LESSON 1 Parent Provides, Child Decides Key concepts

LESSON 1 Parent Provides, Child Decides Key concepts

LESSON 1 Parent Provides, Child Decides
Key concepts
Relationship of child development to eating (and
handwashing)
Parent’s and child’s roles in the feeding/eating
relationship
Tune in to
opportunities
for
complimenting
learners on
specific
things they
do that make
them good
parents.
Objectives
By the end of the lesson, learner will:
Name an example of something her child does that
matches a stage of development on the child
development handout/wheel.
Compare her child’s behaviors when eating to what is
developmentally appropriate for her child.
Describe difficulties parents might have when
implementing recommendations on the parent’s and
child’s role in the feeding relationship.
Set a personal goal related to encouraging her child to
develop healthy eating habits.
Materials needed
Handouts to print or copy
Parent Provides, Child Decides
The ABCs of Handwashing [from Nibbles for Health,
http://www.fns.usda.gov/tn/resources/nibbles.html]
Child development wheel,
http://health.state.mn.us/divs/fh/mcshn/wheel.htm
Crisp-tender vegetables
Goal-setting handout
Case study (optional)
Other items
Pencils or pens
Food and equipment for recipe you plan to prepare and
taste during session
3-ring notebook to keep handouts and recipes for all
lessons, and plastic photo sleeves for recipes
1
Lesson summary
Anchor – Parent shares examples of her child’s behaviors
related to child development
Add – Roles of parents and children in the feeding relationship,
children’s behavior indicating they are hungry or no longer
hungry, importance of handwashing
Apply – Learner discusses how the role of parents and children
in the feeding relationship applies to her child, indications that
her child is hungry or no longer hungry, wash hands properly
before preparing food
Away – Encourage learner to set a realistic goal, and provide
child development wheel and recipes to remind her of the
lesson
2
Doing the lesson
Our
Partnership
Introduction
Introduce yourself and have a brief conversation to start
building a positive relationship with the learner. Ask why
she is interested in this program.
Program Expectations
This program provides information and opportunities to
explore ways you can help your toddler develop healthy
eating habits. You can expect me to focus on the topics
in this program that are the most important to you. We
realize that you may have questions and concerns that
are beyond the scope of this project. You can expect us
to bring you information or connect you with other
resources for those concerns if we can. However, we
need to spend most of our time on the program topics.
The program has 8 lessons and 4 follow up telephone
calls.
Distribute the Our Partnership handout. Review the
information.
Warm-up
Explain to learner that you know two things. First, a
parent is her child’s first teacher so she already has some
experience in being a teacher. Second, raising young
children and encouraging them to make healthy eating
choices is a challenge. One goal for the sessions is that
we learn from one another.
3
Child development
Child
development
handout/
wheel
As a transition to the next topic, ask learner:
o What behaviors are you noticing in your child now
that he/she is _______(insert age)?
Distribute the Child Development handout/wheel. Review
the information that seems to be the best fit with her child.
Remind learner that all children are unique so variation
among children is common. Development charts such as
this one give some idea of when children start to
demonstrate certain behaviors.
Discuss the following questions with the learner.
o How does your child let you know what he wants to
eat? How does that seem to fit with what is on the
Child Development handout/wheel
o Ask question appropriate for age:
 (12-18 months) The wheel says that at this
age most children can feed themselves with a
spoon and cup. How is using a cup going for
your child?
 (18-23 months) The wheel says that at this
age, many children let you know what they
want. What is an example of how your child
tries to tell you what he or she wants to eat?
 (24-36 months) The wheel says that at this
age many children like to try new things.
What new foods has your child tried recently?
(Acknowledge neophobia, “fear of new”, even
though not on the CD wheel).
o What are examples of other behaviors you see on
the Child Development handout/wheel that your
child does when eating?
4
o How does your child let you know that she is
hungry? (e.g., Children who are hungry may be
more irritable, cranky, etc. )
o How does your child let you know that she doesn’t
want to eat any more? (e.g., Can tell when children
are full when they are more interested in playing
with food than eating it. Although some touching
and exploring of the food is a way children learn
about the foods they eat.)
o On the Child Development handout/wheel it says
that young children copy what others do. What
examples do you have of times your child has
copied how or what you ate?
Parent
Provides,
Child Decides
handout
Role of parents and children
As a transition to the next topic, comment that young
children depend on adults for food and need help
developing eating behaviors because they haven’t
developed all the skills they need to feed themselves.
Show copies of the handout, Parent Provides, Child
Decides, that shows the roles of parents and children in
the feeding relationship. Explain that the latest research
encourages parents to be responsible for providing food
and children to be responsible for deciding how much to
eat. To help learners understand what each statement
means, give the examples that are in brackets.
Parents are responsible for:
o Providing a variety of healthy foods for children in
child-size amounts. [For example, a mom might
serve her child half of a peanut butter sandwich,
apple slices and a small glass of milk for lunch.]
o Serving children meals and snacks on a regular
schedule. [For example, the morning meal might be
5
Parent
Provides,
Child Decides
handout
about 8 am, a morning snack at 10, noon meal at
noon, an afternoon snack around 3 and evening
meal around 6 pm on most days.]
o Having children sit and eat meals and snacks in an
eating area. [For example, parents always have
children sit at the kitchen table for meals.]
Children are responsible for:
o Deciding how much to eat. [For example, it is OK
for a child to eat just a few bites of vegetable one
day and ask for a second helping of vegetables
another day.]
o Deciding to eat or not to eat. [For example, it is OK
for a child to decide not to eat a meal if they are not
hungry.]
Be sure to validate the feelings the parent may have.
When children refuse to eat what is offered to them, some parents
might feel:
Worried the child is not getting enough food/nutrients
Frustrated that they put in the time, effort, and money
Un appreciated that child is not grateful for the food that s/he has
Research shows:
Healthy toddlers will not try to starve themselves. When presented
with a variety of healthy choices throughout the week, toddlers will
select what their body needs nutritionally.
6
Ask the following questions.
Child
Development
Wheel
o Where do you see similarities between the Child
Development handout/wheel and these
recommendations?
 12 months – can feed self (determine how
much to eat)
 18 months – let you know what I want
(determine what to eat)
 2 years – learn about rules (can learn to eat at
a designated area)
 3 years – pay attention longer (sit longer at
the dinner table)
o Which things might be hard for some parents to do?
Why?
o Add statement to help learner think through how
she might handle one or more of these challenges;
For example, “I have heard other parents say that,
too. One mom I know said that at first she was
worried when her son wouldn’t eat anything at some
meals. But after a few days, she noticed that when
he didn’t eat at one meal, he usually ate more for
other meals and snacks.”
[Note: If learner begins to stray too far from this topic,
then ask if you can come back to discussing the other
topic at the end of the lesson or at a future lesson.]
7
(Optional activity) Use the following story to explore the
relationship between child development and the role
adults have in helping children develop healthy eating
habits. Read the story and discuss the questions.
Case Study
Crystal is two years old. Her mom serves her evening
meal about the same time every day. For meals, her
mother usually gives her a couple of small spoons full of
the foods that the rest of the family is having and a small
glass of milk. Sometimes Crystal eats what her mother
prepares and sometimes she just plays with her food
without eating. She uses a spoon to eat but is a messy
eater. Although her mother wishes Crystal would eat
what is served, she doesn’t force or bribe Crystal to eat.
o How do you think Crystal’s behavior compares to
two-year-olds in general?
o What things did Crystal’s mom do that seemed to fit
with the “Parent Provides, Child Decides” handout?
 [Crystal’s mom determined what food was
offered, when meal was served, and served
small amounts. Crystal decided how much to
eat and whether to eat.]
o How does Crystal’s behavior compare to your child?
ABCs of
Handwashing
handout
Handwashing
Show learner the ABCs of Handwashing handout with the
learner. Ask:
o Where do you see similarities between the Child
Development handout/wheel and the handwashing
handout?
o How do you encourage your child to wash his/her
hands?
8
Goal-setting
Recipe
Food and
Equipment
Food preparation and tasting
Tell learner that it’s time to prepare and taste a recipe.
Distribute copies of the recipe and describe how to
prepare it. Then wash your hands and guide the learner
when making the recipe.
Encourage mom and her toddler to taste the recipe.
If child is not available to taste, have learner imagine that
she provided this food for her child. Then ask:
o If you served your child a small amount of this food,
how do you think your child might act?
o How do you think that fits with the information on
the Parent Provides, Child Decides handout?
If the child tastes the recipe, then ask:
o What behaviors did you notice from your child?
o How do you think that fits with the information on
the Parent Provides, Child Decides handout?
Summary
Remind the learner that today we discussed what experts
recommend parents do when feeding their children, and
what the child’s role is. Briefly review the Parent
Provides, Child Decides handout. Parents decide what
the child should eat and the child decides how much to
eat.
Goal-setting
9
Goal-Setting
Goal setting
Have learner think about what she plans to do as a result
of this lesson.
Explain to learner one step that helps individuals make
changes is setting a goal that makes sense for them. The
goal should be realistic. For example, it is not realistic for
someone to decide she is going to eat every evening
meal with her child if she frequently works the evening
shift. But it might be realistic for the same person to
decide that she is going to sit and eat with her child for at
least one meal or snack, 5 days a week.
Provide a copy of the goal-setting handout and encourage
learner to select one of the example goals or develop a
realistic goal for herself. Encourage her to think about
why she joined this program and how these reasons
might fit with her goal.
Ask her to keep track of how she is doing with her goal
and plan to discuss the goal next week (or when ever the
next lesson will be.)
Closing
Ask if she has any questions
Offer learner a copy of the recipe and handouts to keep in
her binder.
Let her know that you will be talking about healthy
choices and child-sized amounts during the next session.
Other topics that you plan to include in future sessions
are the importance of mealtime routines, dealing with
choosey eaters, and quick and easy meals.
Goal-setting
Thank her for her hospitality while you were in her home.
10
Our Partnership
What you can expect from me:
I will schedule regular appointments with you and keep
those appointments.
I will call you if I need to reschedule an appointment.
I will bring some food to prepare and taste for each lesson.
I will bring you research-based information or connect you
with other resources for concerns you might have that are
beyond the scope of this program.
What I expect from you:
Call me if you need to reschedule one of our appointments.
Let me know if you are having trouble with any of the topics
we go over.
Colorado State University, Michigan State University, and the University of Wisconsin-Extension provide equal
opportunities in employment and programming, including Title IX and ADA. This publication was supported by Grant
Number 2006-04622 from the National Research Initiative of the USDA Cooperative State Research Education and
Extension Service.
Nuestra sociedad:
Lo que me puede esperar:
Fijaré las citas regulares contigo y acudiré las citas.
Le llamaré si necesito cambiar la hora de cita.
Traeré algunos alimentos para preparar y probar a cada
lección.
Le traeré la información basado en investigaciones o le
conectaré con otros recursos para las preocupaciones que
tiene que son más fuera del alcance de este programa.
Lo que le puedo esperar:
Me llamará si necesita cambiar la hora de la cita.
Me Avisará si tiene problemas con cualquier asunto que
repasamos.
Colorado State University, Michigan State University, and the University of Wisconsin-Extension provide equal
opportunities in employment and programming, including Title IX and ADA. This publication was supported by Grant
Number 2006-04622 from the National Research Initiative of the USDA Cooperative State Research Education and
Extension Service.
PARENT
PRO VIDES
Regular schedule
Child size portions
Variety of food
Routine place
to sit and eat
CHILD
DECIDES
What to eat from
choices offered
How much to eat
To eat or not
© 2005 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of WisconsinExtension. UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, please
make requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity.
This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely the
responsibility of the authors and do not necessarily represent the official views of the enters for Disease Control and Prevention.
Adapted with permission from Michigan Department of Community Health/WIC Program and United Dairy Industry of Michigan.
LOS PADRES
PROPORCIONAN
Un horario regular
Raciones de un tamaño
apropiado para el niño
Una variedad de alimentos
Un lugar acostumbrado
donde sentarse a comer
EL NIÑO
DECIDE
Qué quiere comer
de lo que se
le ofrece
Cuánto quiere
comer
Si quiere comer
o no
© Derechos de Autor 2005 El Consejo de Regentes del Sistema de la Universidad de Wisconsin operando a través de la División de la Extensión Cooperativa de la
Universidad de Wisconsin-Extensión. UW Extensión proporciona igualdad de oportunidades en empleo y programas, incluyendo los requisitos del Título IX (Title IX) y de
la Ley para Americanos con Discapacidades (ADA). Para asegurar igualdad de acceso, por favor haga pedidos de acomodación razonable lo más pronto posible antes
de la fecha del programa, servicio o actividad. Esta publicación fue financiada por la Subvención Número H75/CCH524679-01 de los Centers for Disease Control and
Prevention (Centros para el Control y la Prevención de Enfermedades). Adaptado con permiso de Building Strong Families (Cómo fomentar fortaleza en las familias),
Michigan State University Extensión (Extensión de la Universidad Estatal de Michigan y del plan de estudios NEAT, Michigan State University College of Nursing (Escuela
de Enfermería de la Universidad Estatal de Michigan). NEAT fue fundado en parte por la subvención número 90-YD-0110 de la Department of Health and Human Services
Administration on Children, Youth, and Families (Administración para Niños, Jóvenes y Familias del Departamento de Salud y Servicios Humanos).
The ABC’s of Hand Washing
Marina bounced into the kitchen, ready for her
afternoon snack. Without a reminder, she put her
sturdy stool by the sink, turned on the warm water,
rubbed her hands with soap, and washed her hands
carefully, happily singing her ABC’s. Auntie smiled
proudly as she caught Marina’s eye.
Hand washing is important
for your whole family!
Help your child learn good
hand washing habits:
Even if your hands look clean, they probably carry
germs (or bacteria). Germs are everywhere. If you
wash your hands really well with warm soapy water,
you can get rid of the germs.
❑ Follow good hand washing habits yourself. Your
child will watch and follow what you do.
❑ Encourage your child to count slowly to 30, or
to sing the Alphabet Song (which takes 30
seconds), to help make hand washing fun and
long enough.
❑ Get a safe stepping stool so your child can reach
the sink.
❑ Hang a hand-washing reminder by the toilet.
Some germs can make you sick. Colds and flu can
spread from one person to another in your family
through unwashed hands. It’s easy to contaminate
food, too, with germs from dirty hands.
Always wash hands
Before:
• Handling food
• Eating a meal or snack
After:
•
•
•
•
Handling food
Using the bathroom
Touching a pet
Coughing or
sneezing into
your hands
•
•
•
•
Combing hair
Blowing your nose
Changing a diaper
Handling garbage
Provided by
NIBBLES FOR HEALTH 31 Nutrition Newsletters for Parents of Young Children, USDA, Food and Nutrition Service
The ABC’s of Hand Washing
Try this!
This may even surprise you! Show your child why
good hand washing takes three things:
1) warm water, 2) soap, and 3) rubbing your
hands for 30 seconds.
• First mix. Mix vegetable oil with
cinnamon in a small bowl.
• Talk about it. What does it take to get all
the cinnamon off? Cinnamon isn’t harmful.
But you can see it if you don’t wash your
hands right. Germs are invisible. You can’t see
them, so you must wash your hands right!
• Now rub it in. Let your child rub
“cinnamon oil” on his or her hands.
• Wash hands together in four ways to
remove the cinnamon:
1) cold water only
2) cold water and soap for 10 seconds
3) warm water and soap for 10 seconds
4) warm water and soap for 30 seconds. Rub
your hands well! And remember to sing the
Alphabet Song!
NIBBLES FOR HEALTH 31 Nutrition Newsletters for Parents of Young Children, USDA, Food and Nutrition Service
El ABC del lavado de manos
Marina entró dando saltitos en la cocina, lista para su merienda
(snack) de la tarde. Sin que nadie se lo recordara, colocó su taburete
resistente junto al fregadero, abrió la llave de agua caliente, se frotó
las manos con jabón y se lavó las manos cuidadosamente, cantando
alegremente la canción del ABC. Su tía le sonrió con orgullo cuando
Marina la miró.
¡El lavado de manos es
importante para toda su
familia!
Ayúdele a su hijo/a a
aprender los hábitos del
buen lavado de manos:
Aunque sus manos estén limpias, probablemente
llevan microbios (o bacterias). Los microbios
están en todas partes. Si usted se lava las manos
muy bien con agua caliente y jabón, usted puede
eliminar los microbios.
❒ Cultive los hábitos del buen lavado de manos
usted mismo/a. Su hijo/a lo/a observará y
hará lo mismo.
❒ Anime a su niño/a a contar lentamente hasta
30 o a cantar la Canción del Alfabeto (que se
demora 30 segundos), para ayudar a que el
lavado de manos sea divertido y que dure lo
suficiente para que sea eficaz.
❒ Obtenga un taburete para que el niño o la
niña pueda encaramarse y alcanzar el fregadero.
❒ Ponga un recordatorio de lavarse las manos
junto al retrete.
Algunos microbios pueden causar enfermedades.
Los resfríos y la influenza pueden propagarse de
una persona a otra en su familia a través de
manos que no se han lavado. También es fácil
contaminar los alimentos con las manos sucias.
Lávese siempre las manos
Antes de:
• Tocar los alimentos
• Comer una comida o merienda
Después de:
•
•
•
•
•
•
•
•
Tocar los alimentos
Peinarse el pelo
Usar el retrete
Sonarse
Tocar a un animal doméstico
Cambiar un pañal
Toser o Estornudar en las manos
Tocar la basura
Provided by
NIBBLES FOR HEALTH 31/BOCADITOS PARA LA SALUD 31 Nutrition Newsletters for Parents
of Young Children (Boletines Informativos sobre la Nutrición para los Padres de Niños Pequeños)del Food and Nutrition Service
(Servicio de Alimentos y Nutrición) del USDA (Departamento de Agricultura de los Estados Unidos).
El ABC del lavado de manos
¡Lean esta publicación!
¡Es posible que esto lo/a sorprenda a usted
mismo/a! Muéstrele al niño o a la niña por qué el
buen lavado de manos requiere tres cosas:
1) agua caliente, 2) jabón, y 3) frotarse las manos
por 30 segundos.
• Primero mezcle. Mezcle aceite vegetal con
canela en un recipiente pequeño.
• Hablen de la experiencia. ¿Qué se requiere
para quitarse toda la canela? La canela no
es dañina. ¡Pero usted puede verla si no se
lava bien las manos! Los microbios son
invisibles. Usted no puede verlos, por lo
tanto ¡usted debe lavarse bien las manos!
• Ahora fróteselo en las manos. Permita que su
niño/a se frote el “aceite de canela” en las
manos.
• Lávense juntos/as las manos de cuatro maneras para quitarse la canela:
1) con agua fría solamente
2) con agua fría y jabón por 10 segundos
3) con agua caliente y jabón por 10 segundos
4) con agua caliente y jabón por 30 segundos.
¡Frótense bien las manos! ¡Y acuérdense de
cantar la Canción del Alfabeto!
NIBBLES FOR HEALTH 31/BOCADITOS PARA LA SALUD 31 Nutrition Newsletters for Parents
of Young Children (Boletines Informativos sobre la Nutrición para los Padres de Niños Pequeños)del Food and Nutrition Service
(Servicio de Alimentos y Nutrición) del USDA (Departamento de Agricultura de los Estados Unidos).
Case Study
Crystal is two years old. Her mom serves her evening meal about the
same time every day. For meals, her mother usually gives her a couple of
small spoons full of the foods that the rest of the family is having and a
small glass of milk. Sometimes Crystal eats what her mother prepares
and sometimes she just plays with her food without eating. She uses a
spoon to eat but is a messy eater. Although her mother wishes Crystal
would eat what is served, she doesn’t force or bribe Crystal to eat.
 How do you think Crystal’s behavior compares to two-year-olds
in general?
 What things did Crystal’s mom do that seemed to fit with the
“Parent Provides, Child Decides” handout?
 How does Crystal’s behavior compare to your child?
Estudio de caso práctico
Crystal tiene dos años. Su mamá le sirve el almuerzo y la cena
aproximadamente a la misma hora todos los días. Para las comidas,
generalmente su mamá le da un par de cucharas pequeñas llenas con los
alimentos que el ressto de la familia está comiendo y un vaso pequeño de leche.
A veces, Crystal come lo que su madre prepara y a veces solamente juega con
los alimentos sin comérselos. Usa una cuchara pero lo ensucia todo cuando
come. Aunque su madre quisiera que Crystal comiera lo que le sirve, no la
fuerza ni le ofrece premios para que coma.

¿Cómo es la conducta de Crysal en comparación con la de su
hijo/a?

¿Cómo cree usted que es la conducta de Crysal en comparación
con la de los niños de dos años en general?

¿Qué cosa hizo la mamá de Crystal que parecen estar de acuerdo
con el cartel “Los Padres Propocionan, el Niño Decide? (Parent
Provides, Child Decides)?
Cooking Times for Crisp-Tender Vegetables
On the stove
In the microwave
asparagus
Cook, covered, in
a small amount of
boiling water for:
4-5 minutes
Cook, covered in a small
amount of water in a
microwave safe dish for:
3-6 minutes
beans (green, wax)
5-10 minutes
3-5 minutes
beets
40 minutes – 1 hour 10 minutes
broccoli
6-10 minutes
6-8 minutes
cabbage (shredded)
3-8 minutes
7-13 minutes
carrots
7-9 minutes
4-7 minutes
Cauliflower
3-6 minutes
3-4 minutes
greens (kale, mustard,
or turnip
10-15 minutes
Not recommended
green peas, frozen
4-5 minutes
3 minutes
peas, pod
2-5 mintues
3-5 minutes
peppers, sweet
3-5 mintues
4-8 minutes
okra
8-10 minutes
4-6 minutes
spinach
3-4 minutes
3-4 minutes
squash (pattypan,
yellow or zucchini
3-5 mintutes
4-7 minutes
sweet potatoes
35-45 minutes
Prick all over with a fork. For 1
medium sweet potato, cook 4-6
minutes on high
Source: Clemson Cooperative Extension, Ohio Statue Cooperative Extension, Oregon State
Cooperative Extension, Purdue Cooperative Extension, University of Maine Cooperative
Extension, University of New Hampshire Cooperative Extension ,and the USDA.
Colorado State University, Michigan State University, and the University of Wisconsin-Extension provide equal opportunities in employment and
programming, including Title IX and ADA. This publication was supported by Grant Number 2006-04622 from the National Research Initiative of
the USDA Cooperative State Research Education and Extension Service.
Tiempo de cocinar para los vegetales frescos y tiernos
Al horno
A la microonda
El espárrago
Cocine, tapada, en Cocine, tapada en un poco de
un poco de agua
agua en un plato (que se
hirviendo por:
puede poner en la microonda)
por:
4-5 minutos
3-6 minutos
Las ejotes (verdes)
5-10 minutos
Las remolochas
40 minutos – 1 hora 10 minutos
El brecól
6-10 minutos
6-8 minutos
La col (rallada)
3-8 minutos
7-13 minutos
La zanahoria
7-9 minutos
4-7 minutos
La Coliflor
3-6 minutos
3-4 minutos
Las verduras (col rizada,
de mostaza, o de nabo)
10-15 minutos
No recomendado
Los guisantes,
congelados
4-5 minutos
3 minutos
Los guisantes, de vaina
2-5 mintuos
3-5 minutos
La pimienta, dulce
3-5 mintuos
4-8 minutos
El quingombó
8-10 minutos
4-6 minutos
La espinaca
3-4 minutos
3-4 minutos
La calabaza (amarillo or
calabacín)
3-5 mintutos
4-7 minutos
El boniato
35-45 minutos
Clave por todas partes con un
tenedor. Para un boniato
mediano, cocine por 4-6 minutos
en tempuratura alta.
La patata
15-20 minutos
3-5 minutos
Clave por todas partes con un
tenedor. Para 1 patata mediana,
cocine 4-6 minutos en
tempuratura alta.
Source of English language version: Clemson Cooperative Extension, Ohio Statue
Cooperative Extension, Oregon State Cooperative Extension, Purdue Cooperative
Extension, University of Maine Cooperative Extension, University of New Hampshire
Cooperative Extension ,and the USDA.
Colorado State University, Michigan State University, and the University of Wisconsin-Extension provide equal opportunities in employment and
programming, including Title IX and ADA. This publication was supported by Grant Number 2006-04622 from the National Research Initiative of
the USDA Cooperative State Research Education and Extension Service.
Goal setting for Healthy Toddlers
Directions: Choose one goal to work on this week. Put an X next to your goal.
If needed, fill in the blanks to create a goal that is practical for you. Use
the box at the bottom of the goal sheet to track how you are doing. Write
down any comments you would like to include. For example, you might write
down what your child helped you with in the kitchen.
Lesson 1
 I will serve my child small amounts of food but let my child decide how
much or whether to eat it.
 I will look for signs that my child is hungry or has had enough to eat at
meals at least ___ days this week.
 I will ___________________________________________________
at least ___ days this week.
Keeping track of my goal this week
Monday
I met
my
goal
on:
Tuesday
Wednesday Thursday
Friday
Saturday
Sunday
Estableciendo Metas para Niños Pequeños Saludables
Direcciones: Escoja una meta en la que trabajar esta semana. Ponga una X al
lado de su meta. Si necesita, complete la información para crear una meta
que es práctica para usted. Utilice la tabla en la parte de abajo de la hoja de
metas para ver como le está yendo. Escriba cualquier comentario que le
gustaría incluir. Por ejemplo, podría escribir con que le ayudo su hijo en la
cocina.
Lección 1
 Yo serviré a mi niño pequeñas cantidades de comida, pero le dejaré decidir
cuantas quiere comer y si quiere comerla.
 Yo buscaré los signos que mi niño tiene hambre o ha comido bastante
durante las comidas por lo menos ___ días esta semana.
 Yo ___________________________________________________
por lo menos ___ días esta semana.
Controlando my meta esta semana
Lunes
Cumplí
con mi
meta el:
Martes
Miércoles
Jueves
Viernes
Sábado
Domingo