LESSON 1 Parent Provides, Child Decides Key concepts
Transcripción
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