) ~ 1-2 Minutes• READ: Readslide.• TELL:Allowingchildrento“graze”byhavingsnackfoodscontinuouslyavailableisnot

acceptable.Thechildmayeatpoorlyatmealsknowinghecanfilluponsnacksinsteadofonthefoodservedatmealtime.Ifregularmealsandsnacksareoffered,childrenwilllearntoeatwhentheyarehungry.

• ASK:Pretendaparentsaystoyou“WhenIpickupmychildhesayshe’sstarving,andhe’snotgoingtohavedinnerforanhour,soIgivehimabagofchips.”OK,whatcanyousaytothatparent?

• DO: Hearresponsesfromparticipants.• TELL:Yes,youcanexplainthatthechildwasofferedsnackbutdidnoteatandexplain

totheparentwhytheearlycareandeducationcenteroffersscheduledmealsandsnacks.Thechildwilllearntoeatmealsandsnackswhentheyarepresentedifwemakesuretonotfeedhiminbetweentimes.Hemaygethungryforanhourormore,buthewillsoonlearn!


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Routines ~ 3-5 Minutes• READ: Readtopofslide.• ASK:Doyouknowchildrenwhomightfitthisdescription?Howcanyouguidetheir

behaviortofitthesocialexpectationsofyourchildcaresetting?• DO: Hearafewresponsesfromparticipants.• NOTE:Differencesbetweenclassroomandfamilyroutines-especiallytheperceivedlack

offamilyroutines-maybeahottopicforparticipants.After3-5minutesstopdiscus-sion:Summariazethemainpointstheyhavemadeandthenmoveon.BesuretopointoutthattheLettertoFamiliesinthisworkshopisonewaytocommunicatewithfamilies.Additionally,ifparticipantsareinterestedtheycouldreadChapter5inRethinkingNutri-tion,whichfocusesonculturaldifferences.

Facilitators,ifyouhavetimeyoumaywishtomakethefollowingpointsaboutwhyfamiliesdon’thaveregularmealroutines:• Somefamiliesareveryorganizedbutverybusy(workschedules,activities).• Somefamiliesaredisorganized.• Lackoffamilymealtimemaynotbehowthesefamilieswantit;itmightbeunavoidable.• Evenmoreimportantforchildrentoexperiencemealtimeattheirearlychildcaresetting.• ASK:Howdoyouworkwithachildwhohasn’tlearnedregularmealtimes?• TELL:Youtellthemwhatyouwantandexpectandkeepreinforcingthatmealtimepat-

ternwithallthechildren.


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What We Do & How Kids Eat ~ 3-5 Minutes• TELL:Inadditiontolearningwhattoeatandwhentoeat,childrenlearnhowtoeatfrom

adults.(Mostofuswoulddescribethisastablemanners!)• READ:firstpointonslide.• ASK:Whatcouldyouasacaregiverdotocommunicatethismessagetoinfants?To1-2

yearolds?To3-5yearolds?• NOTE: Somepossibleresponsestothequestionmayincludethefollowing:

• Infants:Smile,makepleasantsounds,talktoinfantwhilefeedingbottle;Eatthesamefoodasolderinfants,smile,makepleasantsounds,andstatehowgoodfoodtastes

• 1-2year-olds:Smileandtalkatmealtime,allowtoexplorenewfoodsandlearnhowtouseutensilsevenifmessy,berelaxedandcheerful,don’tmakeabigdealoutofspills-usearelaxedandneutraltonetohelpchildrencleanupandgetbacktoeat-ing

• 3-5year-olds:Smileandtalk,allowchoicesbetweenhealthyfoods,encouragechil-drentofollowmealtimerules,alloweachchildsometimetotalk


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What We Do & How Kids Eat ~ 2-3 Minutes• TELL:We’vejustcoveredanumberofthewaysouractionscaninfluencehowkidseat.

Additionally,wecansetlimitsbutexplainourexpectations,rolemodelandreinforcepositivebehavior.

• READ: Readfirsthalfofslide.• TELL:Forinstance,oneandtwoyearoldsaremasteringhowtouseutensilsandtheir

ownchild-sizecups-allowingthemtoeatwiththeirfingersandutensilsallowsthemtoslowlymastertheseskills.However,itwouldnotbeappropriatetoallowolderchildrentoeat“likeababy.”

• READ: Readsecondhalfofslide.• TELL:Childrenneedtolearntobehaveinwaysthatkeepmealtimespleasantforthem-

selvesandothersatthetable.Expectations–rulesabouthowchildrenandadultsshouldactatmealtimes–helpchildrenlearnandrememberappropriatemealtimebehavior.


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What We Do & How Kids Eat (2) ~ 1 Minute• READ:Readslide.


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Activity: Involving Others ~ 20-30 Minutes• TELL:Aswithmanythingswedoinearlycare&education,itcanbeeasytojustdo

mealtimesandfoodpreparationwithoutcommunicatingWHYwemakecertainchoicesorevensayingwhatourexpectationsaretoparentsandfamilies.Onewaytocommuni-catethisinformationwithparentsistowritealettersimplystatingyourearlycare&edu-cationsetting’smealtimeexpectations.Anotherwayistocommunicatethisinformationwithanyonewhovolunteersinorvisitstheclassroombypostingyourcenter’smealtimeandfoodhabitsandexpectationsonaposter.Youcanalsoeducatefamiliesaboutissuessurroundingdevelopmentandmealtimesthrougharegularnewsletterarticle(Handoutlistofexamplenewsletterarticles.)We’regoingtoconcludethisworkshopmakingsome-thingyoucantakewithyou.First,byyourself,I’dlikeyoutomakealistofyourearlycare&educationsettings’expectationsaboutfoodandmealtimehabits.

• DO:Giveparticipantsabout5minutestolisttheirchildcaresettings’expectations.• ASK:Whataresomeoftheexpectationsyouidentified?• DO:Hearresponses.


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Activity: Involving Others Continued• NOTE:Faciliators,forthenextpartoftheactivityyoumaywishtochooseeithertheletteror

thepostertosimplifythisactivity.Seeexampleonpage74inRethinkingNutrition.• TELL:Nowindividuallyorinsmallgroups,writetheseexpectationsinaletteroraposter

thatparentsorvolunteerswouldunderstand.• DO: Giveparticipantsabout10minutesindividuallyorinsmallgroupstowritealetterto

familiesand/oraclassroomposteroffoodandmealtimeexpectations.• TELL:(Passoutcopiesof“LettertoFamilies”foundattheendoftheseworkshopmaterials.)

Thisisanexampleofalettertofamilies.Youcanuseitasamodelofonewaytowriteyourexpectations.Aposterwouldbesimilarbutmightuseshorterstatements.

• DO:Foranother10minutes,haveparticipantssharetheirproductswiththelargergroup.

(Foradditionalregistrycredit,participantscouldbringintheproduct(posterorletter)thatwasnotcompletedduringclass.)


Summary ~ 3-5 Minutes• NOTE: This slideisanimatedsoonlythetitleshouldshowatfirst.Beforeclicking

throughthisslide,askthefollowingquestion.• ASK:Whatarethe“takeaway”messagesforyoualltoday?• TELL:Thanksforsharing.Wehopeyouwillalsorememberthesepoints.• READ:Readslide.

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Closing ~ 1-2 Minutes• TELL:Inclosing,I’dliketoreadyouallaquotebyawell-knownnutritionexpertworking

withfamiliesandchildrenaroundmealtimeandeating.• READ:Readslide.• DO:HandoutW1Evaluationhandout.• TELL:I’mhandingoutashortworkshopevaluationform.Pleasefillitout.Yourcom-

mentshelpuscontinuetoimprovetheseworkshops.Thankyouallforattendingtoday!I’mhappytotakeanyquestionsyouhave.

• Distrubuteregistrycertificatestothosewhoneedthemandcollectevaluationforms.


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Acknowledgement• DO: Haveslidevisibletoparticipants

Workshop Yummy Carrot 1 - blogs.extension.wisc.edu...Yummy Carrot Sticks: How Children Learn to Like Nutritious Foods Workshop1 • Healthy eating habits are an essential part of good

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