1. Chapter 16 Feeding Toddlers & Young Children ©2015 Cengage Learning.

2. Toddlers 1-2 ½ years old Learning to be independent but need and want limits. Autonomy vs. Shame & Doubt (Erikson) Neophobic: fear of new & unfamiliar things. Do not like to try new or unfamiliar foods

3. Toddlers Watching t.v. is: - influencing their food choices. - start wanting junk food that is processes, too much sugar & salt, no nutritional value - limiting their physical movement=obesity

4. Toddler Development and Eating Behaviors Developments that influence toddlers’ eating behaviors: –Physical changes Rate of growth slows considerably Choking remains a hazard Appetite decreases –Motor skills improve; toddlers can use utensils and drink from a cup, but need much practice

5. Toddler Development and Eating Behaviors Social development –Experience frequent mood swings –Struggle with autonomy and asserting their independence –Still experimenting with strong taste and texture preferences; not uncommon for toddlers to spit out food or use their hands to remove it from their mouth –Enjoy adult attention and approval

6. What Food Should Be Served and How Much Adults are responsible for providing variety of nutritious foods. Serve toddlers less food so that they can ask for more. They can request more=asserting their independence. Eat ¼ of an adults' serving Purists= food is served individually & is not touching other foods Do not nag or force children to eat. Can lead to eating disorders.

7. When to Serve Food Breakfast midmorning snack lunch midafternoon snack dinner bedtime snack (if needed) Why do toddlers need to eat so many times during the day?

8. Preschool- and School-Age Children: Development and Eating Behaviors Developments that influence older children’s eating behaviors: –Physical changes Growth continues at a slower pace and often in spurts Appetite is good, but children prefer smaller meals and eating often

9. Preschool- and School-Age Children: Development and Eating Behaviors –Motor skills Are able to feed themselves independently; may still have many spills and accidents Enjoy helping with food preparation

10. Preschool- and School-Age Children: Development and Eating Behaviors –Social development Younger children commonly dawdle during mealtime; older children are often in a hurry to finish and return to their activities. They imitate the food preferences of others. Older children are often eager to try new foods.

11. Supporting Positive Feeding Practices Adults are responsible only for providing nutritious foods and meals for children to eat. –Follow MyPlate recommendations (Figure 16-1; http://www.choosemyplate.gov).http://www.choosemyplate.gov –Consider variety, flavor, texture, color, and temperature when planning meals (Figure 16-2 and 16-3).

12. Supporting Positive Feeding Practices Children determine what they will eat and how much food they are willing to eat. –Serving sizes should be appropriate for child’s age. –Expect skipped meals and picky eating. –Avoid letting children fill up on milk if they won’t eat. Respecting these roles reduces power struggles and helps children develop trust and independence.

13. Supporting Positive Feeding Practices Children are in the process of establishing lifelong eating and activity habits, so it is important to: –Be a positive role model. –Encourage children to try new foods and activities. Watch this beautiful story for children by clicking on the link: http://cdc.gov/CDCTV/KneesLifted/index.html http://cdc.gov/CDCTV/KneesLifted/index.html

15. Children with Special Feeding Needs Children who have developmental delays or medical conditions may also have special feeding needs. They: –May not recognize when they are hungry or not be able to express hunger –Have a tendency to overeat (Down Syndrome/Prader-Willi Syndrome) –Are more prone to choking –May be taking medication that interferes with nutrient absorption or increases the need for certain nutrients –Have an increased tendency toward food allergies –Children w/Autism Spectrum Disorders will sometimes eat only a few types of foods.

16. Mealtime Environments Time meals and snacks so children will feel hungry. Encourage physical activity to improve their appetite. Consider the ease of eating foods, especially with younger children. Warn children 5 to 10 minutes before a meal so they have time to anticipate and prepare for a change in activity.

17. Mealtime Environments Maintain regular times for meals. Make mealtime a pleasant and relaxed experience. Don’t use food as a reward. Acknowledge desirable eating habits. Provide chairs, tables, and eating utensils that are comfortable for children to use. Involve children in meal preparation.

18. Snacks Snacks can make a positive contribution to children’s diets by supplying nutrients that may be lacking. Snacks should be nutrient-dense foods. High-fat, high-sugar items fill children up but also replace essential nutrients. This is a good time to introduce new foods for children to try. Avoid letting children eat whenever they are hungry. What are some healthy snacks for children?

19. Health Problems Related to Eating Patterns Dental caries(tooth decay) Obesity(excess body fat) Hypertension(high blood pressure) Cardiovascular disease(fatty substances in the blood)

20. Health Problems Related to Eating Patterns Type 1 Diabetes Genetic 5% of population Body does not produce insulin Insulin is a hormone that takes glucose from the blood to the cell for energy. Type 2 Diabetes Not genetic Body develops insulin resistance OR The insulin your body makes in not enough to keep blood sugar levels normal. Extra body weight, maybe genetics

21. Remember This... Children's attitudes about food and eating patterns are formed during the preschool years and often carried over into adulthood.