Snack? · Rethinking Nutrition: Workshop 2 2-17 Whole Grains and Breads ~ 10 Minutes • READ: slide. • TELL: Remember a quarter of the plate should be filled with whole grains

Rethinking Nutrition: Workshop 2

What’s For Snack?:

Nutrition to Support Healthy Growth2Workshop

• Earlyfoodattitudesturnintolifelongeatinghab-its.

• Obesityhaslifelongconsequences;gettingtherightamountofcaloriesmatters.

KeyConcepts


2-2

1. Identify specific ways early care & education programs can encour-age positive attitudes toward food and mealtime.

2. Describe healthy alternatives to snacks high in sugars or fats.3. Name strategies for reducing added sugars and extra fats in food.

Participants will . . .

PrepareRead • Chapter1fromRethinkingNutrition

Gather• Copiesofsixhandouts

1. W2PowerPointslides2. W2HealthyBitesHandouts3. W210TipsHandout4. W2FoodPackagingHandout5. W2Pre-Evaluation6. W2Post-Evaluation

• Newsprintandmarker• Paperandpencils• RegistryCertificates

Timed AgendaActivity MinutesPreparation 30-60Introductions 15Slides1-8 25Slide9-12 20Slides13-16 40Slide17-20 20

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

listed by each slide.

Sources1. Nitzke,S.,Riley,D.,Ramminger,A.,&Jacobs,G.(2010).Nutritiontosupporthealthygrowth.Re-

thinkingnutrition:Connectingscienceandpracticeinearlychildhoodsettings(pp.1-31).SaintPaul,MN:RedleafPress.


2-3

Introduction ~ 15 Minutes• DO: Haveslidevisiblewhenparticipantsarriveandleaveupwhilecompletingintro-

ductions.Asparticipantscomein,havethemcompletetheW2Pre-Evaluation.• ASK:Pleaseintroduceyourselves.Tellusyourname,yourprogramname,theagesof

thechildrenyouworkwith,andthechildren’sfavoritesnack.• DO:Leteachparticipantansweryourquestion.Youcouldwritesomeoftheinforma-

tionforallthegrouptosee-forinstance,alistofchildren’sfavoritesnackssharedbyparticipants.

• TELL:Todaywe’regoingtoexplorehowearlynutritioninfluenceschildren’sdevelop-mentandlifelongfoodpreferencesandhabits.


2-4

Workshop Description ~ 1 Minute• TELL:Today’sworkshopisshowninorangeandisoneoffourinaseriesaboutnutri-

tioninearlychildhoodeducationandcaresettings.• NOTE:Facilitators,youcanaddmoredetailsregardingwhethertheotherworkshops

willbeoffered.Forinstance,weofferedworkshop#___lastmonth.Ifthereisinterest,we’llholdtheotherworkshopsinthemonthsahead.WehavearrangedRegistrycreditforeachofthese.


2-5

Workshop Description 2 ~ 1 Minute• TELL:ThisworkshopseriesisbasedonRethinking Nutrition,whichwaswrittenby2

professorsattheUniversityofWisconsinalongwith2Wisconsinearlycareandeduca-tionprofessionals.Ifyouwanttotakealookatit,I’llhaveasamplecopyupfrontaftertheworkshop,andalsosomeinformationonhowtopurchaseacopy.Throughouttheworkshop,wealsoreferenceHealthy Bites,whichwaswritteninWisconsinandfocusesprimarilyonnutritionandsupportingahealthierenvironmentforchildrenintheearlycareandeducationsettings.Healthy Bitesisavailablefreeonline.

• NOTE: Facilitators,youmayalsowanttopassthebooksaroundtheroomtoallowpeopletimetoexplorethebooks.


2-6

Early Nutrition Influences ~ 2-3 Minute• ASK: Whyisnutritionimportant?You’vegototherissuestodealwiththatarebigissues

inchildcare,right?Sowhynutrition?• DO: Giveparticipantsaminuteorsotoshoutoutanswers-possibleanswersmaybe:

behavior,health,abilitytofocus.• TELL:Wehavearesponsibilitytorolemodelgoodnutritiontochildrenandfamilies.In

fact,thehabitsandskillschildrenlearnaboutfoodandphysicalactivityinyourclass-roomscanhavealifelongimpact.

• READ: slide.


2-7

Lifelong Food Preferences ~ 5 Minutes• READ:slidetitleandfirstpoint.• ASK:Howearlydoyouthinkwebegintoformtastepreference?• TELL:Tastepreferenceisformedevenbeforebabiestastesolidfood.Evenbeforebirth,

themother’sdietintroducesflavorstothebabyviatheamnioticfluidthatsurroundthefetusandgetsswallowedwhilethebabyisstillinthewomb.

• READ:secondpoint.• TELL:Toddlersandpreschoolersareatacriticalstagefordevelopinghabits,preferences,

andexpectationsregardingfoodandeating.Duetopoordiets,manychildrenarelearn-ingtopreferunhealthyfoods.Byagetwo,theaveragechild’sdietistoolowinfruitsandvegetablesandtoohighinfoodsandbeverageswithaddedsugars,saltysnacksandjuice.For25%ofyoungchildrentheonlyvegetableconsumedinadaywillbeFrenchfries.


2-8

Strong, Healthy Bodies ~ 2-3 Minutes• READ:titleandfirstpoint.• TELL:Historically,earlycareandeducationprovidershaveworriedaboutmalnutrition

-childrennotgettingenoughtoeat.However,todaymostinfantsandchildrenconsumemorecaloriesthantheyneedeachday.And,likemalnutrition,overeatinghashealthconsequences.

• READ:secondpoint.• TELL:Since1970,thenumberof2-5yearoldswhoareconsideredobesehasdoubled.

Thatmeanstwiceasmanychildrenarenowidentifiedashavingthehighestlevelofbodyfatfortheirheightandage.Notonlyaremorechildrenobeseandoverweightbutevenoverweightchildrenmaynotbegettingthenutrientstheyneedtobehealthy.Childrenwhoeatenoughcaloriesbutdon’teatenoughvegetables,fruits,wholegrainsandlow-fatproteinsactuallyhavesomeofthediseasesofmalnutrition(likefailingeyesightorpoorbonestructure)whiletheylooktobeahealthyweightorevenoverweight.


2-9

Why Care About Nutrition ~ 2 Minutes• READ:firstpoint.• TELL:Obesechildrenandadolescentsaremorelikelytobeobeseasadults.• READ:secondpoint.• TELL:Beingoverweightimpactschildren’sself-esteemandself-image.• READ:thirdpoint.• TELL:Obesechildrenaremorelikelythanotherchildrentodevelopahostofhealth

problems,includingasthma,type2diabetes,highbloodpressure,andhighbloodcholes-terol.Goodnutritioncanminimizetheriskofobesityanditsrelatedhealthproblems.


2-10

Learn Better ~ 2-3 Minutes• READ:titleandfirstpointonslide.• TELL:Whilemostbraindevelopmenttakesplacebeforebirth,youngchildren’sbrainsdo

continuetoactivelygrowanddevelopduringtheirfirstyearandbeyond.• READ:lastpointsonslide.• TELL:Forinfants,breastmilkor,ifnecessary,ironfortifiedformulaisthebestfoodfor

braindevelopment.Forolderchildren,adietthatincludesvariety–grains,vegetables,fruits,meats,nuts,dairy–isbest.


2-11

What Can We Do? ~ 2 Minutes• READ: Readslide.• ASK:Whatare“familystyle”meals?(Hearafewanswers.)• TELL:Yes,familystylemealsarewhenchildrenandstaffsittogetheratatabletoeat

snacksandmeals.Typically,everyoneeatsthesamefoods–evenservingthefoodsfromservingbowlspassedaroundthetable.Sittingtogethertoeatisimportantbecausechil-drenlearnaboutwhatandhowtoeatthroughobservation.


2-12

Kids need help making healthy choices ~ 10 Minutes• TELL:Weprobablyallwonder,“Well,then,whatfoodsshouldIbeservingforsnackand

lunchnextweek?HowdoImakethechoice?”• READ:slideandhearfromparticipants.• ASK:Thisisagreatlistbutwhydon’tweservefoodsfromthislistallthetime?(Conve-

nience,Expense,Notincontrolofthesnacksweserve)• ASK:Howcouldyoumakeiteasiertoservethesehealthyfoods?• NOTE:Ifyoufeeluncomfortabledecidingthehealthvalueofasnackormeal,youmay

wanttoreadChapters1and2ofRethinkingNutrition,readoverChooseMyPlate.gov,andcheckoutHealthyBites.


2-13

What should kids eat? ~ 3-5 Minute• NOTE:Slideistimedsoonlythequestionwillshowupatfirst.• ASK:Whatfoodsshouldkidseat?• Afterhearingafewresponses,revealrestofslide.• READ:slideandlinktowhatparticipantsanswered.• TELL:Forsomechildren,themealattheirECEprogramcouldbetheirmostnutritious

mealoftheday.Thatmeansthatyourefforttomakeyourmealsnutritiousiscrucialforthoseparticularchildren.


2-14

What Is Good Nutrition ~ 3-5 Minutes• TELL:Goodnutritionforinfantsandchildrenisprettysimple.Theythrivebestonfoods

asclosetotheirnaturalstateaspossible–sofoodswiththeleast“processing.”Forin-stance,frozenpeachslicesarelessprocessedthanpeachleatherorpeachflavoredfruitsnacks.Here’sabasiclistofthefoodschildrenshouldeatatdifferentages.

• READ:slide.• TELL:We’llbetalkinginmuchmorespecificdetailaboutthesefoodsthroughoutthe

restoftheworkshop.


2-15

My Plate Planner ~ 3-5 Minutes• TELL:Onewaytothinkaboutwhatfoodtoserveistothinkaboutaplate–a7-inchplate

forpreschool-agedchildren.Dividethatplateintoquartersandfill¼withprotein,¼withgrainsorstarchesand½withvegetablesandfruits.Byservingwaterand6oz.offatfreemilk,you’vegotahealthymeal.


2-16

Fruits and Vegetables ~ 10 Minutes• TELL:Let’stalksomemoreaboutwhatisonthatplate.Halfoftheplateisfilledwith

fruitsandvegetablesbecauseeatingavarietyoffruitsandvegetablesiskeytoahealthydiet.Fruitsandveggiescanbefreshorfrozenorcannedinwaterortheirnaturaljuices.

• READ:slide• ASK:Whatkindsoffruitsandvegetablesdoyouserveinyourprogram?• TELL:I’mgoingtosplityouinto3groups.Group1isGreen,Group2isRedandGroup

3isOrange.Takethenextfewminutesandcomeupwithasmanyfruitsandvegetablesthatarethesamecolorasyourgroupname.Forinstance,theWhitegroupcouldlistcau-liflower.(Givegroups3-5minutes.)

• ASK:Whatfruitsandvegetableswereoneachofyourlists?(Hearfromeachgroup.)• TELL:Thesearegreatlists.Green,redandorangefruitsandvegetablesareespecially

goodchoicestoservetochildrenbecausetheyarepackedwithhealthynutrients.Someofthesefruitsandvegetablesmaybenewtokidssothinkaboutintroducinganewfruitandvegetableeachweekandthenregularlyservingit.TheHealthyBitesbookisagreatresourcewehavehereinWisconsinaboutearlycareandeducationandnutrition.I’mgo-ingtogiveeachofyouacopyofthepagesinitonfruitsandvegetables.

• DO:HandoutFruit&VegetableGuidelinessheetfromW2HealthyBitesHandout.


2-17

Whole Grains and Breads ~ 10 Minutes• READ:slide.• TELL:Rememberaquarteroftheplateshouldbefilledwithwholegrainsorbreads.

Whendecidingwhichgrainsandbreadstoserve,itisimportanttochecktheingredientslistforthewords“whole”or“wholegrain”beforethegrainingredient’sname.Thewholegrainshouldbethe1stingredientorthe2ndingredientifwaterislistedfirst.(HandoutWholeGrainsheetfromW2HealthyBitesHandout.)Ifyoulookonthebackofthishandout,you’llseealistofexamplesofwholegrains;memorizingthesewholegrainsishelpfulbecausenotallwholegrainsusetheword“whole.”Forexample,brownriceandquinoaarebothwholegrains.

• ASK:Atthebeginningofthisworkshop,youallcompletedaformthataskedyoutoidentifythewholegrains.Whichwholegrainsdoyourememberidentifying?Whataresomeotherexamplesofwholegrainsthatyoumightserve?


2-18

Protein: Meat and Meat Alternative ~ 10 Minutes• TELL:Thelastquarteroftheplateshouldbefilledwithleanprotein.• READ:slide• TELL:I’mgoingtohandoutarecipethathasseveralsourcesofproteininit.Takea

momenttoidentifythesourcesofproteinintherecipeandthenfollowthedirectionstomakethesourcesofproteininthisrecipeevenhealthier.

• DO:HandouttheW2FoodPackagingHandoutandhaveparticipantscompletetheCheeseburgerMacaronirecipesideofthehandout.

• ASK:Howdidthisgoforyou?Whatwaseasy?Whatwashard?• TELL:Thissheetcanserveasaguidetolargevarietyofleanproteinsyoucouldserve.• DO:HandoutMeatandMealAlternativehandoutandBeveragehandoutfromW2

HealthyBitesHandouts.


2-19

Beverages ~ 10 Minutes• READ: slide.• TELL:Waterandthenmilkarethemostimportantbeveragesforchildrentodrink.

While100%juiceisahealthychoice,itisnotashealthyaswater,milkorwholefruitsbecauseitcanbehighinsugar.TheUSDAdefines100%Juiceaseithersqueezeddirectlyfromthefruitormadefromconcentratedjuicethatisreconstitutedwithwater.Juicecocktailsandjuicedrinkshavelessthan100%juice.

• TELL:LookatthebackoftheW2FoodPackagingHandout.You’llseethreejuicelabels.Whichoftheseare100%juice?Whatothersugarsareinthelessthan100%juice?

• DO:HaveparticipantscompletetheJuicesideoftheW2FoodPackagingHandoutandthentalkasagroupabouttheiranswers.


2-20

What foods should kids limit? ~ 5 Minutes• READ:Readfirstpointonslide.• ASK:Whataresomeexamplesofsweetenedbeverages,justsoweareonthesamepage?”

(Examples:Hi-C,HawaiianPunch,lemonade,juicedrinks,pop/soda,KoolAid)• READ:Readsecondpointonslide.• TELL:Thereare“everydayfoods”and“sometimesfoods.”Wewanttostress,andteach

ourfamilies,thatthechildrendon’tneedcalorie-dense,“sometimesfoods”everyday.It’sabadhabittogetinto.

• Optional:SharethattheRobertWoodJohnsonFoundationcalculatedin2004that2-5yearoldsconsumeabout7%oftheirdailycaloriesinsugarsweetenedbeverages.


2-21

Shun the Sweets ~ 5-8 Minutes• READ: slide.• TELL:Sometimeswearetoldthatsomesugars,likehoney,arebetterthanothersugars.

However,allformsofsugarhaveaboutthesamenutritionalvalue–theyprovidecaloriesbutnotmanynutrients.

• ASK:Whataresomebeveragesthatmighthaveaddedsugars?(juice,soda,chocolatemilk)Whataresomeproteinsthatmighthaveaddedsugars?(yogurt)Grainsorbreads?(cupcakes,bakedgoods,cereal,bread)FruitsandVegetables?(driedandsweetenedfruits,cannedinsyrup)


2-22

Other Sources ~ 2 Minutes• TELL:Ifyoufeelstuckaboutwhatfoodtoprepareorwhatgoodnutritionis,theseare

greatresources.TheUnitedStatesDepartmentofAgriculture’swebsitecalledChooseMy-Plate.govhasalotofgreatresourcesincludingarecipesearch.Chapters1and2in“Re-thinkingNutrition”isalsoagoodsourceformoredetailsregardingchildren’sdiets.

• READ:slide.HandoutW210Tipshandout.• TELL:Ialsohaveahandoutforyouallthatoffers10tipsonhowtochooseahealthy

plateeasilyand10tipsonhowtomakefruitsandveggiesappealingtokids.Thankpar-ticipants.


2-23

Sponsorship ~ 5 Minutes• DO:ShowslidewhilehandingouttheW2Post-evaluationQuestionnaire.• TELL: Pleasetakeamomenttocompletethisquestionnaire.Itisnotatest!Youranswers

willjusthelpustocontinueimprovingtheseworkshops.Thankyou!

Documents

Snack? · Rethinking Nutrition: Workshop 2 2-17 Whole Grains and Breads ~ 10 Minutes • READ: slide. • TELL: Remember a quarter of the plate should be filled with whole grains