CHILD CARE ACTION KIT - Lorain County Public Health

Healthy Children, Healthy Weights

CHILD CARE ACTION KIT Developing a healthier environment for children to live, learn and play at their best.

Developed by Healthy Children, Healthy Weights at Columbus Public Health 240 Parsons Avenue, Columbus, Ohio 43215 | Phone: 614-645-7520 http://publichealth.columbus.gov/healthy-children-healthy-weights.aspx

http://publichealth.columbus.gov/healthy-children-healthy-weights.aspx

Our mission

To prevent childhood overweight and obesity and promote healthy weight and growth in all children in Ohio, starting with the youngest age group – birth to five years old.

Our vision

All children in Ohio have daily opportunities for active play and access to nutritious foods that lead to children entering kindergarten ready to live, learn and play at their best.

Healthy Children, Healthy Weights welcomes any questions or feedback. To reach us, please call 614.645.7520 or visit our website at Columbus.gov/hchw

The Action Kit can be downloaded from the Healthy Children, Healthy Weights page by visiting Columbus.gov/hchw and clicking on the link, "Child Care Action Kit,” in the Tools and Resources page.

PROGRAM BACKGROUND

Healthy Children, Healthy Weights (HCHW) is designed to prevent childhood overweight and obesity by promoting healthy weight and growth in all children, starting with the youngest age group - birth to five years old.

The program was piloted in 2003-2004 and received a National Association of County and City Health Officials (NACCHO) model practice award in 2005. In 2008, The Centers for Disease Control (CDC) and Prevention concluded that HCHW Child Care was both evidence-based and theoretically grounded. The curriculum aligns with Let’s Move! Child Care and is an endorsed program of the Let’s Move! Campaign. HCHW was a 2012 honorary presenter at the Weight of the Nation national conference, hosted by the CDC, and 2015 presenter at the American Public Health Association annual conference.

5 Program Goals

1. Increase physical activity Provide opportunities for at least 1-2 hours of play each day and include a combination of both structured and unstructured play. Physical activity is not only important for keeping children at a healthy weight; it promotes physical, cognitive and emotional development.10

2. Reduce screen time Limit screen time, including TV, computers, video games and apps, to no more than 30 minutes/week during child care for children age 2 and up. No screen time for children under age 2. According to the Institute of Medicine, screen time is associated with inactivity, decreased metabolic rates and increased risk of being overweight.10

3. Establish healthy eating habits Serve a variety of whole fruits and vegetables, offer more whole grains, avoid serving fried foods and eat meals family style whenever possible. Eating whole, nutrient dense foods instead of fried foods has been shown to reduce calorie intake.4 Also, eating meals family style is associated with better eating habits such as increasing fruit and vegetable intake and decreasing fried food and soda consumption.1

4. Promote water first for thirst Offer water first when a child says they are thirsty, avoid sugary drinks and serve unflavored non-fat or low fat milk to children age 2 and up. Sugar sweetened beverages are the primary source of excess sugar in the American diet.10 Serving water is an important component in promoting a healthy weight since it is sugar, caffeine and calorie free.13

5. Welcome breastfeeding Provide a private and sanitary place for mothers to breastfeed or express milk and supply breast milk to infants of mothers who wish to breastfeed. Breastfeeding has been shown to reduce risk for several illnesses. Its duration is also inversely related with pediatric obesity.4

ACTION KIT INTRODUCTION

Child care providers have a unique and important role in the development of the children in their care. From social and emotional development to educational growth, child care providers play a significant role in the lives of young children and are one of the earliest resources for parents. Among the greatest impacts a child care provider can have is the development and promotion of healthy habits in early childhood that can create life-long healthy outcomes.

The resources available in this Action Kit promote the five Healthy Children, Healthy weight program goals. Throughout this document are a lists of activities found in the Healthy Children, Healthy Weights (HCHW) Ring of Fun for each age group (infants, toddlers, preschoolers and school agers). The Ring of Fun activities extends HCHW’s key messages into the classroom through physical activity, healthy nutrition, gardening and parent engagement. Activities are age-appropriate and follow Let’s Move! Child Care, American Association of Pediatrics, Institute of Medicine, National Association for Sport and Physical Education, Academy of Nutrition and Dietetics and 2015 Dietary Guidelines for Americans’ recommendations for the healthy development of infants, toddlers, preschoolers and school agers.

HCHW is designed to prevent childhood overweight and obesity by promoting healthy weight and growth in early childhood. On behalf of HCHW staff, we would like to thank you for your commitment to growing healthy children.

TABLE OF CONTENTS

Ohio Healthy Program How to become an Ohio Healthy

Healthy Policies Policy Guideline Handbook

131

Program (OHP) 1 Frequently asked questions 133 How to apply 3 Healthy Families How to renew 5 Family Engagement Handbook 149

Healthy Activity Frequently asked questions 150 Frequently asked questions 9 How to Communicate with Families 151 Ring of Fun activities Additional Tools and Resources 153

-- Infants 11 Key Message Campaigns -- Toddlers 15 o Make Snacks Count 155 -- Preschoolers 20 o Reduce Screen Time 157 -- School Agers 25 o Make Each Plate a Healthy Plate 159

Healthy Eating o Build Children Up with Words 161 Frequently asked questions 31 o Growing Great Tasters 163 Ring of Fun activities o An Hour a Day to Play 165

-- Infants 34 o Water First for Thirst 167 -- Toddlers 37 o Take Time for Meals 170 -- Preschoolers 42 o Make Breakfast Count 172 -- School Agers 47 o Healthy Celebrations 174

Healthy Growing o Good Rest is Best 176 Frequently asked questions 49 o Cold Weather Fun 178 Ring of Fun activities Ring of Fun activities

-- Infants 53 -- Infants 180 -- Toddlers 55 -- Toddlers 185 -- Preschoolers 58 -- Preschoolers 189 -- School Agers 61 -- School Agers 193

Healthy Menus References & Resources 199 Frequently asked questions 65 Child and Adult Care Food Program (CACFP) & OHP Handbook

71 Choking Prevention 107 Sample 4 Week Cycle Menu 109 Recipes 117 Sample Snack Menu 122 Sample Lunch Packing List 124 What is a Whole Grain? 125 Ohio Produce List 129

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HOW TO BECOME AN OHIO HEALTHY PROGRAM

There are four steps in becoming an OHP. They include:

STEP 1. Attend the Ohio-Approved Healthy Children, Healthy Weights (HCHW) trainings*.

Session 1: Healthy Habits, Parts 1-4

Attended by home child care providers or one staff person from each age level represented at their child care center (note: all four parts must be completed). Session 1 includes:

1. Healthy Activity

Participants will discuss current childhood obesity rates and health risks and learn the importance of providing physical activity opportunities in child care settings. This session provides participants with ideas and the opportunity to share practices on both structured and unstructured play. They will walk away with knowledge on how to link Early Learning Development Standards to classroom activities while providing opportunities for physical activity.

2. Healthy Eating

The role of how adults support children in feeding and eating will be discussed. Participants will learn basic nutrition and tips on how to encourage new foods in a healthy manner. This session provides participants with ideas on healthy snacks and positive drink choices, and how to support water first for thirst. Participants will walk away with ideas on how to link the Early Learning Development Standards to classroom activities while providing nutrition education to children.

3. Healthy Growing

Adults are powerful role models. They can promote positive body image and encourage the creation of self-esteem in children. Participants will discuss what constitutes a healthy body weight for children. Ideas for healthy growing will be further explored through discussion of how healthy food can be grown in child care settings. Participants will learn how to link Early Learning Development Standards to classroom gardening activities and recognize how language (words) affects children’s self-esteem. 4. Healthy Families

This last part of the Healthy Habits series focuses on strategies to encourage parent outreach. Participants will review the HCHW 12 key messages that promote healthy habits for the children and develop skills for talking to families about taking these messages home. Participants will walk away with knowledge on how to host a healthy celebration in their classroom, and how to engage families in a month-long health campaign at their center.

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Session 2: Healthy Menus

Attended by the home provider, cook and/or person planning the menus

Participants will discuss healthy eating behaviors and what to consider when feeding young children. They will gain knowledge and know-how on planning a healthy menu, walk away with new ideas and shared experiences of recipes and how to make menus healthier on a budget. Tips will be given to ensure variety and balance.

Session 3: Healthy Policies

Attended by the home provider, administrator or director

This session focuses on creating a healthier child care environment through policy. Participants will discuss ways to craft an atmosphere where kids can grow, learn, and play at their best. They will gain an understanding of the importance of healthy policies in sustaining a healthy environment and ideas on how to adopt and implement a new healthy policy successfully.

STEP 2. Implement a policy to ensure healthy practices are maintained in the program. (See the Policy Guideline Handbook under Healthy Policies). Policies must include the date on which they were implemented.

STEP 3. Demonstrate an improvement in menus for the children you serve. As of July 1, 2016, menus must reflect the following OHP criteria:

1. Offer a different, non-fried vegetable every day of the week 2. Offer a different, whole fruit every day of the week 3. Serve one whole grain food every day of the week 4. Serve only cereals with 6 grams (gm) of sugar or less per serving 5. Offer beverages with no added sugar/sweeteners 6. Limit 100% juice to no more than 4-6 fl. oz. a day 7. Limit fried foods to no more than once a week 8. Do not serve the following highly processed meats: corn dogs, hot dogs, frankfurters,

bologna, pepperoni, polish sausage, salami, summer sausage, and liverwurst *For additional guidance, see the Sample Four-Week Cycle Menu Healthy Menus, on page 109 STEP 4. Describe family engagement methods used at the center, such as hosting a healthy celebration or family night, where the environment matches the healthy message. Other ideas include displaying HCHW key messages throughout the center, or providing healthy newsletters, cooking activities to families, etc.

**Training opportunities for the OHP will be posted on the Ohio Professional Registry

(https://www.occrra.org/) or you may contact a Health Promotion Consultant for training at 877- 547-6978. You can also contact your local child care resource and referral agency. For more information, contact the Ohio Child Care Resource and Referral (OCCRRA) program at 877- 547-6978.

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HOW TO APPLY FOR OHIO HEALTHY PROGRAM DESIGNATION

The OHP application is available using the Ohio Professional Development Network (OPDN) registry at login.occrra.org. The director ensures that all the necessary trainings have been completed and that staff members have the center name registered under their own personal login. The application is completed under the director’s login. The following is the step-by-step application process:

For the best application experience, please use either Mozilla Firefox or Google Chrome. Getting to the OHP Application

• Visit: login.occrra.org and login with your center administrator’s username and password. • On the upper right hand side of the screen look for the director’s name. Click on their

name to use the drop box below it and click on “Organization Dashboard” • Select the organization that the Director oversees. • In the left-hand column, click on “Applications.” To the right of “OHP Application,” click on

“Launch Application.” Completing the OHP Application

1. STEP 1: Healthy Habits: Training a. Confirm that the appropriate staff and administrators are listed as taking the

following trainings that qualify for the Ohio Healthy Program requirements: i. One teacher for each age group: [Ohio Healthy Programs] Session 1:

Parts 1 – 4 ii. Cook/Menu Planner: [Ohio Healthy Programs] Session 2: Healthy Menus iii. Administrator who oversees policies in Parent Handbook: [Ohio Healthy

Programs] Session 3: Healthy Policies 2. STEP 2: Healthy Policies: Program Policy

a. You will submit a healthy policy by attaching it as a document and uploading it at the bottom of the page.

b. Please remember that for your healthy policy to be accepted, an implementation date must be included somewhere in the parent handbook.

3. STEP 3: Healthy Menus: Menu Improvement a. Answer questions 1 thru 4 by using the drop down boxes and select at least one

significant change. b. You will submit an old and current menu (at least one week of each) by attaching

it as a document and uploading it at the bottom of the page. The current menu week must be compliant with OHP menu criteria (see page 2).

4. STEP 4: Healthy Families: Family Participation a. Select an option from the drop down box. In the box below, list what you

specifically have done, i.e. monthly newsletters, hosted a parent night, etc. b. Indicate the number of families served by your family participation and

http://cp.mcafee.com/d/avndy0wd6Qm7T64QhOapKVJ6XMVVBVVx4SztUsYOYYYCrhhhs7efcEFCQkmn4kjhODtYTGJf8MQ5mGuSGgrFN6FATqFXqF1KD4qCjrH11BSPz_nVZwQszD1P7nKnjhshV6XPBS7A-EyCJtdmUVDBgY-F6lK1FJ4SUrLP9EVjojd79EVs7f6XCM0pZicEtmRENTw09Jq9CxRTD6nm76nXDkf_MlmRENTw09IQszxRPr9EwDa1oQgm9X0zZ3h02_id40K6wMg2FEw4bjBm1Ew0GkPh1eFEwmza4Ph0nd40TIr4Ph0C-0pEwjKyUrshdR7GB

http://www.opdn.org/

http://www.opdn.org/


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describe your center’s strategy. 5. Overall Questions

a. Check all that apply. 6. Success Story

a. In your own words, share a success story as a result of your participation with Healthy Children, Healthy Weights and the Ohio Healthy Program

7. File Upload: a. Make sure to upload:

i. Pre menu (at least one week) ii. Post menu (at least one week that meets all OHP recommendations) iii. One healthy policy, indicating the date the policy was enacted

b. Once files have been added click on UPLOAD on the bottom right side. Files will be transferred from the right to the left column once uploaded.

8. Submit Application a. Verify you have completed everything on the application then click “agree and

submit application” at the bottom of the page. After Submitting the OHP Application

• Notify your contact at Healthy Children, Healthy Weights that you submitted your application.

• Email OCCRRA at [email protected], to notify them that your application has been submitted. A certificate will be mailed directly to you once approved.

• OCCRRA will have your area’s Health Promotion Consultant first review your application.

• If you would like to check your application’s status, visit https://www.occrra.org/hpcn for your area’s Health Promotion Consultant contact information.

mailto:[email protected],

https://www.occrra.org/hpcn

5

HOW TO RENEW YOUR OHIO HEALTHY PROGRAM DESIGNATION

The OHP designation is renewed on an annual basis. The director ensures that all current staff members (one from each age group) have completed the HCHW trainings, submit updated menus that meet the OHP criteria, implement one new policy to ensure healthy practices are being maintained, and include a parent engagement piece. The following is the step-by-step application process:

For the best application experience, please use either Mozilla Firefox or Google Chrome. Getting to the OHP Renewal Application

• Visit: login.occrra.org and login with your center administrator’s username and password.

• On the upper right hand side of the screen look for the director’s name. Click on their name to use the drop box below it and click on “Organization Dashboard”

• Select the organization that the Director oversees. • In the left-hand column, click on “Applications.” To the right of “OHP Application,” click

on “Launch Application.” You will fill out the same form you completed when you first applied.

Completing the OHP Application


following trainings that qualify for the Ohio Healthy Program requirements: i. One teacher for each age group: [Ohio Healthy Programs] Session 1:

Parts 1 – 4 ii. Cook/Menu Planner: [Ohio Healthy Programs] Session 2: Healthy Menus iii. Administrator who oversees policies in Parent Handbook: [Ohio Healthy

Programs] Session 3: Healthy Policies 2. STEP 2: Healthy Policies: Program Policy

a. For annual renewal, you must adopt at least one new healthy policy by attaching it as a document and uploading it at the bottom of the page.


3. STEP 3: Healthy Menus: Menu Improvement a. Answer questions 1 thru 4 by using the drop down boxes and select at least one

significant change. b. You will submit an old and current menu (at least one week of each) by attaching

it as a document and uploading it at the bottom of the page. The current menu week must be compliant with OHP menu criteria (see page 2).

4. STEP 4: Healthy Families: Family Participation a. Select an option from the drop down box. In the box below, list what you

specifically have done, i.e. monthly newsletters, hosted a parent night, etc. b. Indicate the number of families served by your family participation and

describe your center’s strategy.


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5. Overall Questions a. Check all that apply.

6. Success Story a. In your own words, share a success story as a result of your participation with

Healthy Children, Healthy Weights and the Ohio Healthy Program 7. File Upload:

a. Make sure to upload: i. Pre menu (at least one week) ii. Post menu (at least one week that meets all OHP recommendations) iii. One healthy policy, indicating the date the policy was enacted

b. Once files have been added click on UPLOAD on the bottom right side. Files will be transferred from the right to the left column once uploaded.

8. Submit Application a. Verify you have completed everything on the application then click “agree and

submit application” at the bottom of the page. Completing the OHP Application


following trainings that qualify for the Healthy Program requirements: i. One teacher for each age group:[Ohio Healthy Programs] Session 1:

Parts 1 – 4 ii. Cook/Menu Planner: [Ohio Healthy Programs]: Session 2: Healthy Menus iii. Administrator who oversees policies in Parent Handbook: [Ohio Healthy

Programs] Session 3:Healthy Policies 10. STEP 2: Healthy Policies: Program Policy

a. You will submit a healthy policy by attaching it as a document and uploading it at the bottom of the page.


11. STEP 3: Healthy Menus: Menu Improvement a. A current menu (at least one week) will also be uploaded at the bottom of the

page that meets the OHP recommendations. b. Answer questions 1 thru 4 by using the drop down boxes and select at least one

significant change. 12. STEP 4: Healthy Families: Family Participation

a. Select an option from the drop down box. In the box below, list what you specifically have done, i.e. monthly newsletters, hosted a parent night, etc.

b. Indicate the number of families served by your family participation and describe your center’s strategy.

13. Overall Questions a. Check all that apply.

14. Success Story a. In your own words, share a success story as a result of your participation with

Healthy Children, Healthy Weights and the Ohio Healthy Program 15. File Upload:

a. Make sure to upload: b. Pre menu (at least one week)

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c. Post menu (at least one week that meets all OHP recommendations) d. One healthy policy, indicating the date the policy was enacted e. Once files have been added click on UPLOAD on the bottom right side. Files will

be transferred from the right to the left column once uploaded. 16. Submit Application

a. Verify you have completed everything on the application then click “agree and submit application” at the bottom of the page.

After Renewing your OHP Application

• Notify your contact at Healthy Children, Healthy Weights that you submitted your renewal application.

• Once submitted, email OCCRRA at [email protected], subject line “Reapply”, to notify them that your renewal application has been submitted. A certificate will be mailed directly to you once approved.

• OCCRRA will have your area’s Health Promotion Consultant first review your application.

• If you would like to check your application’s status, visit https://www.occrra.org/hpcn for your area’s Health Promotion Consultant contact information.

mailto:[email protected],

https://www.occrra.org/hpcn

9

HEALTHY ACTIVITY

Children need at least An Hour a Day to Play or some form of physical activity to promote overall health. Healthy activity for young children includes a combination of structured and unstructured physical activity throughout their day as well as limiting sedentary time.

What is structured physical activity? Planned, teacher-directed activities where the teacher provides instruction before or during the activity and gives positive constructive feedback. This helps children build skills. It is recommended that teachers are moving with the children. Examples include singing songs with active motions (music and movement), dancing together, active games, taking a walk together, etc.

What is unstructured physical activity? Unstructured activity is often referred to as “free play.” This includes time on the playground or “choice play time”.

What is sedentary time? This includes any activities done while sitting or lying down like listening to a book or watching television.

Why is physical activity important for children? Physical activity is part of a healthy lifestyle that is crucial to maintain a healthy weight for body and mind. Children are facing overweight and obesity at an alarming rate, even before starting school. Excess weight at a young age puts children at risk for overweight and obesity in adulthood as well as a number of related diseases including heart disease, diabetes and certain cancers. In Ohio, almost 16% of children ages 2-5 are overweight or obese and the number jumps to about 35% in third grade.15,18 Beyond the physical risks for disease, excess weight can cause depression and feelings of isolation in children both at school and at home.

Physical activity promotes healthy growth and development, builds strong bones and muscles, helps achieve and maintain healthy weight and provides an opportunity for children to make friends. Children who exercise are more likely to be at a healthy weight and stay at a healthy weight as they get older. Kids can make friends while being active by playing sports or playing on the playground together! Activity doesn’t have to be a sport…it can simply mean playing tag or kicking a soccer ball around a park or the backyard. Kids who exercise feel better about themselves and are happier.

What are the recommendations for physical activity during child care? It is recommended that toddlers receive 30 minutes of structured and 60 minutes of unstructured physical activity per day. It is recommended that preschoolers receive 60 minutes of structured and 60 minutes of unstructured physical activity per day. Studies show that children are more active outdoors than indoors so it is important to remember to also get outside in the cold months for some Cold Weather Fun as weather permits.10

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What is considered screen time? Screen time is much more than just watching television, it includes movies, video games, computer time and apps on phones and other electronic devices.

Why is it important to Reduce Screen Time? With the increase in technology, children are spending more time than ever in front of a screen and less time being active. According to the Kaiser Foundation, kids under the age of 6 watch an average of 2 hours of screen media a day. That number increases over time with 8-18 year olds spending an average of 4 hours in front of the TV and another 2 hours on the computer doing non-school work.22 This decreases physical activity time. When children are in front of a screen they are not exploring their world through imagination play. According to the Institute of Medicine, children who are exposed to more than 2 hours of television per day are at greater risk of becoming overweight or obese, inactivity, decreased metabolic rate and increased snack consumption.10

What are the recommendations for screen time in child care? It is recommended by the Institute of Medicine that in early care and education settings, media (television [TV], video, and DVD) viewing and computer use should not be permitted for children younger than 2 years. For children 2 years and older in early care and early education settings, total media time should be limited to no more than 30 minutes once a week, and for educational or physical activity use only.10 Additional recommendations include:

1. No screen time during meal or snack time. 2. Computer use should be limited to no more than fifteen-minute increments except for

school-age children completing homework assignments. 3. No TVs should be located in a child’s bedroom or during nap time.

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HEALTHY ACTIVITY FOR INFANTS

Infants need opportunities to be naturally active for appropriate development as they begin exploring their world.

Include time on their backs, tummies and sitting upright allowing them to reach, kick and discover their hands and feet. Entice infants with brightly colored toys that will encourage these movements and motivate them to begin to roll and crawl. For ages 4-6 months, provide baby gyms or balls that rattle or are shiny to encourage babies to roll and crawl. For walkers, provide walk-behind toys.

Time in swings and seats should be limited or avoided to allow for physical development through extended floor time and freedom of movement. Since babies sleep on their back, tummy time is especially important for strengthening back muscles and rolling over.

The activities listed as part of the Ring of Fun will help babies begin to control their bodies and reach motor milestones including: controlling the head, controlling the trunk, crawling and walking. These activities include much needed time touching, holding, face-to-face contact and playing with safe toys as they develop and move through motor milestones.

Make sure infants have safe space to move around and participate – no sharp corners, stairs or exposed electrical outlets. Many of the Ring of Fun activities require a soft surface like a blanket on the floor. Use safe, colorful toys that make them want to move – things to kick, push and pull.

It is recommended that children under 2 years old have no screen time.

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RING OF FUN HEALTHY ACTIVITIES FOR INFANTS

Crossing the Midline Include activities that help the baby’s right arm and leg cross over to the left and the left arm and leg cross over to the right.

• Place the baby in a seated position. • Sit or kneel in front of the baby hiding a favorite toy behind your back. • Hand the baby the toy so he/she has to reach across his/her body to get it.

Tips: • Repeat and encourage the baby to use both hands. • Make a game of the activity to keep the baby interested.

Let It Pour Build eye-hand coordination.

• Place a sheet or tablecloth on the floor. • Seat the baby on top with two large plastic cups.

o One empty cup and one cup filled with water or sand. • Demonstrate pouring water or sand from one cup to the other. • Encourage the baby to try it! • Later use different shaped cups that hold the same amount, i.e., one 8-ounce tall cup

and one 8-ounce short cup.

Maze Create a simple L-shaped maze on the floor.

• Drape sheets or towels over chairs and tables to make walls. • Place the baby in a sitting or crawling position at one end of the maze. • Peek around the corner and say “I see you! Can you come to me?” • Continue encouraging the child to crawl toward you.

Adapted from: Mississippi Early Learning Guidelines for Infants and Toddlers

Inch Worm Help your baby learn to move.

• Place the baby on his/her tummy on a smooth floor. • Place an interesting toy a few inches from the child’s head. • Call attention to the toy. • Sitting behind the baby, press your leg or hands against his/her feet. • The baby will push against you moving a few inches toward the toy. • Move at a pace that is fun and safe for the child. • Afterwards, allow the baby to examine the toy as long as he/she enjoys playing with it.

Adapted from: Mississippi State University Early Childhood Institute Jump in Place Build leg strength for babies not yet standing or walking.

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• Hold the baby securely under the arms. • Bounce them gently in place. • Describe and encourage the activity, “Jump, baby, jump!”

Kick, Kick, Kick Babies learn to use his/her legs and feet.

• Lay baby on his/her back. • Place a small, soft object by the baby’s feet. • Encourage the baby to kick it.

Tips:

• Try holding the object closer, letting the baby feel it with his/her feet if the baby does not kick it at first.

• Make sure the baby kicks with both feet. • Encourage and describe the activity, i.e., “You’re kicking the pillow!”

Adapted from: Mississippi State University Early Childhood Institute

Sit Up Help develop strength in trunk and motor control.

• Place the baby on his/her back on a soft floor. • Sit at the baby’s feet so that you can easily reach him/her. • Support the baby’s head and neck with one hand and his/her back and shoulders with the

other hand. • Gently pull the baby forward into a sitting position.


Move Your Head

• Lay the child on his/her back on a soft surface. • Place a musical toy or rattle on either side of the baby’s head and shake or play it to make

noise. The infant should turn his or her head in the direction of the toy. Adapted from: www.shapeamerica.org Pull the String

• Place the child on a stable surface on his/her belly. • Place toy on a string at midline between the infant’s hands. • Encourage the infant to reach, grasp, and pull the string to reach the toy.

Adapted from: www.shapeamerica.org

Can you Find Me? • Lay child on the floor where you can make eye contact with him/her. • Start with your face above the child, making playful eye contact and soft noises. • Move your face from side to side so the child will follow you with his/her eyes. • Move a little more so the baby has to move his/her head to follow. • Stand up and move a few steps away from the child.

http://www.shapeamerica.org/standards/guidelines/early-childhood-resources-infant.cfm


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o Make fun noises, when he/she makes eye contact get excited, provide praise. • Continue moving around to have the child move and look in different directions.

o Try moving behind the baby so he/she uses his/her body to find you. • Provide praise and encouragement throughout the activity.


Old MacDonald Sing “Old MacDonald Had a Farm” with a twist.

• Insert the baby’s name in place of “Old MacDonald” • Insert “has a body,” instead of, “had a farm.”

o “Baby Maria has a body, E-I-E-I-O. And on her body she has a foot, E-I-E-I -O. With a stomp-stomp here, and a stomp-stomp there. Here a stomp, there a stomp, everywhere a stomp-stomp. Baby Maria has a body, E-I-E-I-O.”

• Gently make a stomping motion with the baby’s foot to follow along with the song. • Get creative with bending legs, stretching arms and clapping hands.


Where did it go? • Place your child on his/her tummy on the floor. • Place wash cloths on the floor just out of his/her reach. • Show him/her a toy. • Place the toy on top of one of the wash cloths. • Encourage your child to move to reach the toy.

o Repeat a few times until the child is used to the game. • Now shake the toy again and hide it under one of the wash cloths. • Ask the child, “Where did it go?” • Encourage your child to find it. • Gently tap each wash cloth so the toy makes a noise. • Act surprised and show excitement for finding the lost toy.





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HEALTHY ACTIVITY FOR TODDLERS

As children move into toddlerhood introduce organized physical activity. Offer at least 60 minutes of unstructured activity each day and at least 30 minutes of structured physical activity every day. Children are becoming overweight and obese before entering school at an alarming rate; including regular physical activity for toddlers is a great way to keep them healthy and promote appropriate growth.

Add activity breaks as part of their daily routine between periods of inactivity; breaks can be as simple as playing music and have them dance. Use the Ring of Fun activities during breaks or as part of lesson plans. These short physical activity bouts are a good way to reach the recommended activity time. Activity can be an effective route to learning and can improve behavior.

You are an important role model for the children, move with them to make sure they see how important physical activity is to you. Participating with them will make the activities more fun and exciting for the children as well.

Children age 2 and up should have no more than 2 hours of screen time per day. Since most children meet the minimum 2 hours of screen time at home it is recommended that children receive no more than 30 minutes/week while in a child care setting. Choose active videos that get them moving when possible.

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RING OF FUN HEALTHY ACTIVITIES FOR TODDLERS

Drum Beat Materials:

• Plastic bowls or drums Directions:

• Tap a bowl or drum counting along with the beat, “1,2,3”. • Have the children begin tapping and counting together. • If using a variety of bowls or drums allow the children to take turns with each.


Roll It Along Materials:

• Ball Directions:

• Sit on the floor 3-4 feet from the child with legs spread apart. • Gently roll ball to the child. • Have the child trap the ball with his or her arms and chest. • Encourage the child to roll the ball back to you. • Provide praise and encouragement throughout activity.


Animal Actions Children love imitating their favorite animals. Make it a game to encourage activity.

Directions:

• Think of fun ways to move like a variety of animals, i.e.: o Hop like a bunny o Strut like a turkey o Fly like a bird o Walk like a crab o Jump like a frog o Slither like a snake

• Have children make sounds like the animals once they start moving. • Create visuals with stuffed animals, small animal figurines or photos of animals modeling

the activity to get started. • Consider going outside or to a park where you can see some of the animals move.




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Snowstorm Materials:

• Cotton balls • Small basket, bag or bucket

Directions: • Spread cotton balls on the floor. • Have children run around and pick them up and place them in a basket/bag/bucket. • After all cotton balls are collected, throw them into the air so they fall onto the children. • Encourage children to collect as many as they can with their arms and hands as they fall. • Have the children pick all cotton balls up and start again.


Balloon Fun Materials:

• Balloons (Safety note: put each balloon in pantyhose so that if it pops the pieces will be contained and children cannot put them in their mouths.)

Directions: • Have children work together to keep the balloon in the air using their hands. • Start the activity again if a balloon touches the ground. • Try adding extra balloons for a greater challenge.


Toddlin’ Parade Children take delight in parades. Create a fun activity by holding your own parade. Materials:

• Supplies to make hats (paper, markers, stickers, glue, etc.) • Music • Instruments

Directions: • Lead children in a line marching along to music. • Encourage a variety of movements: marching, jumping and galloping. • Include instruments such as wrist bells or maracas.


All Aboard Materials:

• Two pool noodles • Imagination!!

Directions:

• Pair staff with a child or two children together. • Have pairs stand a few feet apart and connect to each other by holding the ends of two

pool noodles. o The person at the front of the train faces forward holding one pool noodle in

his/her right hand and one in his/her left. The person in the back also faces




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forward holding one pool noodle in his/her right hand and one in his/her left. • Have the train chug around the room. • They can stop to pick up a passenger for the middle of the train.


Sock Toss Materials:

• Laundry basket or box • Pairs of socks

Directions: • Roll pairs of socks into balls. • Place an empty laundry basket about two feet from children. • Show children how to toss socks underhand into the basket. • Demonstrate taking turns by having children and staff alternate. • Consider having children practice counting while they toss. • Consider having children name the color of the socks or sort by one attribute like color,

size, or solid/stripe. Adapted from: www.shapeamerica.org

Bubble Fun Materials:

• Bubbles Directions

• Blow bubbles toward the toddler. • Increase the fun by chasing the bubbles and trying to catch or pop them. • The toddler can poke at them with one finger, swat at them with a whole hand or try to

catch them with two hands. • Once the bubbles land on the ground, the toddler can try to stomp on them. • Reinforce spatial concepts by blowing bubbles high and low and in front or behind the

child. Adapted from: www.shapeamerica.org

Hoop Hop Materials:

• Hula Hoops Directions:

• Set hoops on the floor so that they are touching. • Make a line, simulate a hopscotch board or create another pattern with the hoops. • Have children jump with both feet or hop on one foot from hoop to hoop.

o It may take several jumps to get from one hoop to another. • Motivate and encourage them throughout the activity!






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Throwing Sponges Allow children to have fun get a bit wet and watch water splash with this activity. Materials:

• Bucket of water • Large sponges

Directions: • This activity works best outside on a warm day. Use the side of the building, a blacktop or

driveway to throw sponges. • Soak sponges in the bucket of water. • Have children take a sponge from the bucket and throw it at the side of a building,

blacktop or driveway. Adapted from: www.shapeamerica.org

No-Running Tag Make a game of tag more fun by having children move without running. Try these movements:

1. Hopping on two feet 2. Hopping on one foot 3. Skipping 4. Galloping 5. Marching 6. Baby steps


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HEALTHY ACTIVITY FOR PRESCHOOLERS

Preschoolers should be offered at least 60 minutes of unstructured activity and 60 minutes of structured activity each day to promote healthy weight and development. The benefits of physical activity for young children include building strength, promoting proper growth, preventing or delaying certain chronic diseases, and learning to interact with surroundings.

Activity does not need to happen all at once. Break up the day by adding short activity breaks into the children’s routine. Breaks can be as simple as playing fun music and dancing if they have been inactive for a while. It is important to note that preschoolers should not be sedentary for more than 60 minutes at a time. Activity breaks may help children maintain focus and behavior.

Activities can also be used in lessons. Make learning more fun and memorable by having the children become active. Use the activities listed as part of the Ring of Fun for ideas that can be added to lessons or as active breaks.

Make activity space fun and inviting. Set up a special activity center inside with posters promoting healthy activity or spend some time outside teaching basic movements to children. Teachers should be encouraged to participate in activities with children that shows children the importance of being active and will get them more engaged in the activity.

Preschool-aged children age 2 and up should have no more than 2 hours of screen time per day. Since most children meet the minimum 2 hours of screen time at home it is recommended that children receive no more than 30 minutes/week while in a child care setting.

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RING OF FUN HEALTHY ACTIVITIES FOR PRESCHOOLERS

Airplanes • On cue (with music or ‘Pilots, start your engines!’) have children begin flying like an

airplane and making airplane noises. • When the music stops, children stop flying and bring their planes in for a landing. • They must jump 3 times to start their engines back up when the music begins playing.

Have the airplanes fly in different directions, pathways, formations, and/or levels.

Adapted from: www.cnr.berkeley.edu/cwh/PDFs/Kimbrell.pdf

Animals Have students walk around in a circle acting like different animals such as a…

• Horse • Dog • Cat • Lion • Seal

• Fish • Butterfly • Bird • Monkey • Duck

• Elephant • Frog • Bear • Crab

Try having children act like animals while going under a limbo stick. A broomstick or foam pool noodle work great too!

Adapted from: http://fitness.preschoolrock.com/index.php/flexibility_activities

Bean Bag Toss

• Give two children a bean bag and have them stand 2 steps apart facing each other. • Have one person throw the bean bag and the other catch it. If they are successful, they

each take one step back. • Have them keep repeating until they drop the bean bag. When they drop it, have them

start over standing close together in their original positions. No beanbags? Use scrap paper rolled into a ball, tied up socks, or small stuffed animals like beanie babies!

Freeze Dance

• Start by playing music and letting the children dance around. • Stop the music and yell ‘freeze’. Have children stop in the position they were in and hold

it. • Start the music back up and repeat.

Adapted from: Complete Handbook of Indoor and Outdoor Games and Activities for Young Children by Jean R. Feldman

http://www.cnr.berkeley.edu/cwh/PDFs/Kimbrell.pdf

http://fitness.preschoolrock.com/index.php/flexibility_activities

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Fruit Basket • Create 4 groups and assign each group a corner of the room. • Give each group a fruit name like apples, oranges, bananas or peaches. • Call two of the fruit names and those groups run and change places.

o The groups maintain the same name throughout the game. • If you call fruit basket all of the children run and sit in the center of the gym or play area.

Adapted from: www.teachingideas.co.uk

Having a Ball Have children do a variety of activities with different sized and textured balls.

• Throw and catch balls with a partner or in the air. o Have them try to clap once and then catch.

• Throw or kick balls at a target or into a basket. • Roll the balls on the ground to a partner or target.

o Consider setting up a mini bowling game using empty water bottles. • Have children try passing the balls over handed, under handed, right handed, left

handed and in between their legs. Adapted from: Complete Handbook of Indoor and Outdoor Games and Activities for Young Children by Jean R. Feldman

Jumping Jack Flash Have children participate in a daily exercise routine.

• Start with 5 jumping jacks. o Have children use counting skills by counting their jumping jacks aloud.

• Create a classroom exercise chart and have children track their jumping jacks. • Each week add 5 more jumping jacks. See how many jumping jacks the children do

each month! Adapted from: http://home.howstuffworks.com/easy-fitness-activities-for-kids1.htm

Hoppy the Frog Call the name of a Hoppy and have children move like him/her:

• Hoppy Slow– move slowly • Hoppy Rush– move fast • Hoppy Jelly– shake your whole body • Hoppy Backwards– walk backwards • Hoppy Jumpy– jump up and down • Hoppy Small– crouch down and walk • Hoppy Strong– flex your muscles • Hoppy Tall– walk on your tippy toes and reach

arms up Think of your own Hoppy the Frog ideas!

http://home.howstuffworks.com/easy-fitness-activities-for-kids1.htm

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Adapted from: www.teachingideas.co.uk Obstacle Course Have children walk, jump, and crawl over and under things in an obstacle course through the room. Use these examples:

• Crawl under desks or chairs. • Use pieces of paper as stepping stones. • Make a tight rope out of masking tape. • Have an area of water that they have to swim across. • Put an object on the ground that they have to jump over. • Put two chairs closely together that they have to squeeze through.

Water Relay Move outside for a warm weather relay.

• Split children into two teams • Fill one bucket with water and have one empty. • Place the empty bucket further away. • One-by-one, have children:

o Use a sponge to collect water from the first bucket… o Run to the second bucket… o And squeeze the water in.

• The child then runs back and hands the sponge off to the next person in line. Adapted from: www.brighthubeducation.com

Snow march • Take children on a march through the snow.

o Keep them in a single-file line. • Have children step only in the footprints of the person in front of them.

Snow challenge Try warm weather games while bundled up in winter clothing!

• Have children wear winter gear and challenge them to move and play. • Use the hula-hoops, jump ropes and Frisbees. • Create obstacle courses and organize relay races.

Adapted from: http://www.kidactivities.net/category/Games-Winter-Outside.aspx

Simon Says Explain the directions to the children:

• You will call out directions to perform a specificNmovement, i.e., touch your nose, toes, shoulders, ears, stretch to the sky, run in place, jump 5 times, skip, make like a silly animal, etc.

o The children should only follow your direction if it starts with “Simon says”.

http://www.brighthubeducation.com/summer-learning-activities-ideas/41842-outdoor-party-game-ideas-for-preschoolers/

http://www.kidactivities.net/category/Games-Winter-Outside.aspx

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o If they follow your direction when you do not say, “Simon says,” they will receive a consequence, i.e., 5 jumping jacks, large arm circles, bunny hops.

• Play a practice round so the children understand the rules and are maintaining safe distances from each other.

As If

• Read the following sentences and have children act them out: o Jog in place as if a big scary bear is chasing you. o Walk forward as if you’re walking through chocolate pudding. o Jump in place as if you are popcorn popping. o Reach up as if grabbing balloons out of the air. o March in place and play the drums as if you are in a marching band. o Paint as if the paint brush is attached to your head. o Swim as if you are in a giant pool of Jell-O. o Move your feet on the floor as if you are ice skating. o Shake your body as if you are a wet dog.

• Have children create new sentences for additional activities.

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HEALTHY ACTIVITY FOR SCHOOL- AGERS

School-aged children should accumulate 60 minutes to several hours of physical activity daily to achieve healthy benefits including appropriate growth and weight. It is recommended that for traditional afterschool care, children receive at least 30 minutes of physical activity. Children can tire of doing a single activity for an extended time so consider breaking physical activities into several bouts lasting for 15 minutes or more is a good strategy to help children meet this recommendation.

Create active breaks or lessons that include physical activities. School aged children should not be sedentary for more than 60 minutes at one time. Activity throughout the day will help them stay healthy, focused and well behaved throughout the day. Get children moving outdoors when the weather allows. Informal play is a great way to add activity.

Regular physical exercise has been found to decrease obesity and improve the overall health and well-being of children, and also lays the foundation for healthy habits through adulthood. Encourage different types of physical activity for school aged children to receive the greatest health benefits. Aerobic exercise like running, skipping, dancing or bike riding keeps them fit and healthy. Activities like climbing playground equipment or playing games like tug of war help strengthen muscles. Children can improve bone strength with sports like basketball, volleyball or gymnastics and activities including jumping rope or playing hopscotch.

Remember, children age 2 and up should have no more than 2 hours of screen time per day. Since most children meet the minimum 2 hours of screen time at home it is recommended that children receive no more than 30 minutes/week while in a child care setting. Computer use should be limited to no more than fifteen-minute increments except for school-age children completing homework assignments.

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RING OF FUN HEALTHY ACTIVITIES FOR SCHOOL AGERS

Sharks and Minnows Before You Start: Set up a play area with visible boundaries, if outside use cones. Review how to play. How to Play:

• Choose two children to be sharks and everyone else will be minnows. • Sharks stand in the middle of the play area and say “Fishy, fishy, come out and play.” • Minnows slowly walk towards the sharks. • At any time, sharks can yell “Shark Attack!” • Minnows must run to the opposite boundary line without being tagged to remain safe. • If a minnow is tagged, he/she becomes a shark. • When there are only one or two minnows left; they win and become sharks to start the

next round.

Adapted from: www.playworks.org

See you Later Alligator Equipment: Cones to set boundaries if needed, 2-5 scarves, 5-10 hula hoops Before You Start: To begin, select 2-5 children to be ‘game wardens’. Give each warden a scarf so everyone will know who they are. Place the hoops randomly around the play space. The rest of the students are the alligators. How to Play: On "GO", the alligators run from the game wardens to keep from being tagged. If an alligator is tagged, the game warden and alligator switch roles (the scarf is given to the new warden).

Alligators are safe when in a hoop, but only 1 alligator is allowed in the hoop at a time. If someone is in the hoop, the other person must say, "See you later alligator" to enter the hoop and the other must leave. No one is allowed to enter the same hoop they just left. This game can go on f-o-r-e-v-e-r!

Adapted from: www.playworks.org/games

4 Corners Set Up: An area with four corners, this can be a classroom or an area on the yard. If your yard does not have corners, create designated areas using cones or play on the kickball field. Before You Start: Use an area with 4 corners, such as a classroom or area in a yard. Have children split equally among the four corners and select one child to stand in the middle. They will be the counter. How to Play: The child in the middle will close their eyes and count down slowly and loudly from 10 to 0. While they are counting, all other students must move away from their current spot and move to a different corner. When the counter gets to 0, all students must be at a corner. After counting,

http://www.playworks.org/playbook/games/sharks-and-minnows

http://www.playworks.org/games

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with eyes still closed, the counter must point to a corner. Any children standing in that corner must do a selected exercise while everybody else counts to 5. If no one is standing at the chosen corner, start over. Switch counters about every three times, giving everyone a chance.


Freeze Tag Before You Start: Use an open area with boundaries; use cones if needed. Demonstrate safe tagging: light touch on the shoulder. Review how to give a double high-5. How to Play: Select two children to be IT. The rest of the students spread out within the open area. The leader designates what movement everyone should be using (i.e. running, skipping, hopping, walking, etc.). If a student gets tagged, he/she immediately freezes. To ‘unfreeze’, another child must give the frozen person a double high-5. Switch taggers and styles of movement every so often.


Flag Football Agility Course Equipment: 3-8 Footballs, cones for boundaries and 3-8 scarves. Before You Start: Set up a play area. Have at least 2 children stand inside, with a larger group you may have more. Have all other children line-up with a scarf in their pocket or waistband, hanging half way out. Children with a scarf should also have a football when it is their turn. How to Play: One person with a football must skillfully make it to the other side without losing their scarf or going out of bounds. If their scarf is taken they are now in the middle and the person who got the scarf can get in line. If they go out of bounds they are automatically in the middle and their scarf is given to another child.


Everyone’s It Before You Start: Establish boundaries. Demonstrate safe tagging: light touch on the shoulder. Review the boundaries and the consequence for going outside, such as starting over from zero or performing 10 jumping jacks to get back in.

How to Play: The object is for children to tag and keep a running count of everyone they touch in one minute. No one is “it” and no one stops playing or “freezes” when tagged. When one minute is up, ask children to yell out how many people they tagged. Start over, but in this round challenge them to get a higher number.






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Amoeba Tag Before You Start: Establish boundaries and pick one child to be IT. How to Play: The IT person is to tag as many people as possible. Those who are tagged now have to link arms or hold hands with the IT person. Then they have to work together to tag everyone else. As the chain gets bigger, they can be split into smaller chains.


Bubbles Equipment Needed: One or two beach balls. Before You Start: Spread out students in an open playing area sitting on the ground. How to Play: The object of the game is to keep the ball up as long as possible by hitting the ball in the air. Children should call the ball by saying “I got it!” and can only hit the ball one time in a row. Children must remain on the ground. They can use any part of their bodies to hit the ball. Challenge them to set a record, add another beach ball or use no hands.


Red Light, Green Light Before You Start: Define playing area with a start and finish line. Review rules. How to Play:

• Select one child to be the caller while all other students stand at the start line. • When yelling “green light” the caller must turn around so he/she cannot see anyone. • The caller will turn around when yelling “red light” and everyone must freeze. • Anyone moving is sent back to starting line. • The first person to reach the caller is the caller for the next round.


Sports Clubs Before You Start: Make sure all children have space, about arm length apart. Identify a signal to freeze. Review several types of games with and actions for those games. Examples:

Basketball Four Square Boxing

Tennis Gymnastics Football

Jumping Rope

Running

Hula Hooping Volleyball

How to Play: Call out a game and model the action; all children will “play” that game by acting it out. Give signal to freeze. Repeat with different games.






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Jump Whistle Equipment Needed: Whistle Before You Start: Make sure children know right and left, front and back. These are the 4 sides to which they must jump. How to Play: Have all children face forward. Each time the whistle blows children are to jump.

• One whistle: jump front, center • Two whistles: Jump front, right, center • Three whistles: Jump front, right, back, center • Four whistles: jump front, right, back, left, center

Children should always end up back at center, facing the leader. You can mix up the whistles, one, two, three, two, one, three, two, or four. The object is to see how well the children pay attention and can keep up.


The Wave Before You Start: Ask children to form a circle and hold hands. How to Play: The leader announces they will start the wave by slowly whipping the arm of someone to either their right or left. The motion should flow continuously through the group until it returns to the leader. After they get the hang of it run an impulse in opposite directions at the same time and see if they can pass through each other. For an added challenge add a hula-hoop and see if they can pass it through without letting go of their hands.

Adapted from: www.playworks.org/game

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HEALTHY EATING

Food preferences begin at infancy. According to the National Academy of Medicine (NAM), children who experience healthy eating behaviors early in life are more likely to practice healthy eating habits that promote a healthy weight.10 Young children typically consume half to three quarters of their daily intake while in full time child care.1 As a child care provider, this provides you a powerful opportunity to expose children to wide variety of healthy foods, including whole fruits and vegetables, whole grains, lean proteins and low-fat dairy impacting the children’s future health.

When eating, what is the division of responsibility between the adult and child? Feeding is the responsibility of the adult. Adults are responsible for what food will be served, where it will be served, and when. This can mean offering meals and snacks at regularly scheduled times. Eating is the responsibility of the child and includes whether or not they will eat and how much they will eat. You should never force a child to eat certain amounts of foods or clean their plate, as this may impair the child’s ability to regulate his or her own hunger cues.10

Why is it important for adults to eat with children? Adults should sit, eat, and talk with children during mealtime and eat the same food as often as possible. Adults are powerful role models and by eating the same foods as the children you are encouraging them to try new things. Mealtime is also a great time to learn about food/nutrition, teach table manners (“please” and “thank you”), and develop social skills.

How do I encourage children to try new foods? When introducing new foods to children, repeated exposure is the name of the game. Exposure means the food is on the table and offered to the child, not necessarily that the child has even tasted the food. One study showed that children needed to be exposed to fruits and vegetables 8-12 times before they would readily accept them.3 Take Time for Meals, allow children to explore food first through site and touch, eventually they may pick up the food and taste it. Acceptance takes time and is achieved through multiple exposures.

Why is it recommended to not use food as reward? Avoid forcing children to eat more “healthy foods” in order to get to dessert or sweets. This leads to “healthy foods” as something that must be suffered through to get the good dessert and can often force children to eat when they are already full.

What makes up a balanced meal of “healthy foods”? Make Each Plate a Healthy Plate by offering a balanced meal of “healthy foods” from the following 4 components under state and federal licensing:

1. Unflavored, fat-free or low-fat fluid milk 2. Whole fruits, instead of juice 3. Non-fried vegetables 4. Whole Grains 5. Lean meats, beans, cheese or yogurt.

MyPlate helps create a balanced meal by filling half your plate with fruits and vegetables, a quarter with protein, a quarter with grain and a glass of milk on the side. HCHW makes MyPlate even healthier by emphasizing whole fruits, non-fried vegetables, lean protein, whole grains, and unflavored milk, and always water on the side.

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What is the best type of milk for a child? This depends upon the child’s age. Breast milk or formula is best for children under 12 months. Whole milk is best for children 12 – 24 months, as more fat is needed in their diets for proper brain and nervous system development. For children age 2 and up, unflavored fat-free or low-fat milk are ideal as children need less fat in their diet.11

What are the differences between whole, 2%, 1% and fat-free milk? Sometimes whole milk is described as ‘Vitamin D milk’, which can be confusing. There is roughly the same amount of vitamin D, vitamin A and calcium in ALL cow’s milk. The difference between whole, 2%, 1%, and skim is the amount of fat per serving.28

Why are fruits and vegetables important? Fruits and vegetables are important to a healthy diet, for children and adults. They contain fiber, vitamins and minerals that help support a healthy immune system, healthy skin and help heal cuts and bruises. By offering a variety of fruits and vegetables you are exposing children to healthier foods that help them live, learn and play at their best.

Why whole fruits instead of juice? Nutritionally speaking, whole fruits are a better choice than juice. Whole fruits contain fiber, a nutrient commonly unfound in juice. Fiber is not only beneficial for the digestive system but also helps satisfy hunger. In addition, fruit juice is not a must for a child’s diet. The American Academy of Pediatrics recommends that children 6 months to 3 years old consume no more than 4 ounces of fruit juice per day while older children should drink no more than 6 ounces per day.4

Although USDA and CACFP guidelines do recognize fruit juice as a serving of fruit – consistent with the recommendations of the American Academy of Pediatrics, Ohio Healthy Programs advocates for limiting the amount of fruit juice offered to children to no more than once a day and limiting the portions to 4-6 oz., or not serving juice at all.

What are whole grains? In their natural form ‘whole’ grains contain 3 parts: the bran, the endosperm and germ. Whole grain foods are made from grains such as wheat, oats, rye, barley, etc. and provide fiber for a healthy digestive system. It is recommended by the USDA that at least half of all grain foods be “whole.” Examples of whole grain include whole grain cereals, breads and pastas, oatmeal, brown rice, quinoa, granola, etc…

How do you know a grain is ‘whole’? Just because a bread or cereal is brown does not mean it is whole grain and neither does the phrase “made with/from whole grains”. Look at the first word on the ingredient list. ‘Whole’ should be the first word listed on the ingredient list for a food to be a whole grain. Choose cereals, breads, pasta and other grain foods that list a “whole” grain ingredient first. Refer to “What is a whole grain?” worksheet under the Menu Planning tab to see a list of specific whole grains.

Why lean meats, beans, cheese and yogurt? Lean meat and meat alternatives such as cheese and yogurt provide protein and iron for strong muscles and a healthy immune system without a lot of fat. Cooked or canned dry beans and

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peas are also considered a meat alternative (chickpeas, kidney beans, lentils, etc.) and are a great way to add variety.

Why is water the best choice of beverage? Offering Water First for Thirst when a child says they are thirsty is best. We should encourage water because children need to develop a taste for water (rather than the sweet taste of fruit juice and other sweetened beverages) at a young age. Water should be readily available at all times. Increased availability of drinking water has been shown to correlate with reduced rates of overweigh in early elementary students.10 Remember role modeling is the best way to encourage children in behavior. So, make sure you drink plenty of water too.

What is the recommendation on added sugars? On average, children 4-8 years-old consume 15% of their daily calories from added sugar. It is recommended by the 2015 Dietary Guidelines that adults and children alike reduce their sugar intake to no more than 10% of their total calories a day. For a preschool child who needs 1200 calories per day, that is no more than 120 calories, or 30 grams or 7.5 tsp (4g = 1 tsp) in added sugar.30 What is a healthy breakfast? Children who eat breakfast are generally in better health and do better in school. Research has shown that children who ate school breakfast scored 17.5% higher on a nationwide math test.17

It has also been shown that children who eat breakfast had a higher quality diet based on the USDA Healthy Eating Index.21 By offering a healthy breakfast you ensure children receive the nutrients they need to play and perform at their best. Make Breakfast Count by offering whole fruits and vegetables, whole grains, lean meat and meat alternatives and low-fat or fat-free milk.

What is a healthy snack? Healthy snacks are very important especially for children to meet nutritional requirements for the day. Young children may need to eat every three hours- think of snacks as mini-meals rather than a time for desserts or treats.10 Eating unhealthy snack food is a major contributor to childhood obesity, so Make Snacks Count by emphasizing whole fruits and vegetables, whole grains, lean meat and meat alternatives and unflavored, low-fat or fat-free milk. Use ideas listed in the Ring of Fun for snacks to make with the children. Why less sodium? The National Academy of Medicine recommends 1,000 mg of sodium for children 1-3 years old, and 1,200 mg for children 4-8 years old. According to the US Food and Drug Administration's article “Sodium in Your Diet”, 77% of America’s sodium intake comes from packaged and restaurant foods. Therefore, read the labels of packaged food items, such as canned vegetables and soups, when you shop.29 What are highly processed meats? Highly processed meats include: corn dogs, hot dogs, frankfurters, bologna, pepperoni, polish sausage, summer sausage, salami, and liverwurst. These specific meats are not recommended due to the high saturated fat and sodium content that exceeds the dietary guidelines’ recommended intake per a serving.

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HEALTHY EATING FOR INFANTS

Distracted and emotional eating habits can start as early as infanthood. Provide support and encouragement for breastfeeding mothers and make sure infants are offered age appropriate portions at feedings.

Breast milk or formula should be the main sources of nutrition for children under 12 months.10

Welcome breastfeeding mothers with a quiet and sanitary place to comfortably breastfeed or express milk. Supply breast milk to infants of mothers who wish to breastfeed.

Be attentive to infant hunger and satiety signals. Infant hunger cues include: moving, licking or smacking lips; sucking on lips, tongue, fingers or fists; rooting reflex; fussing or crying are late signals of hunger. Infants can signal fullness by turning head, falling asleep, being calm and relaxed, losing interest in eating or crying and fussing if feeding persists.

Infants will not over or under eat unless pressured to do so. The division of responsibility in feeding for infants is important for receiving an adequate amount of food and not overfeeding. Make sure parents and caregivers are doing their roles and allowing infants to fulfill their responsibility to prevent feeding problems. It is important to understand the Division of Responsibility for infants:

Feeding is the responsibility of the adult. Adults are responsible for what food will be served, where it will be served, and when. Eating is the responsibility of the child and includes whether or not they will eat and how much they will eat. You should never force an infant to eat certain amounts of foods or clean their plate, as this may impair the infant’s ability to regulate his or her own hunger cues.

The Ring of Fun activities provide tips for safe, effective feedings for infant, how to create a proper lactation room for nursing mothers and appropriately introducing new foods to when infants are ready.

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RING OF FUN HEALTHY EATING FOR INFANTS

Supporting mothers who choose to breastfeed

State law in Ohio allows women to breastfeed in any location of public accommodation, including restaurants, retail store, public transport, or any other place which are available to the public. In addition, the Affordable Care Act requires employers with more than 50 employees to provide accommodations to nursing mothers, including reasonable break time for expressing milk. However, women who choose to breastfeed still experience barriers in breastfeeding and need child care center support by encouraging mothers to supply breastmilk for their infants while in day care and offering a quiet, private area that is comfortable and sanitary for mothers who come to the center or day care home to breastfeed.

Setting-up a lactation room Ideally, breastfeeding mothers need a clean, private space to feed their children and express milk. A bathroom is not considered a lactation room. The space should include:

1. Electrical outlet 2. Comfortable chair 3. Nearby access to running water 4. A door or curtain for privacy

NOTE: The American Academy of Pediatrics (AAP) recommends breastfeeding as the sole source of nutrition for your baby for about 6 months. When you add solid foods to your baby’s diet, continue breastfeeding until at least 12 months. You can continue to breastfeed after 12 months if you and your baby desire. Adapted from: American Academy of Pediatrics (AAP)

Starting solid foods The AAP recommends introducing solid foods between 4 and 6 months of age following these guidelines:

• The baby should be able to sit up with good head control. • If the baby turns his/her head away from food it may be a sign he/she is not ready

for solid foods. Try again in 1-2 weeks. • If the baby pushes food out of his/her mouth he/she may not yet be able to move food

through the mouth to the throat for swallowing. This is a normal step in development and takes some practice.

o Try diluting the food first, then gradually thickening the texture. o You may also wait and retry solids in 1-2 weeks.

Adapted from: American Academy of Pediatrics (AAP)

Solid foods to try first Single-grain baby cereal is a good choice for the first solid food.

• Choose cereal made for babies that is iron-fortified. • Baby cereals are available pre-mixed or dry. • Follow packaged directions for preparation.

o You can mix dry cereal with breast milk, formula or water.


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Introducing new foods Try one new food at a time, and wait at least 2 to 3 days before starting another. With each new food introduced, watch for any allergic reactions (diarrhea, rash, or vomiting). If any of these occur, stop using the new food and consult with the child’s doctor.

Within a few months of starting solid foods, the baby’s daily diet should include a variety of foods each day that may include:

• Breast milk and/or formula • Meats • Cereal • Vegetables • Fruits • Eggs


Moving on to finger foods Once a baby can sit up and bring their hands or objects to their mouth, you can give them finger foods to help them learn to feed themselves. Avoid choking by adding soft, easy-to-swallow foods in bite-sized pieces such as:

• Small pieces of banana • Wafer-type crackers • Scrambled eggs • Well-cooked pasta • Well-cooked chicken finely chopped • Well-cooked and cut up yellow squash, peas, and potatoes

NOTE: Do not give babies any food that requires chewing or can be a choking hazard, including hot dogs and meat sticks; nuts and seeds; chunks of meat or cheese; whole grapes; popcorn; chunks of peanut butter; raw vegetables; fruit chunks, such as apple chunks; and hard, gooey, or sticky candy.


Should I give my baby juice? Children do not need juice.

• Babies younger than 6 months should not be given juice. • If desired a child can be given 100% fruit juice after 6 months of age. • Only offer juice in a cup, never in a bottle. • Limit juice to 4 ounces a day, more than this will reduce his/her appetite for more

nutritious foods. • Juice can cause diaper rash, diarrhea, weight gain and tooth decay.


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EALTHY EATING FOR TODDLERS

As children move in toddlerhood they are eating table foods and should have balanced meals with age appropriate portions of fruits, vegetables, grains, proteins and low fat milk. Use the Ring of Fun for meal and snack ideas to encourage toddlers to try new healthy foods, build healthy eating habits and help them work through feeding or eating issues.

Mealtime is a great time to model healthy behaviors for toddlers. They can learn about food, nutrition, table manners and develop social skills by eating with adult role models. Adults should sit, eat and talk with children during mealtime, eating the same foods if possible. Encourage conversation during meals.

Toddlers may go through periods known as food jags in which they refuse to eat foods they previously liked or will only accept a very limited number of foods. This is why repeated exposure is key! Exposure includes having a food on the table and offering it to children; they do not need to accept. Research indicates fruits and vegetables may require up to 12 exposures before children are willing to accept them but parents are likely to stop offering them before then.3 Use the ideas offered in the Ring of Fun for repeated exposure of healthy foods. Encourage children to smell and touch new foods if they are unsure of tasting them.

Snacking is an important part of toddlers’ diets. Young children have appetites that change throughout the day and snacks are needed to provide energy, vitamins and minerals to promote proper growth. By offering healthy snacks you are able to fill in nutrients they may have missed at lunch if they did not complete their meal.

For the greatest success in developing good eating habits make sure adults and children are following their designated roles during meals and snacks. Adults are to provide healthy, age appropriate foods and toddlers are to decide if they will eat the foods and how much they will eat.

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RING OF FUN HEALTHY EATING FOR TODDLERS

Banana Dogs Ingredients:

• Whole wheat Hot Dog buns (1 bun for every two children) • Peanut butter or low-fat cream cheese • Bananas (1 large banana for every 2 children)

Directions: • Spread both sides of the bun with peanut butter or cream cheese. • Peeled banana and place inside bun like a hot dog. • Cut in half and serve.

Fruit Wheels Ingredients:

• Rice Cakes • Low-fat flavored cream cheese • Diced fruit

Directions: 1. Spread cream cheese on rice cake. 2. Top with diced fruit and serve.

Painted Toast Ingredients:

• Slices of whole wheat bread • Milk • Food coloring

Directions: 1. Mix milk with different food colorings in small bowls. These will be edible paints. 2. Toast bread. 3. Have children use fingers or paintbrushes only used for food to paint colors on the toast

Recipe from: Cheryl Barber, Mary Longo, Anita Pulay, and Kirk Bloir at the Ohio State University Extension

Apple Cheese Towers Ingredients:

• 1/2 medium apple • 1 ounce low fat cheese (about 8 small cubes)

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Rinse apple and cut into slices. 4. Cut cheese into cubes. 5. Build towers with apple slices and cheese cubes. See who can build their tower the

highest!

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Bunny’s Favorite Snack Ingredients: • 2 cups plain nonfat yogurt • 1 envelope (1 oz) dry ranch mix • Carrots, celery, or other vegetables (for dipping) Directions:

1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Stir yogurt and ranch dressing mix together and chill until cold throughout. 4. Rinse and cut vegetables into small pieces or strips. 5. Dip carrots or other vegetables into the dip and enjoy!


Pumpkin Dip Ingredients:

• 3 T canned pumpkin • 1 c low-fat vanilla yogurt • 1 T orange juice concentrate (100% juice) • ½ tsp. of cinnamon (optional) • 1 T maple syrup (optional) • Apple Slices and Graham Crackers for Dipping

Directions 1. Stir pumpkin, yogurt, orange juice, cinnamon and maple syrup all together and chill until

cold throughout. 2. Rinse and cut applies into slices. 3. Dip apples and graham crackers into the dip and enjoy!

Recipe from: Dannon Institute

Banana Scream Ingredients:

• 3 bananas (the riper the banana, the sweeter the shake) • 2 tbsp nonfat milk

Directions: 1. Peel the bananas. 2. Cut bananas in half width-wise. 3. Wrap banana halves in plastic wrap. 4. Freeze bananas until firm. 5. Puree bananas with milk in blender until creamy. 6. Recipes makes serves 4.

Recipe from: Familyfun.go.com

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Jungle Juice Ingredients:

• 1 1/2 cups nonfat milk • 1/2 cup grape juice • 1 banana, sliced

Directions: 1. Combine milk, juice and banana in a blender until smooth. 2. Consider adding a few drops of purple food coloring for brighter color. 3. Recipe serves 2.


Shrunken Sandwiches Ingredients:

• Ham • Low-fat cheese • Crackers

Directions: 1. Slice ham and cheese into small squares or rounds to match the size of the crackers.

a. Using a round cookie cutter may be helpful. 2. Place ham on a cracker, and then add the cheese. 3. Cover with another cracker.


Edible Faces Ingredients:

• Variety of diced vegetables and fruits (i.e. cucumbers, carrots, celery, bell peppers (all colors), pineapple chunks, apple slices, mandarin oranges, etc.)

• Cheese cubes • Plates • Low-fat dip or yogurt

Directions: 1. Sanitize food preparation space. 2. Have children wash hands before handling foods. 3. Rinse and cut produce into small pieces and cut cheese into cubes. 4. Provide children with bowls of small foods (diced fruits, vegetables and cheese) and a

plate. 5. Allow them to play with their food and form funny faces. Serve with low-fat dip or yogurt.

Watermelon Pop Stars Ingredients:

• Watermelon • Popsicle sticks • Star-shaped cookie cutter

Directions: 1. Cut watermelon in 1 inch thick slices, if not already done.

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2. Use cookie cutter to cut watermelon stars from slices. 3. Insert Popsicle stick into stars. 4. Place stars on an aluminum foil-lined baking sheet. 5. Cover the stars with another sheet of foil. 6. Freeze for 1 hour or until firm.


Strawberry Frozen Yogurt Ingredients:

• 2 cups frozen strawberries • 8 ounces nonfat vanilla yogurt

Directions: 1. Mix frozen strawberries with yogurt in blender or food processor; blend until smooth. 2. Recipe serves 4. Recipe

from: Familyfun.go.com

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HEALTHY EATING FOR PRESCHOOLERS

Establishing healthy eating habits for preschoolers is a continuation from their toddler years. It is important to continue offering balanced meals with age appropriate portions of fruits, vegetables, grains, proteins and fat free or low fat milk. Remember that it is the child’s responsibility to decide how much to eat, and the adult’s responsibility to decide what and when food will be offered.

Continue to model healthy eating behaviors through mealtime. Preschoolers can expand their knowledge about food, nutrition, table manners and increase social skills by eating with adult role models. Adults should sit, eat and talk with children during mealtime, eating the same foods if possible. Encourage conversation during meals.

Like toddlers, preschoolers may also go through food jags in which they refuse to eat foods they previously liked or will only accept a very limited number of foods. This is why repeated exposure is key! Exposure includes having a food on the table and offering it to children; they do not need to accept. Research indicates fruits and vegetables may require up to 12 exposures before children are willing to accept them but parents are likely to stop offering them before then.3 Use the ideas offered in the Ring of Fun for repeated exposure of healthy foods. Encourage children to smell and touch new foods if they are unsure of tasting them.

Snacking is an important part of preschoolers’ diets. Young children have appetites that change throughout the day and snacks are needed to provide energy, vitamins and minerals to promote proper growth. By offering healthy snacks you are able to fill in nutrients they may have missed at lunch if they did not complete their meal.

Remember, for the greatest success in developing good eating habits make sure adults and children are following their designated roles during meals and snacks. Adults are to provide healthy, age appropriate foods and children are to decide if they will eat the foods and how much they will eat. Family style dining, allowing the child to serve oneself, is a recommended way to allow children to eat according to his or her own hunger cues.10

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RING OF FUN HEALTHY EATING FOR PRESCHOOLERS

Apple Raisin Ladybugs Ingredients:

• 1/2 red apple (for each child) • Peanut butter • Raisins • Grapes

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Place the apple half on plate with red side is facing up. 4. Have children put spots on the lady bug by dipping raisins in peanut butter and sticking

them on the red side of the apple. 5. Use for a head and feet.

Note: Raisins and whole grapes are choking hazards for children under the age of 4. Recipe from: Cheryl Barber, Mary Longo, Anita Pulay, and Kirk Bloir at the Ohio State University Extension

Hummus Ingredients:

• 1 can (15 oz) chickpeas or garbanzo beans • 1/2 teaspoon ground cumin • 2 tablespoons lemon juice • 3 teaspoons granulated garlic

Directions: 1. Combine chickpeas, cumin, lemon juice, garlic and 3 tablespoons of liquid from bean

can in blender. 2. Blend until smooth. 3. Refrigerate until ready to eat. 4. Use as a dip for vegetables, whole wheat pita bread, or whole wheat crackers. 5. Hummus can be refrigerated up to 3 days.

Power Barbells Ingredients:

• Cheese block or cubes • Pretzel sticks

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Cut cheese into bite sized pieces. 4. Have children connect pieces of cheese on ends of the pretzels making power barbells.

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Scoopy the Salad Ingredients:

• Lettuce leaves • 1/2 cup of cottage cheese for each child • Selection of favorite fresh vegetables

· Cherry tomatoes · Alfalfa sprouts · Olives, · Broccoli · Peas · Beans · Green or red bell pepper slices

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Place a lettuce leaf on a plate. 4. Scoop cottage cheese on to lettuce. 5. Have children use vegetables to decorate cottage cheese. 6. Serve immediately or place in the refrigerator to serve later.

Note: Raw vegetables are a choking hazard for children under the age of 4.

Spiders Ingredients:

• Round crackers • Cheese spread or cream cheese spread • Small pretzel sticks • Raisins

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Spread cheese/cream cheese on cracker. 4. Stick pretzels on top of cheese spread sticking out from the cracker to make legs. 5. Put cheese spread on second cracker and place it face down on top of the pretzel layer. 6. Dip raisins in cheese spread and stick to cracker for eyes.

Note: Raisins and whole grapes are choking hazards for children under the age of 4.


Tortilla Roll-Ups Ingredients:

• Flour tortillas • Turkey or ham slices

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• Sliced American cheese Directions:

1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Place 1 slice of ham or turkey on tortilla. 4. Place 1 slice of cheese on top of the meat. 5. Demonstrate how to roll up the tortilla tight and allow children to roll their own.


Fruit Smoothies Ingredients:

• 1 cup Low-fat or fat free yogurt • Frozen Fruit

Directions: 1. Combine 1 cup yogurt and two cups fruit in blender. 2. Blender until smooth. 3. Recipe makes 4-1 cup servings.

Yogurt Parfaits Ingredients:

• Low-fat yogurt • Whole grain cereal or granola • Fresh or frozen fruit (thawed)

Directions: 1. Add a ½ cup yogurt to each bowl. 2. Allow children to top with fruit and cereal.

Waffle Tacos Ingredients:

• Whole grain waffles • Peanut butter or strawberry cream cheese • Bananas • Honey

Directions:

1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Toast or heat the waffles in microwave. 4. Allow children to spread peanut butter or cream cheese on waffle. 5. Top with banana slices and honey. 6. Fold in half like a taco.

Fruit Spritzer Ingredients:

• Sparkling water • 100% Juice

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Directions: 1. Pour ½ cup of sparkling water and top with a splash of juice.

Fruit Pizzas Ingredients:

• Whole wheat English muffins • Low-fat cream cheese • Sliced fruit: kiwi, strawberries, peaches, bananas, etc.

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Spread cream cheese on English muffins halves. 4. Have children top with sliced fruit and enjoy!

Fruit Pops Ingredients:

• Cantaloupe • Watermelon • Honeydew • Small cookie cutters • Wooden or plastic sticks

Directions: 1. Sanitize food preparation area. 2. Have children wash their hands before handling food. 3. Slice fruit to long 1 inch thick slices. 4. Allow children to choose cookie cutters and cut the fruit into fun shapes. 5. Insert a wooden or plastic stick into the bottom to create a fruit pop. 6. Consider freezing the pops and save them for later.

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HEALTHY EATING FOR SCHOOL AGERS

Healthy nutrition for school aged children includes a variety of foods to create balanced meals and snacks. A diet with plenty of fruits, vegetables, lean proteins, fat free and low fat dairy and whole grains help children stay healthy and promotes appropriate growth and overall wellness. Encouraging healthy eating habits throughout a child’s life can help produce healthy benefits into adulthood.

As with younger children the division of responsibilities for school agers remains the same. Adults are responsible for what and when children will eat, and children are responsible for how much and whether they will eat certain foods. Adults can also promote a good example of healthy eating habits when sharing meals or snacks through family style dining. Encourage the parents at your center to have family meals when possible to extend these healthy habits at home.

School agers can take a more active role in preparing meals and snacks, setting the table and clean up. If children are involved in preparing healthful foods they may be more excited about tasting them. Use the Ring of Fun for recipe ideas school agers can help create. Include a lesson on the importance of food safety and sanitation. Make sure children are washing their hands and workspace regularly when participating in activities with food.

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RING OF FUN HEALTHY EATING FOR SCHOOL AGERS

Trail Mix Ingredients:

• Variety of whole grain cereals and granola • Dried fruits: raisins, cranberries, etc… • Nuts and seeds: sunflower seeds, almonds, peanuts, etc…

Directions: 1. Give each child a zip lock snack bag. 2. Allow them to add their own mix of ingredients. 3. Enjoy!

Pita Pocket Ingredients:

• Whole wheat pita pockets • Turkey (.5-1oz per student) • Low Fat Cheese slices • Lettuce (buy extra) • Tomato

Directions: 1. Have children place each ingredient on to a plate. 2. Allow them to assemble their own pocket.

Fruit Smoothies Ingredients:

• 2 cups low-fat or fat free yogurt • 2 cups frozen fruit

Directions: 1. Combine yogurt and fruit in blender; blend until smooth. 2. Recipe makes 4 servings.

Gourmet Popcorn Ingredients:

• Reduced-fat air-popped popcorn • Dried ranch mix packet • Dry cheese sprinkles • Cooking spray

Directions: 1. Pop popcorn and pour into a large sealable bag or container. 2. Spray with cooking spray, shake to mix and repeat 2-3 times or until coated. 3. Sprinkle in about a tablespoon of dry ranch or dry cheese sprinkles. 4. Shake to mix until coated and serve.

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Veggie Patch Bagel Bites Ingredients:

• Whole wheat mini bagels • Low-fat cream cheese • Diced veggies: peppers, carrots, cucumber, etc…

Directions: 1. Spread cream cheese on bagels. 2. Dice the veggies into small pieces. 3. Top bagels with veggies and enjoy!

Turkey Sushi Rolls Ingredients:

• Whole wheat tortillas • Low-fat cream cheese • Fresh Spinach • Shredded Carrots • Turkey (.5-1oz per a child)

Directions: 1. Spread cream cheese on tortilla. 2. Place spinach, shredded carrots and turkey down the middle of tortilla. 3. Roll tortilla tight. 4. Slice into 1” rounds; flip on sides to look like sushi.


• Low-fat yogurt • Whole grain cereal or granola • Fresh or frozen fruit (thawed)

Directions: 1. Provide children with bowls of ½ cup yogurt. 2. Have them add fruit and cereal or granola to taste.

Waffle Tacos Ingredients:

• Whole grain waffles • Peanut butter or strawberry cream cheese • Bananas • Honey

Directions: 1. Warm or toast waffles. 2. Spread peanut butter or cream cheese on waffle. 3. Top with banana slices and honey. 4. Roll in half like a taco.

Fruit Spritzer Ingredients:

• Sparkling water • 100% Juice

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Directions: 1. Fill half a cup with sparkling water. 2. Top with juice and enjoy!

Fruit Pizzas Ingredients:

• Whole wheat English muffins • Low-fat cream cheese • Sliced fruit: kiwi, strawberries, peaches, bananas, etc…

Directions: 1. Spread cream cheese on English muffins halves. 2. Have children top with fruit to taste.

Apple Yogurt Ingredients:

• Diced Granny Smith apples • Fat-free vanilla yogurt • Granola • Raisins

Directions: 1. Chop apples into small pieces. 2. Add ½ cup of yogurt to bowl. 3. Stir in a ½ cup of chopped apples and top with granola and raisins.

Corn and Black Bean Salsa Ingredients:

• 1 can corn • 1 can black beans • 1 can diced tomatoes • Baked whole grain corn chips

Directions: 1. Rinse and drain corn and black beans. 2. Combine ingredients in mixing bowl. 3. Stir and serve with baked whole grain corn chips.

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HEALTHY GROWING Starting a garden is a great way to promote healthy nutrition, reach early learning competencies and help children build self-esteem.

How do I get started with gardening? You can start growing a garden anywhere, anytime! A balcony, ledge, rooftop, windowsill, patio or deck all work well, or use a container and start growing indoors in a sunny spot or with a growing light. You do not need a large plot of land to start growing fruits and veggies! Outside, you can start planting earlier in the spring with a raised bed because the soil warms up faster. Consider using old wagons and sandboxes with soil as planters. If planting outdoors, it is suggested that you do not start planting outside until mid- May for most plants. Look on the seed packet for more detailed instructions.

Check with local garden experts to determine the right month to start each plant indoors or for when small plant.

How do I include children in growing a garden? Let kids help pick out seeds or seedlings to plant. Include a variety of favorite foods and new foods. Children can help plant seeds, water and participate in crafts and activities with garden themes.

How do I encourage children to try foods we grow? Children are more willing to try new foods they helped to grow which can lead to better health and nutrition. Encourage children to try just one bite when new foods are introduced. The chance to taste a food many times helps young children to grow into adventurous eaters. Encourage children to discuss the foods they try including color, shape, texture and taste.

What are some ways to include gardening in lessons? Gardening can provide a number of learning opportunities that contribute to each child’s individual growth and development and can easily be incorporated into lesson plans for the Early Learning Standards, including Language & Literacy and Cognition & General Knowledge, such as Math, Science, and Social Studies.

Learning activities focused around gardening engage children through all of their five senses sight, touch, sound, smell, and taste. While learning about fruits and vegetables, children grow, develop, and learn about themselves. The activities help foster both an acceptance and enjoyment of new fruits and vegetables and an increase in self-confidence which can lead to higher self-esteem.

Gardening offers children an opportunity to connect with nature and be outdoors, increasing gross motor skills and introduces children to where food comes from. Many children, particularly those living in urban areas, may have no experience with food outside of a grocery store or restaurant. Why focus on self-esteem in young children?

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Self-esteem starts early. Young children are developing body image and self-esteem as well as positive or negative feelings towards physical activity and eating behaviors. By 5 years old, children have begun good and bad feelings about their bodies. A social stigma has developed surrounding obesity – Social stigma refers to severe social disapproval of personal characteristics that are against cultural norms.

What is body image? Body image is the way someone feels about the way his or her body looks.

What can I do to affect children’s self-esteem and body image? Adults are powerful role models and their behaviors help children develop a healthy body image. Use positive words to describe yourself and others. Do not focus on weight or appearance or discuss dieting in front of children.

Build children up with words by praising them for accomplishments, behavior or characteristics other than their appearance. Offer children encouragement when they do healthy activities like, “I am proud of you for trying broccoli today,” or “I liked playing tag with you today.” A study done at the University of Chicago found that children who were praised on their effort and actions rather than characteristics were more likely to welcome challenges and overcome failure later in life.8

One way to promote positive self-esteem is to engage children in an activity that allows them to feel a sense of accomplishment. Gardening, or growing anything in the classroom, can be one way to showcase their achievement while also encouraging and supporting healthy food choices.

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HEALTHY GROWING FOR INFANTS A garden can be a great place for infants to explore and learn about their environment. The Ring of Fun includes multi-sensory gardening activities for infants to help them develop and engage with their surroundings.

A garden outside or in the classroom can help promote motor skills development and be an interactive tool for learning. Infants can move around the various surfaces in a garden. They can touch and smell different plants and herbs. A garden is a good tool to introduce young children to fresh fruits and vegetables and help them develop a positive attitude of fruit and vegetables at an early age.

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RING OF FUN HEALTHY GROWING FOR INFANTS

Sight Exploration

• Create activities that engage your infant with his/her environment. Allow them to play in the garden not just look at it.

• Sitting, standing and climbing areas in a garden include benches, logs, platforms, and bridges and offer older infants areas to “pull up” and explore.

Adapted from: Growing Minds Farm to School Crawling/Walking Exploration

• Consider a variety of places for the infants to walk and move. • Paths and defined areas may have different types of surfaces, sand, flagstone, wood

chips, etc., as well as a variety of inclines, steps, etc. Adapted from: Growing Minds Farm to School

Smell Exploration Introduce your infant to the garden through the sense of smell. Consider these sources:

• Various flowers • Fresh grass clippings • Mulch • Soil • Herbs: mint, basil, parsley, dill, etc… • Fresh cut fruits and vegetables

Adapted from: Growing Minds Farm to School Taste Exploration Introduce fresh foods to your child early to create long-lasting healthy habits.

• Select a variety of pureed fruits and vegetables. • Add a new fruit or vegetable every few days. • Remember, it can take up to 15 times for a child to accept a new food. • If they don’t like it at first, try again in a few days.

Adapted from: Growing Minds Farm to School Mud Pit

• Include a sand box and/or a designated “dirt digging spot” in a shaded area. • Allow infants to dig their hands into the soil and explore.

Adapted from: Growing Minds Farm to School Crunch, Crunch! In the fall months encourage infants to explore the change of the season, including its sounds.

• Have children crawl, walk or run around outside, crunching as many leaves as they can. • Encourage them to take notice of the sounds the leaves make below them.

Adapted from: Growing Minds Farm to School

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HEALTHY GROWING WITH TODDLERS Remember children develop good and bad feelings about their bodies at an early age. As adults, we are powerful role models and when we talk negatively about ourselves children are hearing these words and began to wonder about their own bodies; examples include: "I need to lose weight, I hate my arms, or my thighs are too big". It is best to keep our own negative thoughts to ourselves and only speak positively about our own bodies in front of children.

One way to promote positive self-esteem is to engage children in an activity that allows them to feel a sense of accomplishment. Gardening, or growing anything in the classroom, can be one way to showcase their achievement while also encouraging and supporting healthy food choices.

Growing plants in the classroom introduces children to concepts including food groups, where food comes from and eating healthy. Gardening is a great way to promote healthy food choices especially for young children developing taste and experiencing food jags. Children will be excited to try new foods that they helped grow. The more young children are exposed to fruits and vegetables the more likely they will be to include these in their diets.

Use the Healthy Growing activities in the Ring of Fun to teach children about the plants growing in their environment and encourage them to explore using all of their senses. Use these activities to help toddlers continue to develop gross and fine motor skills. Include gardening themes in other lesson plans and in stories or games.

When reviewing the Ring of Fun activities keep in mind fruits and vegetables don’t need a lot of room to start to grow. Balconies, ledges, rooftops, windowsills, patios or decks provide plenty of space and sunlight to start a small garden. Start a container garden inside to garden throughout the year. If you don’t have a sunny spot, consider using a growing light. Consider planting small gardens in sandboxes or wagons for outdoor gardens in early spring.

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RING OF FUN HEALTHY GROWING FOR TODDLERS

Fish Tank Garden Grow plants in a clear container so children can see the growing process underground including. Discuss the role of the roots and how they are connected to the rest of the plant. Materials:

• A clear fish bowl or clear container • Soil • Plant seeds

Directions: 1. Fill 1/3 of the container with soil. 2. Plant seeds and water. 3. Place the container in an area with sunlight, such as a window sill.

Adapted from: Kids Garden by Avery Hart and Paul Mantell Popcorn Pie Materials:

• A pie plate • Soil • Popcorn kernels

Directions: • Fill a pie plate with potting soil. • Have children plant the popcorn kernels. • Keep the soil moist to create a light green popcorn pie!

Adapted from: Kids Garden by Avery Hart and Paul Mantell Fruit and Vegetable Sorting

1. Organize children into a circle. 2. Place fruits and vegetables in the center of a circle. 3. Have children sort the fruits and vegetables by:

a. Fruits b. Vegetables c. Color d. Shape e. Size

Adapted from: http://www.brighthubeducation.com

Seed, Seed, Sprout! Have children play “Seed, seed, sprout,” instead of “Duck, duck, goose”! Adapted from: http://www.preshoolrock.com/

Pretend to be Plants Ask children to pretend they are plants following this guide:

• Stand tall, close your eyes, and ‘plant’ your feet firmly on the ground.

http://www.brighthubeducation.com/preschool-crafts-activities/64032-making-a-vegetable-book-and-other-teaching-ideas/

http://www.preshoolrock.com/

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• Let your toes ‘grab’ the ground, and imagine they are sending roots deep into the soil in search of food and water. Feel that fuel moving up into your body.

• Let your arms reach up and feel the sun’s warmth. • Here comes a big wind! It’s a good thing you are rooted to the ground! Bend and sway

like a plant! Ask them these questions:

• What kind of plant are you? • Is the sun shining on you? • Do you hear birds in the trees? What else do you hear?

Adapted from: Kids Garden by Avery Hart and Paul Mantell Taste Test Challenge Ask children to try a variety of fresh foods, preferably from a local garden.

• Cut up bite-sized pieces of various fresh foods. • Create of plate with a piece of each food for each child. • Have children try the food one at a time with the rest of the class. • Ask them to discuss each food:

o What color is it? o What shape is it? o What is its name?

• Encourage children to take “one bite”. • Discuss whether or not they like it.

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HEALTHY GROWING PRESCHOOLERS

By the age of 5 children have developed good and bad feelings about their bodies. Building self- esteem in children goes beyond body shape and size and is probably already a part of a teacher’s work every day. To ensure a healthy body image make sure to:

1. Praise children according to their efforts. 2. Model healthy behaviors and a healthy body image by not discussing your own or

others’ weight or diet in front of children. 3. Focus on appropriate growth rather than focusing on weight.

A classroom garden is a great way to build positive self-esteem through a sense of accomplishment. Gardening allows children to nurture plants with soil, water and sunlight giving them a firsthand look of nature at work that can be used to learn simple math including measuring, counting and following steps in a sequence. Science concepts can be introduced as well as reading and vocabulary. It is also a great tool to engage preschoolers in learning and physical activity. The Ring of Fun uses garden activities as a way to activities to increase gross motor skills with activities including tilling, digging, planting and watering.

Use a classroom garden to help children become familiar with various fruits and vegetables and learn where our food comes from. Engage preschoolers in dramatic play like pretend shopping in a grocery store or singing and dancing about fruits and vegetables. Choose books about growing foods or where food comes from to get preschoolers excited about their garden. Children will be more likely to try new foods they have learned about and helped to grow.

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RING OF FUN HEALTHY GROWING FOR PRESCHOOLERS

Fruit and Vegetable Dissection

• Cut various fruits and vegetables in half. • Encourage children to explore with these questions:

o What color is it, inside and outside? o What kind of texture do they have? o Which ones have seeds? o Do they know which ones are fruits and which are vegetables? o What else do you notice about the fruits and vegetables?

Adapted from: Kids Garden by Avery Hart and Paul Mantell

Dramatic Play • Take children on a walk through a garden. • Ask for children to point out different things they see in the garden. • Have children imitate those items, i.e. a tree blowing in the wind, a butterfly flying around

or a flower growing from the ground. • Call the items out and have everyone participate in acting it out.

Bean Drawing

• Have children glue a bean towards the bottom of a blank piece of paper. • Ask children what they think will grow from the bean and have them draw it.

o Make sure to have them draw roots from the bottom of the bean and a stem from the top.

• You can also have children draw leaves and a flower. Adapted from: http://www.preshoolrock.com/ How Does It Grow?

• Ask children: "How does a _____ grow? o On a tree or plant?

o Below the ground or above the ground? • Use the list below as a guide:

Peanuts Seeds of a plant Grow underground

Potatoes Grow from a plant Grow underground

Carrots Root of a plant Grow underground

Broccoli, Cauliflower Part of a plant Grow above ground

Beans Seeds of a plant Grow above ground

Lettuce, Spinach Leaves of a plant Grow above ground

Oranges, Lemons, Limes Grow on a tree Grow above ground

Blueberries Grow on shrub-like plants Grow above ground

Apples, Peaches Grow on a tree Grow above ground

Adapted from: http://www.preshoolrock.com/



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See Them Sprout! • Wet paper towels and fold in half. • Place 3 or 4 seeds on top of each paper towel.

o Seeds to use: alfalfa, barley, broccoli, buckwheat, celery, dill, fenugreek, lentil, lettuce, mung bean, pumpkin, radish, sunflower, and wheat.

o Make sure seeds used are specifically intended for consumption and have not been treated chemically such as with a fungicide.

• Fold the paper towels in half again, place in plastic bags and securely seal. • Place bags in a sunny area such as on a windowsill or tape them directly to a window.

o You will be able to see plants come out of the seed and grow roots. • Check the paper towels daily and keep them moist. Adapted from: http://www.garden.org/

Taste Test Challenge Challenge children to try new foods, specifically those from a local garden.

• Rinse and cut various fresh foods into bite sized pieces • Make a plate for each child with one piece of each food. • Allow the children to explore the new foods, discuss what the color the food is, what it

looks like or what does it remind them of. • Together, encourage children to try at least ‘one bite’ of each food. • Discuss what the foods taste like: sweet, tart or bitter. • Ask if they liked it or not.

http://www.garden.org/

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HEALTHY GROWING SCHOOL AGERS

By the time children reach school age they have already developed good or bad feelings about their bodies. Reinforcing self-confidence at this age can enhance a healthy sense of self- esteem. Negative self-esteem can have many effects on children, especially as they grow older:

1. They may feel rejected by other children or have negative attitudes develop early towards weight & body image

2. There is a prejudice against overweight children from both adults & other children 3. Stereotyping – overweight children are sometimes viewed as “fat, lazy, and/or stupid.” 4. Bullying - Overweight or Obese children are often bullied or are the bully. 5. Children experience both a physical and emotional toll from being overweight or

underweight. 6. Overweight teenagers have been shown to have fewer friends and social networks

compared to their average weight peers. 7. Overweight teenagers have higher rates of depression compared to their normal weight

peers.

Gardening is way to improve self-esteem by having children watch their hard work produce growth. Gardening is a great way to build children up with words and offer encouragement when they take part in healthy activities the same way they are encouraged to complete schoolwork.

Children are curious and learn by doing and typically they enjoy playing dirt! Gardening provides children with hands-on, active learning and is a skill that may be passed on in school. Children can have fun with gardening and learn to care for and nurture plants, learn about the life cycle, and environmental awareness. Use the Ring of Fun for ideas for plants to use with children and activities to include in lessons around gardening.

Growing fruits, vegetables and herbs is a great way to encourage children to try new foods. Gardening is a great way to introduce new foods and have children become more familiar with healthy foods, which typically results in willingness to try new fruits and vegetables. Include foods grown in your center’s gardens in snacks and meals.

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RING OF FUN HEALTHY GROWING FOR SCHOOL AGERS

Soil Detectives

• Divided children into learning teams. • Each team should have a tray with a mound of soil and a magnifying glass. • Ask children to be soil detectives and look for soil ingredients using a magnifying glass.

o Children will search for the living and non-living components in soil. • Discuss how living things (insects, worms, mushrooms) eat the non-living things (rocks,

dead plants) and break them down into tiny particles adding minerals to the soil for plants to soak them up like a sponge.

Adapted from: Washington State University, CHANGE Curriculum.

Natural Collage What you’ll need:

• Leaves, petals, twigs and other natural materials you can find outside to make art • A bag for collecting the natural art supplies • Glue, tape and string

Directions: • Take children on walk to find natural art supplies.

o Have children pick up any leaves, petals, small pinecones and materials that have fallen to the ground to add to the collage.

• Bring items back, then glue, tape or string findings on a piece of paper to make a beautiful, natural collage.

• Consider adding magazine pictures, paint and glitter for variety. Adapted from: http://gentleworld.org/outdoor-activities-for-kids/#Easy%20Bird%20Feeder.

Outdoor Plant Tepee What you’ll need:

• Poles (bamboo or other light woods) • Bean seeds or other climbing plants

Directions: • Create a small tepee, big enough for a child to sit inside, with sticks or bamboo poles

crossing over each other. • Plant seeds at the base of the tepee and allow them to grow up the poles creating a

secret room in the garden for play. • If you cannot create a tepee large enough for children to play in, create small tepees for

butterflies or garden fairies! Adapted from: http://gentleworld.org/outdoor-activities-for-kids/#Easy%20Bird%20Feeder.

http://gentleworld.org/outdoor-activities-for-kids/#Easy%20Bird%20Feeder


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Easy Bird Feeder What you’ll need:

• String • A large pinecone • Nut or seed butter • Birdseed or a mix of sunflower seeds and millet

Directions: • Tie a string to the top of your pinecone • Spread a light layer of nut or seed butter on the pinecone. • Sprinkle birdseed or sunflower and millet mix over the pinecone until coated. • Hang the feeder from a tree or place where birds will reach it. • Have children observe the birds enjoy their special treat.

Adapted from: http://gentleworld.org/outdoor-activities-for-kids/#Easy%20Bird%20Feeder

Growing Herbs What you’ll need:

• Small pots or egg cartons • Soil • Seeds

Directions: • Add soil to small pots and plat seeds. • Place pots in a warm, sunny spot. • Keep soil moist but be careful not to soak. • Add organic fertilizer every two weeks.

Herbs can take a few weeks to sprout. Once they are ready, have children use them to add flavor to various foods and drinks:

• Add mint leaves to tea. • Add basil, mint or parsley to water. • Add chives to mashed potatoes. • Add parsley to salad.

Easy to grow herbs: Chives, Dill, Basil, Parsley, Mint and sage. Adapted from: http://www.kidsgardening.org/ Blindfold Fruit and Vegetable Taste Test What You Need:

• Bite-size samples of fruits and vegetables including: grapes, apple slices, baby carrots or broccoli florets.

o If possible, include some unusual foods that are in season: kiwi or mango cubes, yellow, orange or red bell pepper slices or grape tomatoes.

• Small paper cups, plates or napkins • Two blindfolds (large bandanas or handkerchiefs)

What To Do: • Divide children into two teams. • Blindfold a child from each team and have them taste a food and guess what it is.


http://www.kidsgardening.org/

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• The first one to correctly identify the food earns a point for their team. • Continue the contest until all kids on each team have at least one chance to guess. • The team with the most points wins. • Have all children taste all the foods together at the end of the game. • Have children rate the foods using thumbs up or thumbs down.

Adapted from: Leader’s Guide: Healthy eating & active living ideas & activities for kids and families at kidnetic.com.

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HEALTHY MENUS

Why should child care providers offer healthier menus? Food preferences start at an early age, even in infancy. Child care providers have the opportunity to expose children to variety of wholesome foods, including whole fruits, vegetables, whole grains and lean proteins. It is important to encourage healthy eaters by offering healthy menus to the children you serve.

What is family style? Family style in the child care setting is the act of food being passed around in small containers for children to serve their own plates. Children may pour their own beverages from small pitchers. Having enough food placed on the table in order to provide the full required portion size for all the children at the table meets licensing requirements.

What are the benefits of serving family style? Serving meals family style allows children the freedom to make decisions and develop their own personalities. It also offers advantages to children’s development process by enhancing motor skills, language, self-esteem, social skills, table manners and independence through interaction with adults and other children. By serving family style you are giving children the opportunity to choose the amount of food they want on their plate, the feeling of control of their food choices and are encouraging them to listen to their own bodies.

What does a healthy menu look like? In collaboration with HCHW, Ohio Healthy Programs (OHP) has set menu criteria based on the number of meals/snacks you serve:

# Meals / Snacks

served each

Whole Grains

Fruit and

Vegetables

Juice

Milk

Fried

Foods

1

3x week

a different whole fruit and vegetable served

3x week (not juice)

None Unflavored

none

2 1x each

day 1x each day and

different </=1x

each

Unflavored <1x week

3+

1x each

day

1 different fruit and 1 different vegetable

each day

</=1x

each

Unflavored <1x week Reminder: Centers will not serve ANY of the following:

1. Cereals with more than 6 gm per serving 2. Beverages with added sugar/sweetened 3. Highly processed meats

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What is a grain? Grain foods include breads, cereals, rice, pasta, crackers, etc. They provide carbohydrates for energy to run and play. Many are low in fat and have no cholesterol. What are whole grains? In their natural form ‘whole’ grains contain 3 parts: the bran, the endosperm and germ. Whole grain foods are made from grains such as wheat, oats, rye, barley, etc. and provide fiber for a healthy digestive system. It is recommended by the USDA that at least half of all grain foods be “whole.”28 Examples of whole grain include whole grain cereals, breads and pastas, oatmeal, cream of wheat, granola, etc…

How do you know a grain is ‘whole’? Just because a bread or cereal is brown does not mean it is whole grain and neither does the phrase “made with/from whole grains”. Look at the first word on the ingredient list. ‘Whole’ should be the first word listed on the ingredient list for a food to be a whole grain. Choose cereals, breads, pasta and other grain foods that list a “whole” grain ingredient first. Refer to the whole grain worksheet in this section to see a list of specific whole grains.

Why are fruits and vegetables important? Fruits and vegetables are important to a healthy diet, for children and adults. They contain fiber, vitamins and minerals that help support a healthy immune system, healthy skin and help heal cuts and bruises. By offering a variety of fruits and vegetables you are exposing children to healthier foods that help them live, learn and play at their best.

Why are fried vegetables not recommended? Fried vegetables like French fries, tater tots, hash browns, etc. do not meet Ohio Healthy Program criteria. Research suggests that, French fries are the most common and sometimes only vegetable that children eat and provide unnecessary calories and fat, as do many other fried foods. Even frozen foods, such as fries, that you reheat by baking have been pre-fried and flash frozen. This can contribute a lot of extra calories, saturated fat and trans fat unnecessary to a child’s diet.

Why whole fruit instead of juice? Nutritionally speaking, whole fruits are a better choice than juice. Whole fruit contains fiber, a nutrient commonly unfound in juice. Fiber is not only beneficial for the digestive system but also helps satisfy hunger. In addition, fruit juice is not a must for a child’s diet. The American Academy of Pediatrics recommends that children 6 months to 3 years old consume no more than 4 ounces of fruit juice per day while older children should drink no more than 6 ounces per day.

Although USDA and CACFP guidelines do recognize fruit juice as a serving of fruit – consistent with the recommendations of the American Academy of Pediatrics, Ohio Healthy Programs advocates for limiting the amount of fruit juice offered to children to no more than once a day and limiting the portions to 4-6 oz.4

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What type of milk should I serve to each age group? According to USDA, CACFP and ODJFS, it is required that children receive the following milks based on their age:

• Birth -1 year: Breast milk or formula only • 12 months – 24 months: Whole milk • 24 months and older: Low-fat or fat free (1%, or skim)

OHP criteria states that children age 2 and up receive UNFLAVORED low fat or fat free. What are the differences between whole, 2%, 1% and fat-free milk? Sometimes whole milk is described as ‘Vitamin D milk’, which can be confusing. There is roughly the same amount of vitamin D and Calcium in ALL cow’s milk. The difference between whole, 2%, 1%, and skim is the amount of fat per serving.11

Please note some children may have an allergy or intolerance to some dairy products. Lactose-reduced and lactose-free fluid milks are creditable according to CACFP and ODJFS. It is best to have a signed note from their physician with a list of allowed dairy products. All questions about allergies or intolerances to foods should be left to the physician to discuss with the child and their parents/guardians.

Why are fried foods limited? Fried foods even those that you reheat by baking in the oven can contribute a lot of extra calories, saturated fat and trans-fat to a child’s diet. Fried potatoes and breaded and fried meats such as chicken nuggets are some of the most common sources of these unhealthy fats for young children. Remember, just because you do not fry the foods yourself does not mean they are not considered fried foods. Most breaded meats, fries, chips and other food items listed on the slide are fried, flash frozen and packaged by the manufacturer so all you have to do is bake them.

Aim to serve no more than 2 fried foods a week. The following is a list of commonly seen fried foods found on a child care menu:

French Fires Hash Browns Tater Tots Potato Wedges Chicken Nuggets Chicken Patties Fish Sticks Breaded Fish French Toast Sticks

Pizza Rolls Chips Tortilla Chips Hard Taco Shells Doughnuts Egg Rolls Cheetos Cheese Puffs Ramen Noodles

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What are the 5 principles in creating healthy meals? As you make changes to your menus these 5 principles can help you create healthy meals that will be appealing to the children in your care.

1. Strive for balance. Make Each Plate a Healthy Plate by offering a balanced meal of “healthy foods” from the following 4 components under state and federal licensing:

a. Fat-free or low-fat fluid milk b. Whole fruits and vegetables, instead of juice c. Whole Grains d. Lean meats, beans, cheese or yogurt.

MyPlate helps create a balanced meal by filling half your plate with fruits and vegetables, a quarter with lean protein, a quarter with whole grain and add a glass of milk and water.2

2. Emphasize variety. Offer a variety of flavors like sweet & sour, spicy and bland. Even just a variety of shapes and sizes (string cheese vs. cubes) can increase a child’s willingness to try something new. Pair new foods with familiar well–liked foods.

3. Add contrast. With different textures and temperature 4. Think about color. Do not offer foods all the same color on the same plate? Spice it up:

add cinnamon to yogurt, chives to mashed potatoes, etc. 5. Consider eye appeal. Serve foods that you would enjoy eating too. The same things

that make food appealing to you such as a variety of colors and textures will make food appealing to children too.

Will I be able to plan a healthier menu and stay within my budget? There are many ways to save costs while serving healthier foods:

1. Frozen fruits and vegetables are nutritionally comparable to fresh and often much less expensive.

2. Canned fruits and vegetables are also a great way to save money. Choose vegetables without added salt and fruits packed in 100% juice or water instead of syrup.

3. Pay attention to price trends. Fruits & veggies in season are often less expensive and more readily available. (See the Ohio Produce list in this section).

4. Physically go to the pantry and asses what you currently have on-hand. Make a list of these foods so you do not over buy.

5. Buy shelf stable foods in bulk when possible. Things like brown rice, whole-wheat pasta, no salt added canned beans and other similar foods may be less expensive in bulk.

How can I decrease unhealthy fats in my menus?

1. Limiting fried foods. Bake, broil, or grill instead. 2. Choose unsaturated fats such as liquid oils (olive oil, peanut oil or vegetable oil) when

fat is needed in a recipe. 3. Trim fat from meats. 4. Drain fats from meats after cooking, especially ground meats. 5. Use a non-stick cooking spray on baking pans.

How can I decrease sodium in my menus?

1. The current recommendation for children 1-3 years old is 1,000 mg of sodium a day. For children 4-8 years old, the recommendation is 1,200 mg.

2. Cook rice, grains, and beans in defatted broth and add herbs, garlic, or onions instead of salt.

3. Buy canned soups and vegetables low in sodium or with no salt added.

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4. Choose fresh or frozen vegetables instead of canned whenever possible. 5. Drain and rinse canned vegetables or beans when you do use them. 6. Season with herbs and spices instead of salt.

How can I decrease added sugars in my menus?

1. The current recommendation for adults and children is to make sure no more than 10% of total daily calories come from added sugars. For a preschool child, that translates to no more than 7 ½ teaspoons a day of added sugar.

2. Choose unsweetened frozen fruits 3. Choose canned fruits packed in 100% juice or water instead of syrups (even light syrup). 4. Drain and rinse canned fruits packed in syrups if you do use them. 5. Limit the use of foods that have added sugars (sugar, high fructose corn syrup, brown

rice syrup, etc.) in the ingredient list. 6. Limit servings of sweets and desserts such as cakes or cookies to rarely, if at all. 7. Serve cereals at breakfast that have no more than 6 gm of sugar per serving. Use the

table below for cereals that meet this requirement. 8. Serve hot cereals with fruit (mixed berries, apples, pears, peaches, etc). If you choose

to add sugar, it must be limited to no more than 6g, which is equal to 1 ½ teaspoons per serving.

Brand Name Product Name

General Mills Fiber One, Cheerios, Chex (Rice, Corn and Wheat), Kix (Regular and Honey), Wheaties, Total

Kellogg’s Corn Flakes, Crispix, Special K – Original, All-Bran Complete Wheat Flakes, Rice Krispies

Post Shredded Wheat, Grape-Nuts, Bran Flakes, Alpha Bits, Honey Bunches of Oats

Great Value Shredded Wheat, Toasted Whole Grain Spins, Toasted Rice, Corn Flakes, Bran Flakes, Toasted Wheat, Crunchy Oat Squares

Malt O Meal Corn Flakes, Crispy Rice, Scooters, Oat Blenders (Honey and Honey & Almond)

Hot cereals Oatmeal, Cream of Wheat

*Whole Grain cereals are shown in bold

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CHILD AND ADULT FOOD PROGRAM GUIDE For Ohio Healthy Program

72

TABLE OF CONTENTS

Frequently asked questions about Ohio Healthy Program (OHP) and Child and Adult Food Program (CACFP)

Will participating in OHP affect reimbursement of meals and snacks by the Child and Adult Care Food Program (CACFP)?

What is CACFP?

What are the CACFP meal pattern requirements?

What if I am not a participant in CACFP?

What are Crediting Foods?

Definitions Milk

Fruits and Vegetables Grains/Breads

Meat and Meat Alternatives Infant Foods

Choking Prevention

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FREQUENTLY ASKED QUESTIONS

Will participating in OHP affect reimbursement of meals and snacks by the Child and Adult Care Food Program (CACFP)? No. OHP does allow meals and snacks to be planned according to the CACFP meal pattern requirements. The program is designed to go a step above what is required to ensure that children receive a variety of healthy foods. The requirements are as follows:

1. Include a different non-fried vegetable every day of the week. 2. Include a different whole fruit every day of the week. 3. Include a whole grain food every day of the week. 4. Only serve cereals with 6g of sugar or less per serving, as stated on the nutrition facts

label 5. Do not serve beverages with added sugar/sweeteners 6. Serve only 100% juice and no more than 4 -6 fluid ounces a day. 7. Serve fried foods no more than once a week. 8. Do not serve the following highly processed meats: corn dogs, hot dogs, frankfurters,

bologna, pepperoni, polish sausage, salami, summer sausage, and liverwurst.* *The list of highly processed meats is specific to these meats only. All other meat options are okay unless they are fried, in which case they may only be served no more than once a week.

What is CACFP? The Child and Adult Care Food Program (CACFP) is a federal program that provides reimbursement for healthful meals and snacks served to children and adults. Because CACFP participants’ nutritional needs are supported on a daily basis, the program plays a vital role in improving the quality of day care and making it more affordable for families.

What are the CACFP meal pattern requirements? All components that make up a meal or snack must be creditable and include the following components for children 1 and up: Breakfast: 1 fluid milk, 1 grain, and 1 fruit or vegetable Lunch/Dinner: 1 fluid milk, 1 grain, 2 fruits and/or vegetables (1 of each is recommended), and 1 meat or meat alternative Snack: two of the four components: 1 fluid milk, 1 grain, 1fruit or vegetable, and/or 1 meat or meat alternative

What if I am not a participant in CACFP? All child care providers licensed by the Ohio Department of Job and Family Services (ODJFS) are required to follow the same standards set by CACFP.

What are Crediting Foods? Crediting Foods in CACFP is a guide for checking to see if a food counts toward the meal pattern requirements. In the CACFP, if a food counts toward meeting meal pattern requirements, it is said to be creditable. The guide is divided into sections, which correspond to the meal pattern components:

• Milk • Vegetables and fruits • Grains/breads • Meat and meat alternates

Under each component section is a list of commonly asked questions about those food

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items. A symbol under the OHP column indicates OHP recommended foods that are the best choice when planning meals or snacks.

Creditable foods are those that may be counted toward meeting the components for a reimbursable meal. Foods have been determined to be creditable based on the following factors:

• Nutrient content • Function of the food in a meal • If the food fits into the CACFP meal pattern • If the food meets FDA and USDA standards and policy decisions

Non-creditable or other foods are those that do not count toward the CACFP meal pattern requirements. They may supply additional nutrients and add color, taste and texture to meals.

A meal is reimbursable only if it contains creditable foods in the amounts outlined in the CACFP meal pattern. *This guide does not include every food that may be served. It only includes foods that are often questioned or are often credited toward the meal plan. For further information you can visit the website: http://teamnutrition.usda.gov/Resources/ foodbuyingguide.html

DEFINITIONS Child Nutrition (CN) Label A voluntary Federal labeling program for the Child Nutrition Programs allows manufacturers to state on the label how the product contributes to the CACFP meal pattern. Products eligible for CN labels include commercially prepared food products that contribute significantly to one or more meal components. If served in the amount stated on the label, all CN-labeled foods are creditable. How to identify a CN Label A CN label will always contain the following:

• the CN logo which is a distinct border • USDA/FNS authorization • the month and year of approval • the serving size required to meet CACFP meal pattern requirements.

For a detailed explanation on CN Labeling, see the Food and Nutrition Service (FNS) website: www.fns.usda.gov/cnd/cnlabeling.

Child Nutrition Programs Programs funded by USDA: CACFP, National School Lunch, School Breakfast, Special Milk and Summer Food Service.

Combination Foods Any food that contains two or more of the required meal components.

http://teamnutrition.usda.gov/Resources/

http://www.fns.usda.gov/cnd/cnlabeling

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Components Foods are grouped into categories according to the CACFP meal pattern. These categories are called components. These components are milk, vegetables and fruits, grains/breads and meat/meat alternates.

Food Buying Guide (FBG) Helps to determine the amount of food to be prepared to serve the correct serving size for the number of children/staff served.

Medical Exceptions Substitutions may be made for medical or dietary reasons when supported by a statement from a recognized medical authority. The statement should specify the food or foods to be avoided and a choice of foods that may be substituted. Refer to CACFP Policy Memo 46.

Product Specification Sheet Information obtained from the manufacturer with a detailed explanation of what the product actually contains and the amount of each ingredient in the product by weight. It can be used to verify a product’s contribution to the meal pattern components. Also known as the Product Analysis Sheet.

Reimbursement Money received for serving creditable meals and snacks.

Serving size or portion The weight, measure or number of pieces or slices specified in the CACFP meal pattern.

Standards of Identity The ingredients a food must contain to be labeled by a common product name.

United States Department of Agriculture The agency that funds Child Nutrition Programs.

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MILK

The CACFP meal pattern requires fluid milk to be served for breakfast, lunch and supper. Fluid milk may also be served as one of the two components of a snack. OHP requires that the fluid milk served is low-fat or fat-free, unflavored milk (1% or skim) to all children ages 2 and up.

The definition of milk in CACFP: To be credited, milk must be pasteurized and meet state and local standards for fluid milk. Unflavored whole milk, low-fat milk (1% or 2%), skim milk, or cultured buttermilk may be served. Flavored milk is not recommended. All milk should contain Vitamins A and D at levels specified by the Food and Drug Administration.

At breakfast or snack, fluid milk can be served as a beverage, on cereal or both. At lunch and supper, a serving of fluid milk must be served as a beverage. At snack, if fluid milk is served, juice cannot be credited as the other component. Or, if juice is served, milk cannot be credited as the other component.

Refer to the CACFP child meal pattern for serving size requirements (see Appendix A).

Milk cannot be credited when used in the preparation of products such as hot cereals, soups, puddings or other foods.

If a participant is unable to drink milk, a signed statement from a recognized medical authority must be kept on file by the sponsor/center or provider. It must state the required food substitution(s).

Whole milk is recommended for children between 12 months and up to 2 years of age. Children under 2 years of age need additional fat in their diets for normal growth and development. Non-fat or 1% milk is recommended for children 2 years of age and older.

Frequently asked questions about Milk

Q: Why is reconstituted dry milk not creditable as fluid milk? A: Reconstituted dry milk does not meet the definition of milk in the CACFP regulations. It is not possible to ensure that the quantities of dry milk and water used are adequate to provide the nutritional equivalent of fluid milk. Part 226.20(f) of the regulations permits dry milk to be used only for emergencies when the center is unable to obtain a supply of fluid milk on a continuing basis.

Q: If a child cannot have milk, can I still be reimbursed for breakfast and lunch? A: Yes, if you have a signed statement from a recognized medical authority on file stating that the child should not be served milk. The statement must specify a substitute.

Q: Can the milk used in preparation of products such as puddings, cream sauces, and ice cream count toward the milk requirement? A: No. Fluid milk must be served as a beverage at lunch and supper. For breakfast and snack, you may serve fluid milk as a beverage, on cereal or both. Q: Can milk be purchased directly from a farm?

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A: Yes, as long as it is pasteurized fluid milk, which meets state and local health standards. Also, it must include Vitamin A and D levels consistent with state and local standards.

Q: Can milkshakes be served to meet the milk requirement? A: Yes, milkshakes served as a part of a reimbursable lunch or supper must contain a serving of milk. Only the milk portion is creditable.

Q: Can commercial milkshakes be served to meet the milk requirement? A: No, because it is impossible to determine the amount of milk in commercially prepared milkshakes.

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Creditable

OHP Food Item Comments

Acidified Milk Acidified milk is made by souring fluid whole, low-fat, or non-fat milk with an acidifying agent. Examples: acidified kefir milk and acidified acidophilus milk. See: Cultured Milk

Buttermilk Must be cultured and meet state and local standards.

Chocolate Milk or Cocoa Milk

Must be made with fluid milk; only the fluid milk portion is creditable. Limit due to high sugar content.

Cultured Milk

Cultured milk is fluid milk produced by adding selected micro- organisms to fluid whole, low-fat, or non-fat milk under controlled conditions to produce a product with specific flavor and/or consistency. Examples: cultured buttermilk, cultured kefir milk, and cultured acidophilus milk. See: Acidified Milk.

Eggnog-Flavored Milk Must be made with fluid milk. Only the fluid milk portion is creditable. Limit due to the high sugar content.

Flavored Milk Limit due to the high sugar content. See: Chocolate Milk.

Hot Chocolate/Hot Cocoa Must be made with fluid milk; only the fluid milk portion is creditable. Limit due to the high sugar content.

Lactose-reduced Milk and Lactose-free Milk

Children or adults who cannot digest the lactose in milk may benefit from lactose-reduced or lactose-free milk.

Low-fat Milk (1%) Recommended for children 2 years of age and older and for adults. Not recommended for children under 2 years of age.

Milk and Fruit Drinks

If made from milk combined with full-strength 100% juice or fruit, either the fruit or milk may be credited, not both. Must contain the minimum required quantity of fluid milk, fruit or juice per serving.

Milk, fluid (flavored of unflavored)

Must be fluid milk such as whole milk, 1% milk, 2% milk, or non-fat milk. The American Academy of Pediatrics recommends serving low-fat or non-fat milk to children 2 years of age and older. Whole, 1%, 2% and non-fat milk provide the same amounts of nutrients. The difference is the fat content.

Milkshake, homemade Only the fluid milk portion is creditable. Milkshakes containing the minimum required quantity of fluid milk per serving for the age group are creditable.

Non-fat Milk (skim) Recommended for children 2 years of age and older and for adults. Not recommended for children under 2 years of age.

UHT (Ultra High Temperature) Milk

UHT is Grade A pasteurized milk that has been heated to about 280°F.

Whole Milk Contains approximately 3.3% fat. See: Milk, fluid. Recommended for children 12-24 months old.

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Non-Creditable

Food Item Comments

Certified Raw Milk Certified raw milk is not pasteurized. Regulations require pasteurized milk.

Cheese Does not meet the definition of milk. Cheese is creditable as a meat alternate.

Coconut Milk Does not meet the definition of milk. Cream Does not meet the definition of milk

Cream Sauce Does not meet the definition of milk. Milk cannot count toward the milk requirement when used in preparation of products such as cooked cereals, puddings, sauces, cream soups or other foods.

Cream Soup Does not meet the definition of milk. See: Cream Sauce. Custard Does not meet the definition of milk. See: Cream Sauce. Eggnog, commercial Difficult to determine the fluid milk portion.

Eggnog, Homemade Use of raw eggs presents a potential health hazard. A food borne illness called salmonella enteritis, related to the consumption of uncooked or undercooked eggs, is possible.

Evaporated Milk Does not meet the definition of milk. Frozen Yogurt Does not meet the definition of milk.

Goat’s Milk Must meet State standards for fluid milk. Must be canned, pasteurized, and fortified. Medical Exception: must have a signed statement from a recognized medical authority on file.

Half and Half Does not meet the definition of milk. Ice Cream Does not meet the definition of milk. Imitation Milk Does not meet the definition of milk.

Milkshake, commercial It is not possible to determine the amount of fluid milk in a commercial milkshake.

Non-Fat Dry Milk, reconstituted (NFDM)

May be used only in emergency situations where the availability of milk has been affected.

Pudding Pops Does not meet the definition of milk. Pudding Does not meet the definition of milk. See: Cream Sauce.

Rice Milk Medical Exception: must have a signed statement from a recognized medical authority on file.

Sherbet Does not meet the definition of milk. Sour Cream Does not meet the definition of milk.

Soybean or Soy Milk Medical Exception: must have a signed statement from a recognized medical authority on file.

Yogurt Does not meet the definition of milk. Can be credited as a meat alternate. Good source of calcium, phosphorus, and protein.

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FRUITS AND VEGETABLES

The CACFP meal pattern requires vegetables or fruits to be served for breakfast, lunch and supper. Vegetables or fruits may also be served as one of the two components for snack. Refer to the CACFP meal patterns for serving size requirements.

Foods commonly thought of as vegetables and fruits are creditable in CACFP. This includes, but IS NOT LIMITED TO: apples, apricots, artichokes, avocados, bamboo shoots, bananas, beans (all types), beets, berries (all types), bok choy, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, celery, chayote, corn, cucumbers, dates, eggplant, figs, grapes, grapefruit, greens (all types; collards, etc.), guava, jicama, kiwi, kohlrabi, kumquats, lettuce (all types), mangos, melons (all types), mushrooms, okra, olives, onions, oranges, papayas, parsnips, passion fruit, peaches, pears, peas, peppers, persimmons, pineapples, plantains, pomegranates, potatoes, pumpkin, plums, pummelo, radishes, raisins, rhubarb, sorrel, spinach, sprouts (all types), squash (all types; zucchini, etc.), star fruit, sweet potatoes, tangerines, tomatillos, tomatoes, turnips, ugli fruit, watercress, and yams.

Vegetables and fruits are excellent sources of vitamins, minerals, and fiber. • Fresh, frozen or canned vegetables and fruits are all creditable in CACFP. • CACFP recommends that fresh vegetables and fruits be served as often as possible. • A serving of vegetable(s) and fruit(s) or full strength vegetable or fruit juice may count as

one of the two components for a snack. Two servings of vegetable, fruit or juice cannot meet both components. For example, orange juice with celery sticks is not a reimbursable snack. Juice may not be credited as one of the components when milk is served as the only other component.

• Cooked dried peas and beans are high in protein and can be counted as a meat alternate or a vegetable. However, one serving of dried peas or beans cannot be counted as a vegetable and a meat alternate in the same meal. Some examples: black beans, black-eyed peas, garbanzo beans, kidney beans, lentils, pinto beans, navy beans, northern beans, red beans and soybeans.

• Home-canned products are not allowed because of food safety concerns. • At least 1/8 cup serving must be provided to count toward the total vegetable and fruit

requirement. Very small amounts of vegetable and fruit added for texture, flavor and color or as a garnish are usually used in such small amounts that they do not meet the serving size requirement. Some examples: chopped onion in soups or casseroles, raisins in pudding or oatmeal, pickles, cranberry sauce, lettuce and tomato on a sandwich.

• Make certain that you choose 100% juice. Beverages that have Vitamin C added and state • 100% Vitamin C on the label may or may not be 100% juice.

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Frequently Asked Questions for Fruits and Vegetables Q: Can fruit cocktail, mixed vegetables, or peas and carrots be used to meet the requirement of serving two or more vegetables/fruits at lunch and supper? A: No, these items only count as one of the required servings.

Q: How are vegetables and fruits and other food items counted in combination dishes such as beef stew or pizza? A: Up to three food components can be counted if the recipe is homemade and includes enough of each ingredient to be considered as a serving. For example, Beef Stew: stew beef (meat and meat alternate), carrots (vegetable/ fruit) and potatoes (vegetable/fruit). For pizza: cheese (meat and meat alternate), crust (bread), and tomato sauce (vegetable/fruit). The amount of sauce on a commercial pizza or meat in beef stew may not be enough to count unless the item is CN-labeled.

Q: Are foods like coleslaw, potato salad, pasta salad, gelatin salad or Waldorf salad creditable? A: Only the actual amount of the vegetable and fruit ingredient can be counted toward the vegetable/fruit requirement. Other ingredients such as mayonnaise, pasta, nuts, etc. cannot be counted in the serving size. For example, a 1/4 cup serving of pasta salad cannot be counted as a 1/4 cup serving of vegetable/fruit.

Q: How much tomato paste, tomato puree, or tomato sauce would I need to equal 1/4 cup vegetable for each 3-to-6 year old at lunch/supper? A: Tomato Paste – 1 Tbsp. = 1/4 cup vegetable Tomato Puree – 2 Tbsp. = 1/4 cup vegetable Tomato Sauce – 4 Tbsp. = 1/4 cup vegetable

Q: Is the fruit added to gelatin salads/desserts and puddings creditable? A: Yes, but at least 1/8 cup must be served in each serving to be creditable.

Q: How can I tell if juice is 100% full-strength juice? A: The label will state Juice, Full-strength Juice, Single-strength Juice, Reconstituted Juice, Juice from Concentrate, or Juice Concentrate. If the label states cocktail, ade, beverage, or drink, the item is not 100% juice. No more than 6 oz. of juice should be served per day.

Q: Are fruit sauces, such as orange sauce made with orange juice or blueberry sauce made with canned blueberries, creditable? A: Yes, but only the fruit portion of the sauce, i.e., the orange juice or blueberries, is creditable. At least 1/8 cup (2 Tbsp.) must be in each serving.

Q: Are dried vegetables creditable and how are yields determined? A: Yes. The amount counted as a serving is based on the amount that results when water is added to the product.

Q: Are dried fruits creditable? A: Yes. At least 1/8 cup must be served if they are to count toward the total serving size requirement. Please be aware that dried fruits might pose a choking hazard to young children.

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Creditable

OHP Food Item Comments Apple Cider CACFP recommends pasteurized cider. Aspic See: Gelatin Salad. Coleslaw OHP recommended if mixed with low-fat dressing

Cranberry Juice Blend Cranberry juice in a blend with another 100% juice is creditable. 100% cranberry juice is generally not commercially available.

Cranberry Sauce Only sauces with crushed or whole berries can be counted. Jellied sauces are up to 50% sugar.

Dried Fruits – Apricots, Cranberries, Raisins, etc

Must contain at least 1/8 cup (2 Tbsp.) of fruit per serving. May be a choking hazard for young children.

French Fries Limit due to high fat

Frozen Fruit Juice Bars (100%)

Must contain 100% full-strength juice or must contain a minimum of 2 oz. of 100% full-strength juice. Only the juice portion may be counted to meet the vegetable/fruit requirement.

Fruit Cobbler/Fruit Crisp Must contain at least 1/8 cup of fruit per serving. Limit due to high sugar content.

Fruit Pie Must contain at least 1/8 cup of fruit per serving. Limit due to high sugar content.

Fruit Sauce Only the fruit portion of the sauce can be counted. Minimum serving of fruit must be 1/8 cup of fruit per serving.

Gelatin Salad/Gelatin Dessert with fruit or vegetable and/or juice

Must contain at least 1/8 cup (2 Tbsp.) of vegetable, fruit or full-strength juice per serving. The gelatin portion is not creditable.

Gerber® Mini Fruits An expensive fruit option. Gerber® Mini Vegetables An expensive vegetable option. Hash Brown Potatoes Limit due to high fat content Juice Blends (100%) Must be blends of 100% vegetable juices. Mashed Potatoes

Olives At least 1/8 cup per serving. Limit due to high salt and fat content.

Onion Rings If homemade or if a product specification is available. Limit due to high fat content.

Pickles At least 1/8 cup per serving. Limit due to high salt content. Pizza Sauce At least 1/8 cup per serving. Potato Pancakes Usually high in fat. Potato Skins Usually high in fat. Pudding with Fruit Must contain at least 1/8 cup (2 Tbsp.) of fruit per serving

Soups: Minestrone, Tomato, Tomato Rice, Vegetable, Vegetable Beef, Vegetable Chicken (OHP recommends low sodium soups)

Condensed (1 part soup to 1 part water) A 1-cup reconstituted serving counts as 1/4 cup vegetable.

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Canned (ready to serve) A 1-cup serving counts as 1/4 cup vegetable. Dehydrated Soup Mix A 1-cup serving counts as 1/4 cup vegetable.

Homemade Soups Use quantities of vegetables in the recipe to determine the amount of vegetable provided by the soup.

Spaghetti Sauce At least 1/8 cup must be served. Tator Tots® Limit due to high fat content. Tomato Paste One tablespoon counts as 1/4 cup vegetable. Tomato Sauce At least 1/8 cup must be served. Vegetable Juice (100%)

Vegetable Juice Blends (100%) Must be blends of 100% vegetable juices.

Vegetables, chopped Examples: celery, carrots, corn, peas, green beans, sweet potatoes, romaine lettuce, spinach, tomatoes, zucchini, squash

Water Chestnuts

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Non-Creditable

Food Item Comments Apple Butter Mostly sugar. Banana Chips Very high in fat. Barbeque Sauce Does not meet the definition of milk. Beverages – “ades,” juice drinks, fruit-flavored beverages (bottle, canned, or powdered mix)

Contains little or no fruit juice.

Cake, containing fruit Catsup (Katsup) or Chili Sauce Not enough vegetables in these items. Coconut Very high in fat. Corn chips May count as grains/breads. Cranberry Juice Cocktail Fruit Bread/Fruit Muffin – Apple, carrot, zucchini, etc. These items may be counted as grains/breads.

Fruit Gushers® Not 100% fruit. Fruit Puffs or bread Fruit Punch (bottled, canned, or powdered mix) Contains little or no fruit juice.

Fruit Snacks – roll-ups, wrinkles, gummy bears, etc.

Hominy Ice Cream, fruit-flavored

Jam, Jelly, Preserves Mostly sugar.

Kool-Aid® Does not contain fruit/fruit juice Lemon Pie Filling Lemonade, Limeade Popsicles® or other frozen fruit flavored pops

Posole Not made from whole-kernel corn. Potato Chips Rice Creditable as grains/breads, not as a vegetable. Sherbet/Sorbet Creditable only if a CN labeled product Syrup, fruit-flavored Mostly sugar V-8 Splash ® Not 100% juice Veggie Puffs Yogurt, fruited/fruit on the bottom Can be credited as a meat alternate

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GRAINS / BREADS

The CACFP meal pattern requires Grains/ Breads be served at breakfast, lunch and supper. A Grains/Breads serving may also be served as one of the two components of a snack.

Grains/Breads are good sources of B Vitamins, minerals and fiber. CACFP recommends whole- grains, which are an excellent source of complex carbohydrates, fiber, thiamin, riboflavin, niacin and iron. • The product must be whole-grain (such as wheat, rice, oats, barley, bran, wheat

germ), or an enriched product. • Previously all corn products were considered to be whole-grain. Now they must

specifically state whole-grain cornmeal, whole-corn flour, etc. Enriched corn products must specify enriched, in the same way as other grains.

• The product must be made from whole-grain(s), bran, germ, or enriched flour or meal such as enriched bran muffins.

• Some common examples are: whole-grain or enriched breads; cornbread; biscuits; muffins made with whole-grain or enriched flour or meal; cooked whole-grains such as rice, bulgur, and corn grits; enriched pasta or noodle products such as macaroni, spaghetti and egg noodles; enriched or whole-grain crackers.

• If the product is a cereal, the product must be whole-grain, bran, germ, enriched or fortified.

• If the product is enriched, it must meet FDA (Food and Drug Administration) Standards of Identity. Enriched means that the product follows the FDA’s Standard of Identity for iron, thiamin, riboflavin and niacin. The terms enriched or fortified mean that one or more vitamins, minerals or protein have been added. The product must state that it contains enriched flour, bran, germ and/or whole-grain as either ingredients in the recipe or specified on the product label.

• The food item must serve as customary function of bread in a meal, such as dinner rolls at lunch or supper, hamburger bun at lunch. The food item must be recognizable integral part of the meal, such as spaghetti, taco shells, or pot pie crust. For example, breadcrumbs in meatloaf do not qualify as meeting the Grains/Breads requirement.

• The food items in the Grains/Breads group have been divided into 9 groups (A through I). The foods are grouped based on the key nutrients provided in one slice of bread (25 g. or 0.9 oz.) or an equal amount of whole-grain, bran, germ or enriched flour (14.75 g. or 0.5 oz.) in a recipe or product. All food items in each group have approximately the same nutrient content. Match the food item you want to serve with the most similar group. Check the Child Meal Pattern, Adult Meal Pattern or Infant Meal Pattern for required serving sizes. Then, check the Groups A-I Required Serving Sizes for Grains/Breads on page 17 to find the appropriate serving size.

• Most dessert type items are found in Groups B, C, D, and E. Limit dessert items to twice per week. Also, check the chart, Creditable – Yes or No, on the following pages to find out which dessert type items may be served at meals and/or snacks. For example, muffins are creditable at breakfast. Cookies are not creditable at breakfast.

• A commercially prepared product may have a CN label that tells you how that product counts in the CACFP meal pattern.

Definition of Terms Flour is the product made by finely grinding and bolting (sifting) wheat or other grains. Flour

includes all grains (wheat, rye, corn, etc.). Meal is the product derived by coarsely grinding corn, oats, wheat, etc.

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Whole-grain is the edible part of wheat, corn rice, oats, rye, barley, etc. Cereal grain is the edible part of a whole-grain that has been processed.

Frequently Asked Questions for Grains / Breads

Q: Can nut or seed meal or flour be used to meet the grains/breads requirement for a meal? A: No. Nuts and seeds do not meet the definition of grains/breads.

Q: Are granola bars acceptable grains/breads? A: Yes, for breakfast and snacks only. See Cereal Fruit Bars on the Creditable – Yes or No chart. To find the correct serving size, see Group D for plain granola bars. For granola bars with nuts, raisins, chocolate pieces and/or fruit, see Group E. Limit due to high sugar and/or fat content. Some varieties may be a good source of complex carbohydrates. Limit dessert items to 2 times per week.

Q: Is granola cereal an acceptable grains/ breads? A: Yes. To determine correct serving size, see Group I. Only the grain portion of the cereal is creditable as grains/breads. Granola generally contains nuts, seeds, coconut, and dried fruit, which are not to be included when determining the serving size.

Q: Can crackers be served as a grains/breads component? A: Yes. Crackers can be served as grains/breads for breakfast, lunch, supper or snack. See Group A and B. Some crackers are high in fat, sugar, or salt and should be limited.

Q: Can batter-type and bread-type coating be served as a grains/breads component? A: Batters and breading may be served as part of the main dish of a meal. Crediting is based on the amount of whole-grain, bran, germ and/or enriched meal or flour in the recipe. Because it may be difficult to determine the amount of batter/breading on products, it is recommended that another bread item be served with the meal. CN labeling is required to count this as a creditable food.

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Creditable


Bagels Bagels are a good source of complex carbohydrates, and are generally low in fat. (OHP recommends whole wheat or whole grain varieties).

Banana Bread See: Quick Bread. Bagel Chips See: Chips. Barley Barley is a good source of complex carbohydrates and fiber. Batter-type coating Usually high in fat.

Biscuits Homemade biscuits may be credited based on the amount of whole-grain, bran, germ, and/or enriched meal or flour in the recipe. May be high in fat.

Bread – white, rye, whole wheat, pumpernickel, raisin, multi-grain, potato, Italian, French, etc.

Breads may be credited based on the amount of whole-grain, bran, germ and/or enriched meal or flour in the recipe. (OHP recommends whole wheat or whole grain varieties).

Bread Pudding *SNACK ONLY. Limit to 2 dessert items per week. Bread pudding may be credited for snack only, based on the amount of whole-grain, bran, germ, or enriched bread in a serving.

Bread Sticks (OHP recommends whole wheat and whole grain varieties).

Bread Stuffing/Dressing, dry

Homemade stuffing may be credited based on the amount of bread in the recipe. May be high in fat, depending on the recipe followed.

Breading-type coating Usually high in fat.

Brownies, plain

*SNACK ONLY. Limit to 2 dessert items per week. Plain brownies or frosted cake may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. High in sugar and fat. Since flour is not usually the main ingredient in cake, a large serving is needed to meet the requirement. This may be impractical for young children.

Bulgur, or cracked wheat Bulgur is a good source of complex carbohydrates and fiber.

Buns - hamburger, hot dog, etc.

Homemade buns may be credited based on the amount of whole-grain, bran, germ, and/or enriched flour in the recipe.

Cake, unfrosted.

*SNACK ONLY. Limit to 2 dessert items per week. Homemade unfrosted cake or gingerbread may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. High in sugar and fat. Since flour is not usually the main ingredient in cake, a large serving is needed to meet the requirement. This may be impractical for young children.

Carrot Bread See: Quick Bread.

Cereal Fruit Bars

*BREAKFAST AND SNACK ONLY. Limit to 2 dessert items per week. High in sugar and fat. Some brands can be a good source of complex carbohydrates and fiber. (OHP recommends whole wheat and whole grain varieties).

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Cereal, cooked Excellent source of complex carbohydrates and fiber. Generally low in fat and sugar. (OHP recommends whole wheat and whole grain varieties).

Cereal, dry, ready to eat

Excellent source of complex carbohydrates, thiamin, riboflavin, niacin, and iron. Many are high in sugar. Dry cereals are traditionally served at breakfast, but may be served at other meals. (OHP requires dry cereals contain less than 6 gm of sugar per serving).

Chips – corn, wheat, etc

Corn chips, nachos, and taco chips may be high in salt and fat. The product must be whole-grain, bran, germ, enriched or fortified. Must be served as a customary function in a meal, or a recognizable part of a meal. May be a choking hazard for young children.

Chow Mein Noodles

Cinnamon Rolls *BREAKFAST AND SNACK ONLY. See: Pastries.

Cobbler, fruit

*SNACK ONLY. Limit to 2 dessert items per week. The bread portion of the cobbler may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. See: Vegetables and Fruits section for additional crediting information.

Coffeecake

*BREAKFAST AND SNACK ONLY. Limit to 2 dessert items per week. Homemade coffeecake may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. High in sugar and fat. Since flour is not usually the main ingredient in cake, a large serving is needed to meet the requirement. This may be impractical for young children.

Cookies, Plain

*SNACK ONLY. Limit to 2 dessert items per week. Homemade cookies may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. High in sugar and fat. Some examples are: vanilla wafers, butter-type cookies, ginger snaps, tea biscuits, and oatmeal cookies.

Cookies with nuts, raisins, chocolate pieces and/or fruit

*SNACK ONLY. Limit to 2 dessert items per week. Homemade cookies may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. High in sugar and fat. Some examples are: oatmeal raisin, chocolate chip, peanut butter, and fig-filled cookies.

Cornbread

Homemade cornbread may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. Excellent source of complex carbohydrates, thiamin, riboflavin, niacin, iron, and fiber.

Corn Chips See: Chips - corn or wheat Corn Dog Batter See: Batter-type coating

Corn Meal If corn meal is used in a recipe Ages 1-5: 1 serving = 0.3 oz. Ages 6-12: 1 serving = 0.5 oz.

Corn Muffins See: Cornbread.

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Couscous Must be whole wheat couscous to be a whole-grain product, otherwise it is white/refined pasta. (OHP recommends whole wheat and whole grain varieties).

Crackers Some crackers are high in fat and/or salt and should be limited.

Cream Puff Shells

*SNACK ONLY. Limit to 2 dessert items per week. Homemade cream puff shells may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. Cream puffs and traditional custard or cream fillings are high in fat.

Crepes Homemade crepes shells may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe.

Crisp, fruit *SNACK ONLY. See: Cobbler, fruit

Croissants Croissants are usually high in fat.

Croutons Must be served as a customary function in a meal, or a recognizable part of a meal. May be a choking hazard for young children.

Cupcakes *SNACK ONLY. See: Cake, frosted or Cake, unfrosted.

Danish Pastry *BREAKFAST AND SNACK ONLY. See: pastries.

Doughnuts, unfrosted *BREAKFAST AND SNACK ONLY. See: pastries.

Doughnuts, frosted and/or glazed *BREAKFAST AND SNACK ONLY. See: pastries.

Dressing, bread-type See: Bread stuffing/Dressing

Dumplings See: Biscuits

Egg Roll Skins

English Muffins

English muffins are a good source of complex carbohydrates, and are generally low in fat. Whole-grain varieties can be a good source of fiber. (OHP recommends whole wheat and whole grain varieties).

French Bread See: Bread.

French Toast Homemade French toast may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe.

Fried Bread May be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. Limit due to high fat content.

Fruit Turnovers *BREAKFAST AND SNACK ONLY. See: Pie Crust

Gingerbread *SNACK ONLY. See: Cake, unfrosted.

Grain Fruit Bars *BREAKFAST AND SNACK ONLY. See: Cereal Fruit Bars.

Granola Bars *BREAKFAST AND SNACK ONLY. See: Cereal Fruit Bars.

Grits, corn, enriched Corn grits must be enriched to be credited.

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Hushpuppies Homemade hushpuppies may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe.

Kasha A whole-grain product, also known as Buckwheat groats.

Lefse

Lefse is unleavened bread made primarily of potatoes and flour. It is credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. It is often rolled with butter, brown sugar, jams, or cinnamon and sugar.

Macaroni Pasta Macaroni must be whole-grain, bran germ or enriched.

Melba Toast

Millet A whole-grain.

Muffins – bran, blueberry, apple, etc

Homemade muffins may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. Muffins are a good source of complex carbohydrates. Whole-grain varieties can be a good source of fiber. (OHP recommends whole wheat and whole grain varieties).

Nachos See: Chips – corn or wheat

Noodles Noddles must be whole-grain, bran, germ, or enriched.

Oat Bran If oat bran is used in recipe Ages 1-5: 1 serving = 0.3 oz. Ages 6-12: 1 serving = 0.5 oz.

Oatmeal or Oats If oatmeal is used in recipe Ages 1-5: 1 serving = 0.3 oz. Ages 6-12: 1 serving = 0.5 oz.

Pancakes Homemade pancakes may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. (OHP recommends whole wheat and whole grain varieties)

Party Mix

Party mix or trail mix may be credited based on cereal or grain content per serving. Some party mixes are high in salt. Some trail mixes are high in sugar and contain nuts, raisins, and chocolate pieces.

Pasta – all shapes Pasta must be whole-grain, bran, germ, or enriched. (OHP recommends whole wheat and whole grain varieties).

Pastries (frosted or unfrosted) – cinnamon rolls, Danish, doughnuts, sticky buns, sweet rolls, toaster pastries, etc

*BREAKFAST AND SNACK ONLY. Limit to 2 dessert items per week. Homemade sweet rolls may be credited based on the amount of whole-grain, bran, germ, or enriched bread in the recipe. Limit due to high sugar and fat content.

Pie Crust

*SNACK ONLY if pie crust is served as part of a dessert, such as apple pie. Limit to 2 dessert items per week. Homemade pie crust served in dessert fruit pies, dessert turnovers, meat and meat alternative pies or quiche may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. Limit due to high sugar and fat content. Must be served as a customary function in a meal, or a recognizable part of a meal.

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Pineapple Upside Down Cake

*SNACK ONLY. See: Cake, unfrosted. Crediting by weight may be impractical due to amount of fruit in product.

Pita Bread

Pita bread is a good source of complex carbohydrates, and if enriched, a good source of thiamin, riboflavin, and iron. Whole-grain varieties can be a good source of fiber. (OHP recommends whole wheat and whole grain varieties).

Pizza Crust

Homemade pizza crust quiche may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. (OHP recommends whole wheat and whole grain varieties).

Pop Tarts® *BREAKFAST AND SNACK ONLY. See: Pastries.

Popovers Homemade popovers may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe.

Pound Cake *SNACK ONLY. See: Cakes, unfrosted.

Pretzel Chips See: Pretzels.

Pretzels – soft or hard Pretzel rods may be a choking hazard for young children. (OHP recommends whole wheat and whole grain varieties).

Puff Pastry

Homemade puff pastry may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. Must be served as a customary function in a meal, or a recognizable part of a meal. Limit due to high fat content.

Pumpernickel Bread See: Breads.

Pumpkin Bread See: Quick Bread.

Quick Bread

Homemade quick bread may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. (OHP recommends whole wheat and whole grain varieties).

Quinoa Quinoa is a cereal-like plant product and is a whole grain.

Raisin Bread See: Breads.

Ravioli

The pasta in homemade ravioli may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe. Does not count towards the meat and meat alternates requirement unless a CN label indicates a meat contribution.

Rice – white or brown Rice must be a whole-grain or enriched. Rice is a good source of complex carbohydrates. (OHP recommends brown rice).

Rice Cakes

Rice cakes must be enriched or whole-grain. Rice cakes that are made of puffed rice may be credited based on the serving size for ready to eat cereal. (OHP recommends whole-grain varieties).

Rice Cereal Bars *SNACK ONLY. Limit to 2 dessert items per week. Rice cereal bars may be credited based on the amount of cereal in a serving. (OHP recommends whole-grain varieties).

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Rice Pudding *SNACK ONLY. Limit to 2 dessert items per week. Rice pudding may be credited based on the amount of whole-grain or enriched rice in a serving.

Rolls – all types See: Breads. (OHP recommends whole wheat and whole grain varieties).

Roman Meal Bread See: Breads.

Rye Wafers See: Crackers.

Scones Homemade scones may be credited based on the amount of whole-grain, bran, germ, or enriched meal or flour in the recipe.

Snack-Type Crackers (OHP recommends baked whole-wheat and/or whole-grain varieties).

Sopapillas *SNACK ONLY. Homemade sopapillas may be credited based on the amount of whole-grain, bran, germ, and/or enriched meal or flour in the recipe.

Spoon Bread *SNACK ONLY. Spoon bread may be credited based on the amount of whole-grain, bran, germ, and/or enriched meal or flour in the recipe.

Squash Bread See: Quick Bread.

Stuffing, bread See: Bread stuffing.

Sticky Buns *BREAKFAST AND SNACK ONLY. See: Pastries.

Sweet Rolls *BREAKFAST AND SNACK ONLY. See: Pastries.

Taco Chips See: Chips.

Taco Shells Often high in fat due to being fried. (OHP recommends baked, whole-grain hard taco shells).

Toaster Pastry, unfrosted or frosted *BREAKFAST AND SNACK ONLY. See: Pastries.

Tortillas, corn or wheat Tortillas must contain whole-grain, bran, germ, or enriched meal or flour such as corn or wheat flour tortillas. (OHP recommends soft shell whole-wheat and whole-grain varieties).

Tortilla Chips See: Chips, corn or wheat. (OHP recommends baked, whole-grain tortilla chips).

Trail Mix See: Party Mix.

Turnovers See: Pie Crust.

Waffles (OHP recommends whole-wheat and whole-grain varieties).

Wheat Berries A whole-grain.

Wheat Germ Component of a whole-grain that is a good source of several vitamins and fiber.

Wild Rice Wild rice is a good source of complex carbohydrates.

Won Ton Wrappers

Zucchini Bread See: Quick Bread.

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Non-Creditable

Food Item Comments Brownies, frosted or with fillers such as cream cheese, nuts, etc.

Caramel Corn Does not meet the definition of grains/breads in CACFP. Cheese Puffs Chips, potato See: Potato Chips.

Corn Corn is creditable as a vegetable in CACFP. See: Vegetables and Fruits section for additional crediting information.

Hominy Hominy is not creditable. It is not made from the whole kernel of corn and therefore, does not meet the criteria for grains/breads component in CACFP.

Ice Cream Cones The amount to meet a serving is unrealistic. A 1 to 6 year old would need to consume 6 cones to meet the required grains/breads serving.

Ice Cream Sandwich Wafers Unless a CN label indicates the contribution the commercial product makes toward the grains/breads component.

Nut or Seed Meal Flour Does not meet the definition of grains/breads in CACFP.

Popcorn Does not meet the definition of grains/breads in CACFP.

Popcorn Cakes See: Popcorn.

Potato Does not meet the definition of grains/breads in CACFP. Potatoes are creditable as a vegetable in CACFP.

Potato Chips or Shoe-String Potatoes Does not meet the definition of grains/breads in CACFP.

Potato Pancakes Potato pancakes contain only a minimal amount of flour. May be creditable as a vegetable.

Shoe-String Potatoes See: Potato Chips.

Tapioca Pudding Does not meet the definition of grains/breads in CACFP. Pudding is not creditable.

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Meat and Meat Alternates

• The CACFP meal pattern requires a meat or meat alternate to be served for lunch and supper. A serving of meat or meat alternate may be served as one of the two components of a snack.

• Refer to the CACFP meal patterns for serving size requirements.

• Meat includes lean red meat, poultry, and fish that has been inspected and approved by

the appropriate State or Federal Agency. Meat is an excellent source of high quality protein, iron and zinc. Meat alternates include cheese, eggs, cooked dried beans, nuts and seeds and their butters (except for acorn, chestnut, and coconut) and yogurt.

• Nuts and seeds may fulfill no more than one- half of the meat alternate requirement for

lunch and supper. Nuts and seeds may fulfill the entire meat alternate requirement for a snack.

• A menu item must provide a minimum of 1/4 ounce of cooked lean meat or equivalent to

meet any part of the meat and meat alternates requirement.

• Frankfurters, bologna, knockwurst and Vienna sausage can be credited toward the meal pattern if they are all meat or contain alternate protein products (APP) as the only binder/ extender. However, due to their high salt and fat content, these meats should be limited.

• Binders and extenders such as starchy vegetable flour, dried milk, calcium-reduced skim

milk and cereal are not allowed.

• Natural cheeses and pasteurized process cheeses may count as all or part of the meat alternate requirement. Cheese products labeled pasteurized prepared cheese products or imitation cheese may not be counted as the meat alternate.

Frequently asked Questions about Meat and Meat Alternates

Q: Can pizza be credited as a meat alternate? A: Yes, if it is CN-labeled (all CN-labeled foods are creditable), or if it is homemade and contains the required amount of meat and meat alternates per serving.

Q: We have several children that attend our day care who cannot eat certain foods because of religious reasons. How do we claim these children on the food program? A: If you substitute a creditable meat alternate (see question Can vegetarian meals be served...), you may claim these children in the same way you claim other children.

Q: Are individually-wrapped American cheese slices (singles) creditable in CACFP? A: Generally not. Many individually-wrapped cheese slices are pasteurized prepared cheese products and are not creditable in CACFP. Only individually-wrapped cheese slices labeled

95

pasteurized process cheese are creditable. Q: How many fish sticks or chicken nuggets do I need to serve to meet CACFP requirements? A: CACFP serving size refers to cooked edible fish or chicken, not the breading. If CN- labeled, check the label to find the correct serving size. If not CN-labeled, serve double the required serving since these items are usually 50% breading. The examples below show how much fish or chicken nuggets must be served to meet the creditable amount.

Q: Can vegetarian meals be served in CACFP? A: Yes. The meals must meet meal pattern requirements. Examples of meat alternates that are creditable in the CACFP include natural and processed cheese, cheese foods, cheese spreads, cottage cheese, yogurt, eggs, cooked dried beans, nuts and seed butters or any combination of the above. See Appendix E.

Seventh-day Adventist schools and institutions are allowed a variation in meal requirements for religious reasons and may use meat analogues (plant protein products at the 100% level) to meet the meat alternate component of CACFP. For more information on meat analogues contact CACFP.

Q: How are cups of commercially prepared yogurt containing fruit credited? A: Commercially prepared fruited and non- fruited yogurt products satisfy the meat alternate requirement. Four ounces of either fruited or non-fruited yogurt fulfill the equivalent of one ounce of the meat alternate. The fruit in commercial fruited yogurt products cannot be credited toward the fruit/vegetable component.

96

Creditable


Beans, canned or dry

Beans cooked from a dried state may be used as a meat alternate. Canned black, garbanzo, kidney, pinto, etc. beans may be credited as a meat alternate. Canned greed or yellow beans may be credited only as a vegetable. Excellent source of fiber and complex carbohydrates.

Beef Jerky 1 oz. dried pure beef jerky is equivalent to 1 oz. lean cooked meat. Limit due to its high salt content.

Canadian Bacon 1 lb. (16 oz.) will yield 11 1-oz. servings of cooked meat.

Canned or Frozen Foods – beef stew, burritos, chili max, meat stew, pizza, pot pies, ravioli, etc.

These combination items are creditable only if the food is CN-labeled. Process combination foods such as these are usually higher in fat and salt than homemade foods.

Cheese Food/Cheese Spread – Velveeta, Cheese Wiz, Pimento Cheese

A 2-oz. serving is equivalent to 1 oz. of meat alternate. Processed cheeses are often high in salt.

Cheese, natural – Cheddar, Colby, Monterey Jack, Mozzarella, Muenster, Swiss, etc.

A 1-oz serving of natural cheese is equivalent to a 1-oz. serving of meat alternate. (OHP recommends low-fat varieties when possible).

Chicken Nuggets

Only the chicken is creditable. If CN-labeled, check the label to find the correct serving size. If it doesn’t have a CN label, a portion double the required serving size must be provided since these items are generally 50% breading.

Chicken Wings Must serve 6 oz. of cooked weight to provide 1.5 oz. of meat.

Corndogs, Frankfurters, Host Dogs

All meat and poultry products that do not contain by-products, cereal binders, or extenders are creditable. The breading on corndogs may be credited as grains/breads. OHP does not allow centers to serve these highly processed meats.

Corned Beef

Cottage Cheese A 2-oz. (1/4 cup) serving equals 1 oz of meat alternate. (OHP recommends low-fat varieties when possible).

Deviled Eggs

Due to the egg and addition of mayonnaise, deviled eggs are high in cholesterol and fat. Rather than preparing deviled eggs with mayonnaise, try a lower fat variety of the spread. See: Eggs.

Eggs Raw eggs are not allowed. Eggs are a good source of protein.

Fish Fish is a good source of protein and iron. Broil or bake fish, rather than frying.

Fish Sticks/Fish Nuggets Only the edible fish portion is creditable. If CN-labeled, check the label to find the correct serving size. If it doesn’t have a CN label, a portion double the required serving size must be

97

provided since these items are generally 50% breading.

Frankfurters, meat and poultry

Must be all meat or contain AAP (Approved Protein Product) as only extender. Up to 80% of the calories from frankfurters may be from fat. They can be high in cholesterol and are high in salt. OHP does not allow centers to serve these highly processed meats.

Gefilte fish, homemade Gefilte fish may be credited based on the amount of fish in each serving.

Gefilte fish, commercial A portion double the required serving size must be provided since this item is generally 50% fish.

Hot Dogs See: Frankfurters. OHP does not allow centers to serve these highly processed meats.

Hummus Spread made of mashed garbanzo beans/chick peas. Kidney Lamb Liver Liver is high in cholesterol and fat.

Liverwurst Cannot contain binders and/or extenders. OHP does not allow centers to serve these highly processed meats.

Luncheon Meats Cannot contain by-products, cereal or extenders. Bologna, and other processed meats are high in fat and sugar.

Macaroni and Cheese, homemade

The cheese in homemade macaroni and cheese may count toward the meat alternate requirement.

Meat Sauce Homemade only. Must supply the required serving size of meat in each portion. (OHP recommends lean meats).

Nuts

Nuts may be credited as a serving of meat alternate for snack; and one-half serving of meat alternate at lunch or supper. Do not serve nuts to children less than 4 years of age due to choking hazard.

Nut or Seed Butter

CACFP recommends serving nut or seed butters in combination with another meat or meat alternate since the serving size of nut or seed butters along may be too large for children.

Parmesan Cheese If served as a garnish, this cheese is not creditable because the serving size is too small. 6 Tbsp. = 1 oz. of meat alternate.

Peanut butter See: Nut or Seed Butter. Peas, dry See: Beans, canned or dry

Pizza, homemade

Homemade pizza may be credited based on the amount of meat and/or meat alternates in each serving. (OHP recommends low-fat varieties when possible with whole wheat or whole grain crust). OHP does not allow centers to serve highly processed meats, including pepperoni.

Pot Pies, homemade Homemade pot pies may be credited based on the amount of meat and/or meat alternates in each serving.

Pressed/Potted Meat Products.

Must be all-meat with no binders, fillers, by-products or extenders. Limit due to high fat and salt content. OHP does not allow centers to serve these highly processed meats.

Quiche The egg and cheese portion is creditable as a meat alternate.

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Refried Beans

Ricotta Cheese A 2-oz. serving is equivalent to 1 oz. meat alternate. (OHP recommends low-fat varieties when possible).

Romano Cheese See: Parmesan Cheese.

Sausage – bulk, link or patty (including Polish and Vienna)

Cannot contain meat or poultry by-products, cereals, binders, or extenders. Cannot contain more than 50% trimmable fat. OHP does not allow centers to serve these highly processed meats.

Seeds See: Nuts.

Seafood/Shellfish Must be fully cooked; on the edible fish portion is creditable.

Soups, homemade containing: meat, fish, poultry or other meat alternate

Creditable as a source of meat or meat alternate if minimum required amount of ¼ oz. per serving can be identified. (OHP recommends low sodium varieties).

Soups – split pea, bean or lentil soup

For commercially prepared, ½ cup is equivalent to 1 oz. meat alternate for reconstituted canned. For homemade, use quantities of vegetable in recipe to calculate credit. (OHP recommends low-sodium varieties).

Soy Butter

Soy butter made from 100% soy nuts is creditable. It is a good alternate to peanut butter for those who are allergic to peanuts. CACFP recommends serving soy butter in combination with another meat and meat alternate since the serving size of soy butter alone may be too large for children.

Tripe Low quality protein.

Turkey Wings Must serve 5 oz. cooked weight to provide 1.5 oz. of turkey meat. Very high in fat.

Yogurt, drinkable *SNACK ONLY. Example: Danimals® and Go-gurt®. Two packets of Go-gurt is equivalent to 1 oz. of meat alternate. 1 container of Danimals is equivalent to 1 oz. of meat alternate.

Yogurt – plain or sweetened and flavored

*SNACK ONLY. Four oz. of yogurt equals 1 oz meat alternate. (OHP recommends low-fat and low-sugar varieties when possible).

99

Non-Creditable

Food Item Comments Acorn Low protein content. Bacon or Imitation Bacon Products Very high in fat.

Bacon, turkey Creditable only if a CN-labeled product. Cheese products (individually-wrapped American cheese) Cheese products are not creditable in CACFP.

Chestnuts Low protein content. Chitterlings Very high in fat. Coconuts Low protein content. Cream Cheese and Neufchatel Very high in fat. Fish, home-caught For safety reasons, home caught fish should not be served. Ham Hocks Low in protein and high in fat. Home-Slaughtered Meat See: Popcorn. Imitation Cheese Products labeled imitation are not creditable. Imitation Frankfurters Products labeled imitation are not creditable. Imitation Seafood Products labeled imitation are not creditable.

Macaroni and Cheese, boxed The powdered cheese in boxed macaroni and cheese cannot be credited towards the meat requirement.

Oxtails Low in protein. Very high in fat. Pig Feet Low protein content and high in fat. Pig Neck Bones Low protein content and high in fat. Pit Tails Low protein content and high in fat.

Pizza, commercial These combination items are creditable only if the food is CN-labeled. Process combination foods such as these are usually higher in fat and salt than homemade foods.

Pot Pies, commercial See: Pizza, commercial. Ravioli, commercial See: Pizza, commercial. Salt Pork Very high in fat and salt. Low protein content. Scrapple Low protein content. Soups, commercially prepared Low protein content. Soy Burgers or Other Soy Products See: Appendix E.

Tempeh Fermented soybean. There is no Standard of Identity for Tempeh. The product can vary from one manufacturer to another.

Tofu Soybean curd. There is no Standard of Identity for Tofu. The product can vary from one manufacturer to another.

Veggie Burger See; Appendix E.

Wild Game/Fowl Venison, squirrel, rabbit, turkey, etc. for safety reasons are not creditable by CACFP unless inspected and approved by the appropriate State or Federal Agency.

Yogurt Products – frozen yogurt, yogurt bars, yogurt-covered fruit or nuts

There is not enough yogurt in these products to be creditable.

100

INFANT FOODS

CACFP requires all participating family day care homes and child care centers to offer meals to all infants enrolled in care if the child is in care during the meal service period. Child care facilities must offer at least one iron-fortified formula that would satisfy the needs of one or more of the infants in care.

In recognition of the non-food cost of serving meals to infants from birth through 7 months of age, CACFP will reimburse for meals and snacks containing only breast milk or iron-fortified formula, whether supplied by the caregiver or the parent. From 8 months of age until the infant’s first birthday, or as soon as the infant begins taking solid foods, the caregiver must supply at least one component of each meal and/or snack in order to claim reimbursement for that meal or snack.

Refer to the Infant Meal Pattern for serving size requirements. The Infant Meal Pattern chart uses ranges for portion sizes to allow for flexibility in the types and amounts of foods that must be served to infants when claimed for reimbursement. 0 Tbsp. means that the item is optional if the infant is not developmentally ready for that food. It also means that less than 1 Tbsp. can be served.

Breast milk or iron-fortified infant formula must be included in all meals and snacks served to infants up to one year of age.

Whole milk may be served beginning at 1 year of age.

Solid foods can be introduced gradually when the infant is at least 4 months of age and developmentally ready. The parents will take the lead with new food introductions due to the possibility of allergic reactions. Foods served should be of appropriate texture and consistency.

Cautions:

• Juice should not be offered to infants until they are ready to drink from a cup. Juice may fill the infant too much and discourage eating more nutritious breast milk, formula, and solid food.

• Never prop a bottle or give a bottle to a baby during naptime. This can cause choking as well as tooth decay and ear infections.

• Feeding on demand is recommended. Babies may have small appetites. The amounts listed in the meal pattern are the minimum portions. Infants may need to eat every 2 hours or more frequently.

• Combination foods and dinners are not creditable • NYS Office of Children and Family Services regulations prohibit heating bottles and

solid foods in a microwave oven because uneven heating can occur and burn the infant’s mouth.

• Cow’s milk should not be served to infants less than one year of age based on the recommendations of the American Academy of Pediatrics.

Food Substitutions Note: When an exception to the meal pattern is necessary (such as serving low- iron fortified formula to an infant less than 1 year of age) a statement from a recognized medical authority must be kept on file by the provider/center. It must state the required food substitution(s). Only then is the meal/snack eligible for reimbursement. For more information, please contact CACFP at 1-800-942-3858 or refer to CACFP Policy Memo Number 120 and the most current Infant Meal Pattern.

101

Acceptable and Recommended Food Items for 8-11 month old infants

NOTE: Items below must be prepared in a form that is suitable for an infant to safely consume as a finger food, reducing the chances of choking. (For example: small thin strips of bread, English muffin, pita bread, roll, soft tortilla)

BREADS Breads – white, rye, whole-wheat, French, Italian and similar breads Biscuits English Muffins Pita breads (white, wheat, whole-wheat) Rolls (white, whole wheat, potato) Soft tortillas (wheat, corn)

CRACKER-TYPE PRODUCTS Crackers – saltines or snack crackers, matzo crackers, animal crackers, graham crackers made without honey (honey, even in baked goods, could contain harmful spores which could cause a serious illness in infants) Zwieback Teething Biscuits

CEREALS Iron-Fortified infant cereal

COOKIES Arrowroot

FRUIT Applesauce Banana, mashed, pureed Pears Plums Peaches

VEGETABLES Carrots Squash Sweet Potatoes Peas

MEAT OR MEAT ALTERNATES Cooked lean meats, poultry, or fish, fresh, appropriate texture Egg Yolk Cooked dried beans, peas, or lentils, appropriate texture Cheese, fresh Cottage Cheese

Foods That Cannot Be Credited Toward Infant Meal Pattern in CACFP • Foods with water listed as the first ingredient

102

• Combination foods or dinners, commercially prepared • Baby desserts • Fruit juice and fruit drinks that contain less than 100% fruit juice • Vegetable juice • Adult cereals • Commercially prepared cereals, in jars, with or without fruit • Iron-fortified dry infant cereals containing fruit

103

Creditable


Baby Foods, commercial, fruits with modified food starch

Fruit or vegetable must be listed as the first ingredient on the nutrition label. If water is listed first, then it is not creditable.

Baby Foods, commercial, single-item Examples: fruits, vegetables, and meats

Bread

*SNACK ONLY. Bread crusts or toast may be claimed for infants 8 months of age and older. Must be whole-grain or enriched. (OHP recommends whole-wheat or whole-grain varieties).

Breast Milk Refer to the Infant Meal Pattern and CACFP Policy Memo #120

Cereal, iron-fortified infant Iron-fortified dry infant cereals such as rice, barley, oatmeal and mixed cereals.

Cheese – natural cheese, cottage cheese, cheese food, cheese spread

Natural cheeses for lunch or supper for infants 8 months of age and older.

Cookies Arrowroot cookies and teething biscuits only. Must be made from whole-grain or enriched meal.

Crackers *SNACK ONLY. May be served to developmentally ready infants 8 months of age and older. Must meet general criteria for grains/breads component.

Egg Yolk, cooked

For infants 8 months of age and older when served at lunch/supper. Commercial baby food egg yolk or properly cooked and prepared (pureed or mashed) egg yolk may be served.

Fish, boneless – Haddock, cod

Example fish closely and remove bones. Serve only after it has been introduced with no problems. Observe infant closely for allergic reactions. (OHP recommends baked, broiled, or grilled).

Formula, infant, iron-fortified (includes soy-based)

Must meet the Food and Drug Administration (FDA) definition for iron-fortified infant formulas. The label must state with iron or iron-fortified. The American Academy of Pediatrics recommends that, during the first year of life, the only acceptable alternative to breast milk is iron-fortified infant formula and that low-iron formulas should not be used. A medical statement is required in order to serve formula that does not meet the FDA definition.

Fruit

Plain, fresh or canned (if pureed) or mashed and cooked if necessary. Commercial baby fruits for infants 4-7 months at lunch/supper, or 8 months of age and older at breakfast, lunch and supper. Commercial baby fruits with modified food starch with a fruit or vegetable as the first ingredient on the label. Raw fruits may cause choking if not prepared to the appropriate texture for an infant, which is cooked, if necessary, and/or pureed or mashed. See: Infant Meal Pattern. See: Baby Foods, Commercial, single item.

Fruit Juice

Full strength, 100% fruit juices for snacks only and only for infants 8 months of age and older. Choose juices fortified with Vitamin C. Fruit juice should only be served to infants when they can drink from a cup.

104

Homemade Infant Foods Avoid adding salt, fat, sugar and other seasonings. Juice See: Fruit Juice.

Legumes, dried or canned beans

Cooked dried beans may be claimed when served at lunch or supper to infants 8 months of age and older. Dried or canned legumes should be prepared (mashed or pureed) to the appropriate texture for infants. Whole cooked legumes may cause choking in infants.

Meat

Plain commercial baby food meats may be served at lunch or supper to infants 8 months of age and older. Fresh or frozen meats must be cooked thoroughly and then prepared (pureed, ground or finely chopped) to the appropriate texture for infants.

Single-Item Baby Foods (commercial) See: Vegetables and Fruits, Meats.

Soy Formula See: Formula, infant, iron-fortified (includes soy-based).

Vegetables, plain cooked or single-item commercial baby food

Raw vegetables may cause choking. Plain cooked, and/or pureed to the appropriate texture are OK. Plain single-item commercial baby food vegetables at lunch or supper to infants 4-7 months, or at breakfast, lunch or supper to infants 8 months of age and older.

105

Non-Creditable

Food Item Comments

Baby Foods - commercial, combination dinners/goods

The amount of each component is difficult to determine. Often water is the first ingredient. Examples: meat/ vegetable dinners, meat dinners, dehydrated dinners.

Baby Foods – desserts Not 100%fruit. Often high in sugar and fat, while low in nutrients. Examples: baby puddings, custards, cobblers, fruit desserts, etc.

Baby Foods – puddings See: Baby foods – desserts. Buttermilk Should not be given to infants.

Cereal, adult

Adult cereals, including oatmeal and farina, are not creditable for infants because iron and other nutrients in these cereals are not appropriate for infants. These cereals may contain raisins and nuts that may cause choking

Cereal infant with fruit It is difficult to determine the amount of cereal and fruit. Chocolate May cause allergic reactions. Combination Foods/Dinners – commercial baby food See: Baby Foods - commercial, combination dinners/goods.

Cream

Desserts, baby food See: Baby Foods – desserts.

Dry Milk, reconstituted Egg White May cause allergic reactions.

Evaporated Milk Medical exception: Must have a signed statement from a recognized medical authority on file.

Fish, Shellfish Shellfish may cause a severe allergic reaction in some babies. Fish Sticks, commercially prepared

Includes commercial breaded or battered fish or seafood products.

Formula, infant, low-iron (includes soy based)

Only iron-fortified formula is creditable. Medical Exception: Must have a signed statement from a recognized medical authority on file.

Fruit/Vegetable Juice Blends Vegetable/fruit juice blends are not 1005 fruit juice. Fruit Drink Fruit drinks are not 100% fruit juice and may by high in sugar. Fruit Punch Fruit punch is not 100% fruit juice and may be high in sugar. Half and Half or Cream Home-Canned Infant Foods Not creditable due to the risk of food borne illness.

Honey

Honey (including that cooked or baked in products such as honey graham crackers) should not be served to infants less than 1 year of age. Honey is sometimes contaminated with Clostridium botulism spores. If an infant ingests these spores, they can produce a toxin that may cause a severe food borne illness called infant botulism.

Hot Dogs May cause choking, not intended for infant consumption. Meat Sticks May cause choking, not intended for infants to eat. Milk, reduced-fat (2%), low-fat (1%) or non-fat (skim).

Not creditable for infants. Medical Exception: Must have a signed statement from a recognized medical authority on file.

Milk, raw Unpasteurized. Milk, whole The American Academy of Pediatrics does not recommend cow’s

106

milk to infants under 1 year of age. Cow’s milk can place stress on an infant’s kidneys, cause allergic reactions, and cause blood loss through the intestines, leading to iron deficiency anemia. The Academy of Pediatrics recommends during the first year of life, serving breast milk and/or iron- fortified infant formula. Medical Exception: Must have a signed statement from a recognized medical authority on file.

Mixed Cereal with Fruit Nuts May cause choking, not intended for infants to eat. Peanut Butter or Other Nut/Seed Butters May cause choking, not intended for infants to eat.

Sausages May cause choking, not intended for infants to eat.

Toasted Oat Cereal Only bread, crackers, and infant cereal are reimbursable on the infant meal pattern.

Vegetable Juice Only 100% fruit juices are creditable toward the infant meal pattern requirements.

Whole Egg Only egg yolk is creditable. Yogurt

107

CHOKING PREVENTION

Young children, ages 2 to 3, are at risk of choking on food. They remain at risk until they can chew and swallow better, by about age 4. Always watch children during meals and snacks to make sure they:

• Sit quietly. • Eat slowly. • Chew food well before swallowing. • Take only one bite at a time. • Finish swallowing before leaving the table.

Prepare foods so that they are easy to chew: • Cut food into small pieces or thin slices. • Cut round foods, like hot dogs, lengthwise into thin strips. • Remove all bones from fish, chicken and meat. • Cook food such as carrots or celery until slightly soft. Then cut into sticks. • Remove seeds and pits from fruit. Spread peanut butter thinly.

Foods that may cause choking* *Adapted from Making Nutrition Count for Children, USDA Firm, smooth, or slippery foods like:

• Hot dog rounds • Carrot rounds • Hard candy • Large pieces of fruit • Granola • Peanuts • Whole grapes • Cherries with pits • Cherry tomatoes

Small, dry or hard foods that are difficult to chew and swallow, like: • Popcorn • Small pieces of raw carrot, celery or other raw hard vegetables • Nuts and seeds • Potato and corn chips • Pretzels

Sticky or tough foods that do not break apart easily, like: • Spoonfuls or chunks of peanut butter or other nut or seed butters • Chunks of meat • Marshmallows • Raisins and other dried fruit

108

Choking hazards: < 6 months of age Do not serve:

• Cereal in bottles 0-1 year olds Do not serve:

• Nuts (including peanut butter) • Chips, pretzels, popcorn • Raw carrots • Tossed salad • Raw fruits and vegetables, unless cut into 1/4-inch bite-sized pieces BEFORE serving • Large chunks or stringy meat, unless • Modified into 1/4-inch bite-sized pieces BEFORE serving

1-3 year olds Do not serve:

• Hotdogs or sausage rounds • Whole grapes • Whole cherry or grape tomatoes • Nuts 1/2 inch • Popcorn • Raw carrot rounds • Raw vegetables, unless cut into 1/2-inch bite-sized pieces BEFORE serving • Dried fruits, including raisins • Marshmallows • Large chunks or stringy meat, unless cut into 1/2-inch bite-sized pieces BEFORE serving

Classroom Staff Responsibilities

• Infants should be fed solid foods only while they are sitting up • Always supervise children while they are eating • Insist that children eat calmly and while they are sitting down • Encourage children to chew their food well • Make sure that the foods served are appropriate in size for their chewing and swallowing

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es

Cel

ery

& D

ip

Appl

esau

ce

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

3 C

up

1 S

lice,

3/

4 C

up

Mix

ed W

hole

G

rain

Cer

eal i

n a

bag

Shru

nken

Sa

ndw

ich*

* (W

G

Cra

cker

s)

Gra

nola

Gra

ham

cra

cker

s

Mea

t or M

eat

Alte

rnat

ive

*Yog

urt

1/2

oz

*2oz

1/

2 oz

*2

oz

1 oz

*4

oz

H

am &

Che

ese

Yogu

rt C

up

Che

ese

cube

s

W

ater

Firs

t for

Thi

rst!

WAT

ER

WAT

ER

WAT

ER

WAT

ER

WAT

ER

*Rec

ipe

is a

vaila

ble

in th

e ac

tion

kit,

page

s 11

5-11

8.

*R

ecip

e is

ava

ilabl

e on

the

Hea

lthy

Chi

ldre

n, H

ealth

y W

eigh

t Sna

ck L

ist,

page

119

+

No

suga

r-sw

eete

ned

beve

rage

s ar

e se

rved

at t

his

child

car

e ce

nter

°W

W =

Who

le W

heat

, WG

= W

hole

Gra

in

109

Wee

kly

Men

u fo

r Chi

ldre

n (5

Day

– W

eek

2)

Wee

k of

: ___

____

____

____

____

____

____

____

____

__

Chi

ld C

are

Prov

ider

Nam

e:

Type

C

ompo

nent

M

inim

um S

ervi

ng

Dat

e:

Dat

e:

Dat

e:

Dat

e:

Dat

e:

1 - 2

Ye

ars

3 - 5

Ye

ars

6 - 1

2 ye

ars

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Fr

iday

Breakfast

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Vege

tabl

e, F

ruit

or

Juic

e 1/

4 C

up

1/2

Cup

1

Cup

Pe

ache

s Ba

nana

Ap

ple

Slic

es

Pear

s Pi

neap

ple

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

, 1/

3 oz

1/2

Slic

e,

1/4

Cup

, 1/

2 oz

1 S

lice,

3/

4 C

up,

1

oz

Cre

am o

f Whe

at

Cor

n C

hex

Pum

pkin

Pat

ch

Panc

akes

* W

hole

Gra

in

Engl

ish

Muf

fin

Che

erio

s

Lunch

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Mea

t or M

eat

Alte

rnat

e 1o

z,

1/4

Cup

, 4

oz

1 1/

2 oz

,

3/8

Cup

, 6

oz

2 oz

,

1/2

Cup

, 8

oz

Ham

burg

er

Gril

led

Che

ese

Sand

wic

h

(Che

ese)

Che

esy

Spa

ghet

ti Ba

ke*

(Che

ese)

Vegg

ie T

una

Mel

t*

(Tun

a)

Torti

lla R

oll-U

ps**

(H

am &

Che

ese)

Brea

ds/G

rain

s/

Past

a/R

ice

1/2

Slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

4 C

up

1 S

lice,

1/

2 C

up

Who

le G

rain

Bun

W

hole

Whe

at

Brea

d W

hole

Whe

at

Spag

hetti

Noo

dles

Ve

ggie

Tun

a M

elt*

(W

hole

Whe

at

Brea

d)

Torti

lla R

oll-U

ps**

(W

hole

Whe

at

Torti

lla)

Vege

tabl

e or

Fru

it 1/

4 C

up

Tota

l 1/

2 C

up

Tota

l 3/

4 C

up

Tota

l O

rang

e sl

ices

Pe

ars

Frui

t Coc

ktai

l Se

ason

al F

ruit

Sala

d M

anda

rin O

rang

es

Peas

To

mat

o So

up

Gre

en B

eans

V

eggi

e Tu

na M

elt*

(C

eler

y/C

arro

t/ O

nion

) C

arro

t Stic

ks

Snack (Select 2)

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

1/

2 cu

p 1

Cup

Vege

tabl

e, F

ruit

or

Juic

e 1/

2 C

up

1/2

Cup

3/

4 C

up

Frui

t Whe

els*

*

(D

iced

Fru

it M

ix)

Cuc

umbe

r Slic

es

& D

ip

Wat

erm

elon

St

raw

berr

y Fr

ozen

Yo

gurt*

*

Bana

na D

og**

(B

anan

a)

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

3 C

up

1 S

lice,

3/

4 C

up

Who

le G

rain

Ric

e C

akes

W

heat

Thi

ns

Gra

ham

Cra

cker

s

Bana

na D

og**

(W

W B

un)

Mea

t or M

eat

Alte

rnat

ive

*Yog

urt

1/2

oz

*2oz

1/

2 oz

*2

oz

1 oz

*4

oz

Yo

gurt

W

ater

Firs

t for

Thi

rst!

WAT

ER

WAT

ER

WAT

ER

WAT

ER

WAT

ER

*R

ecip

e is

ava

ilabl

e in

the

actio

n ki

t, pa

ges

115-

118.

*

Rec

ipe

is a

vaila

ble

on th

e H

ealth

y C

hild

ren,

Hea

lthy

Wei

ght S

nack

Lis

t, pa

ge 1

19

+ N

o su

gar-

swee

tene

d be

vera

ges

are

serv

ed a

t thi

s ch

ild c

are

cent

er

°WW

= W

hole

Whe

at, W

G =

Who

le G

rain

110

Wee

kly

Men

u fo

r Chi

ldre

n (5

Day

– W

eek

3)

Wee

k of

: ___

____

____

____

____

____

____

____

____

__

Chi

ld C

are

Prov

ider

Nam

e:

Type

C

ompo

nent

M

inim

um S

ervi

ng

Dat

e:

Dat

e:

Dat

e:

Dat

e:

Dat

e:

1 - 2

Ye

ars

3 - 5

Ye

ars

6 - 1

2 ye

ars

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Fr

iday

Breakfast

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Vege

tabl

e, F

ruit

or

Juic

e 1/

4 C

up

1/2

Cup

1

Cup

Ba

nana

Pe

ache

s H

oney

dew

M

anda

rin O

rang

es

Frui

t Coc

ktai

l

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

, 1/

3 oz

1/2

Slic

e,

1/4

Cup

, 1/

2 oz

1 S

lice,

3/

4 C

up,

1

oz

WG

Waf

fles

WW

Toa

st

Oat

mea

l R

ice

Che

x G

rano

la B

ar

Lunch

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Mea

t or M

eat

Alte

rnat

e 1o

z,

1/4

Cup

, 4

oz

1 1/

2 oz

,

3/8

Cup

, 6

oz

2 oz

,

1/2

Cup

, 8

oz

Pita

Poc

ket

(T

urke

y &

chee

se)

Dra

gon

Trea

ts*

(Chi

cken

) Fa

ncy

Fish

* Sc

ram

ble

Eggs

Pi

zza

Party

Pita

*

(Bea

ns a

nd c

hees

e)

Brea

ds/G

rain

s/

Past

a/R

ice

1/2

Slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

4 C

up

1 S

lice,

1/

2 C

up

Pita

Poc

ket

(WW

Pita

Bre

ad)

Dra

gon

Trea

ts*

(WW

Tor

tilla

) W

hole

Gra

in

Brea

d R

oll

Who

le W

heat

Pa

ncak

es

Pizz

a Pa

rty P

ita*

(WW

Pita

Bre

ad)

Vege

tabl

e or

Fru

it 1/

4 C

up

Tota

l 1/

2 C

up

Tota

l 3/

4 C

up

Tota

l Ap

ples

auce

Pe

ars

Appl

es

Seas

onal

Fru

it Sa

lad

Ora

nge

Slic

es

Vege

tabl

e M

edle

y

(Car

rot/C

aulif

low

er/

Bro

ccol

i)

Dra

gon

Trea

ts*

(M

ixed

Veg

etab

les)

C

ooke

d C

arro

ts

Bunn

y St

icks

*

(Sw

eet P

otat

oes)

Pi

zza

Party

Pita

*

(Tom

ato/

Spi

nach

/ To

mat

o sa

uce)

Snack (Select 2)

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

1/

2 cu

p 1

Cup

Vege

tabl

e, F

ruit

or

Juic

e 1/

2 C

up

1/2

Cup

3/

4 C

up

Frui

t Piz

za**

(D

iced

Fru

it M

ix)

Vegg

ie P

atch

Ba

gel B

ites*

*

(D

iced

veg

gies

)

Appl

e Yo

gurt*

* C

orn

& B

lack

Be

an S

alsa

**

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

3 C

up

1 S

lice,

3/

4 C

up

Who

le G

rain

En

glis

h M

uffin

W

hole

Whe

at M

ini

Bage

ls

Gra

nola

Ba

ked

WG

Chi

ps

Pow

er B

arbe

lls**

(M

ini P

retz

el S

ticks

)

Mea

t or M

eat

Alte

rnat

ive

*Yog

urt

1/2

oz

*2oz

1/

2 oz

*2

oz

1 oz

*4

oz

Yogu

rt

Che

ese

Cub

es

W

ater

Firs

t for

Thi

rst!

WAT

ER

WAT

ER

WAT

ER

WAT

ER

WAT

ER

*Rec

ipe

is a

vaila

ble

in th

e ac

tion

kit,

page

s 11

5-11

8.

*R

ecip

e is

ava

ilabl

e on

the

Hea

lthy

Chi

ldre

n, H

ealth

y W

eigh

t Sna

ck L

ist,

page

119

+

No

suga

r-sw

eete

ned

beve

rage

s ar

e se

rved

at t

his

child

car

e ce

nter

°W

W =

Who

le W

heat

, WG

= W

hole

Gra

in

111

Wee

kly

Men

u fo

r Chi

ldre

n (5

Day

– W

eek

4)

Wee

k of

: ___

____

____

____

____

____

____

____

____

__

Chi

ld C

are

Prov

ider

Nam

e:

Type

C

ompo

nent

M

inim

um S

ervi

ng

Dat

e:

Dat

e:

Dat

e:

Dat

e:

Dat

e:

1 - 2

Ye

ars

3 - 5

Ye

ars

6 - 1

2 ye

ars

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Fr

iday

Breakfast

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Vege

tabl

e, F

ruit

or

Juic

e 1/

4 C

up

1/2

Cup

1

Cup

Be

rrie

s Pe

ache

s Ap

ples

auce

Ba

nana

Su

pers

tar

Brea

kfas

t* (a

pple

s)

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

, 1/

3 oz

1/2

Slic

e,

1/4

Cup

, 1/

2 oz

1 S

lice,

3/

4 C

up,

1

oz

Yogu

rt P

arfa

its

(WG

Cer

eal)

Whe

atie

s Jo

hnny

Ap

ples

auce

Pa

ncak

es**

Mul

ti G

rain

C

heer

ios

Supe

rsta

r Br

eakf

ast*

(cou

scou

s)

Lunch

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Milk

M

ilk

Milk

M

ilk

Milk

Mea

t or M

eat

Alte

rnat

e 1o

z,

1/4

Cup

, 4

oz

1 1/

2 oz

,

3/8

Cup

, 6

oz

2 oz

,

1/2

Cup

, 8

oz

Chi

cken

Alfr

edo

with

a T

wis

t*

G

rille

d C

hick

en

Sala

d Tu

rkey

Sus

hi

Rol

ls**

(Tur

key)

M

ac &

Che

ese

Tast

y Te

nder

s*

Brea

ds/G

rain

s/

Past

a/R

ice

1/2

Slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

4 C

up

1 S

lice,

1/

2 C

up

WW

Rot

ini

Noo

dles

W

W B

read

Slic

e Tu

rkey

Sus

hi

Rol

ls**

(WW

To

rtilla

)

WW

Mac

aron

i N

oodl

es

WG

Rol

l

Vege

tabl

e or

Fru

it 1/

4 C

up

Tota

l 1/

2 C

up

Tota

l 3/

4 C

up

Tota

l Fr

uit S

alad

M

anda

rin O

rang

es

Pine

appl

e Pe

ars

Ora

nge

Slic

es

Broc

coli

Gar

den

Sala

d Tu

rkey

Sus

hi

Rol

ls**

(Car

rots

an

d Sp

inac

h)

Peas

C

eler

y St

icks

&

Dip

Snack (Select 2)

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

1/

2 cu

p 1

Cup

Vege

tabl

e, F

ruit

or

Juic

e 1/

2 C

up

1/2

Cup

3/

4 C

up

Appl

e Sl

ices

C

arro

t Stic

ks

Can

talo

upe

Mel

on

Rai

nbow

Pep

pers

&

Dip

W

affle

Tac

os**

(B

anan

a)

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

3 C

up

1 S

lice,

3/

4 C

up

WG

Ric

e C

akes

W

G C

rack

ers

WG

Waf

fle

Mea

t or M

eat

Alte

rnat

ive

*Yog

urt

1/2

oz

*2oz

1/

2 oz

*2

oz

1 oz

*4

oz

Pum

pkin

Dip

**

Hum

mus

**

W

ater

Firs

t for

Thi

rst!

WAT

ER

WAT

ER

WAT

ER

WAT

ER

WAT

ER

*Rec

ipe

is a

vaila

ble

in th

e ac

tion

kit,

page

s 11

5-11

8.

*R

ecip

e is

ava

ilabl

e on

the

Hea

lthy

Chi

ldre

n, H

ealth

y W

eigh

t Sna

ck L

ist,

page

119

+

No

suga

r-sw

eete

ned

beve

rage

s ar

e se

rved

at t

his

child

car

e ce

nter

°W

W =

Who

le W

heat

, WG

= W

hole

Gra

in

112

Wee

kly

Men

u fo

r Chi

ldre

n (5

Day

– W

eek

1)

Wee

k of

: ___

____

____

____

____

____

____

____

____

__

Chi

ld C

are

Prov

ider

Nam

e:

Type

C

ompo

nent

M

inim

um S

ervi

ng

Dat

e:

Dat

e:

Dat

e:

Dat

e:

Dat

e:

1 - 2

Ye

ars

3 - 5

Ye

ars

6 - 1

2 ye

ars

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Fr

iday

Breakfast

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Vege

tabl

e, F

ruit

or

Juic

e 1/

4 C

up

1/2

Cup

1

Cup

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

, 1/

3 oz

1/2

Slic

e,

1/4

Cup

, 1/

2 oz

1 S

lice,

3/

4 C

up,

1

oz

Lunch

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

3/

4 C

up

1 C

up

Mea

t or M

eat

Alte

rnat

e 1o

z,

1/4

Cup

, 4

oz

1 1/

2 oz

,

3/8

Cup

, 6

oz

2 oz

,

1/2

Cup

, 8

oz

Brea

ds/G

rain

s/

Past

a/R

ice

1/2

Slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

4 C

up

1 S

lice,

1/

2 C

up

Vege

tabl

e or

Fru

it 1/

4 C

up

Tota

l 1/

2 C

up

Tota

l 3/

4 C

up

Tota

l

Snack (Select 2)

Milk

, Flu

id,

Unf

lavo

red

1/2

Cup

1/

2 cu

p 1

Cup

Vege

tabl

e, F

ruit

or

Juic

e 1/

2 C

up

1/2

Cup

3/

4 C

up

Brea

ds/G

rain

s/D

ry

Cer

eal

1/2

slic

e,

1/4

Cup

1/

2 Sl

ice,

1/

3 C

up

1 S

lice,

3/

4 C

up

Mea

t or M

eat

Alte

rnat

ive

*Yog

urt

1/2

oz

*2oz

1/

2 oz

*2

oz

1 oz

*4

oz

W

ater

Firs

t for

Thi

rst!

WAT

ER

WAT

ER

WAT

ER

WAT

ER

WAT

ER

+ N

o su

gar-

swee

tene

d be

vera

ges

are

serv

ed a

t thi

s ch

ild c

are

cent

er

°WW

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117

Farmer's Harvest Chili Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide Ingredients 6 servings 12 servings 24servings 48 servings Onion, finely chopped 1/2 Cup 1 Cup 2 Cups 4 Cups Carrots, diced 1-1/2. 3 6 12 Garlic, cloves, minced 1/2 clove 1 clove 2 cloves 4 cloves Green bell pepper, diced 1/2 Cup 1 Cup 2 Cups 4 Cups Corn, canned, drained 1/2 - 12 oz can 1 - 12 oz can 2 - 12 oz cans 4 - 12 oz cans Kidney beans, canned, drained 2-1/4 Cups 4-1/2 cups 9 cups 18 cups Diced tomatoes, fresh or canned 1/2 - 14.5 oz Can 1 - 14.5 oz can 2 - 14.5 oz can 4 - 14.5 oz cans Tomato paste 1 Can 2 cans 4 cans 8 cans

Directions: 1. Spray large saucepan with non-stick cooking spray. Grain/Bread 2. Saute onions for about 3 minutes Fruit/Vegetable X 3. Add carrots and garlic. Saute for another 3 minutes Meat/Meat Alternate X 4. Add rest of ingredients and cook for 30 minutes (until heated thoroughly) on medium heat, uncovered. Stir occasionally.

Milk

Limeade Chicken Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Chicken breast, boneless, skinless 7/8 pound 1-3/4 pound 3-1/2 pound 7 pounds Lime juice, canned, bottled or squeezed 2 oz 4 oz 8 oz 16 oz Vegetable oil 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Pepper, black 1 tsp 2 tsp 4 tsp 8 tsp

Directions: 1. Trim fat from chicken breast. Grain/Bread 2. Cut each breast into four pieces and place in resealable bag. Fruit/Vegetable 3. Add lime juice, oil and pepper and toss in bag. Meat/Meat Alternate X 4. Marinate 3 hours Milk 5. Place on oiled cookie sheet. Bake at 400 degrees F for about an hour.

Golden Porridge Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Old Fashioned rolled oats 1 cup 2 cups 4 cups 8 cups Milk, fat-free or 1% 2 cups 4 cups 8 cups 16 cups Ground cinnamon 1/2 Tbsp 1 Tbsp 2 Tbsp 1/4 cup Vanilla extract 1 tsp 2 tsp 4 tsp 8 tsp Brown sugar 2 tsp 4 tsp 8 tsp 16 tsp Walnuts (optional) 1 cup 2 cups 4 cups 8 cups Directions: 1. In a large saucepan, bring milk to a boil. Grain/Bread X 2. Combine oats and cinnamon. Mix into milk. Return to a boil. Fruit/Vegetable 3. Reduce heat and simmer for 5 - 10 minutes or until mixture has thickened. Meat/Meat Alternate 4. Remove from heat and mix in brown sugar, vanilla and walnuts (optional). Milk

Cheesy Pizza Muffin Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Whole Wheat English muffins 3 6 12 24 Cheese, mozzarela, shredded, part-skim 9 oz 18 oz 36 oz 72 oz Spaghetti sauce, canned or homemade 3/4 cup 1-1/2 cup 3 cups 6cups Oregano 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Directions: 1. Preheat oven to 350 degrees F. Grain/Bread X 2. Cut or pull English muffins in half and place on backing sheet, flat side down. Fruit/Vegetable 3. Spread spaghetti sauce over each half, top with 1-1/2 oz cheese and sprinkle with oregano. Meat/Meat Alternate X 4. Bake, uncovered, at 350 degrees for about 10 minutes or until cheese is melted. Milk 5. Sreve one half to each child as their own personal pizza.

118

Pumpkin Patch Pancakes Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide Ingredients 8 servings 16 servings 32 servings 64 servings Flour, Whole wheat 1/2 cup 1 cup 2 cups 4 cups Baking powder 1 tsp 2 tsp 4 tsp 8 tsp Cinnamon, ground 1/4 tsp 1/2 tsp 1 tsp 2 tsp 1% milk 5 fl oz 1-1/4 cup 2-1/2 cups 5 cups Applesauce, unsweetened 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Egg 1/2. 1 2 4 Pumpkin puree, canned 1/4 cup 1/2 cup 1 cup 2 cups Vanilla yogurt, low fat 1/4 cup 1/2 cup 1 cup 2 cups Directions: 1. In large mixing bowl combine flour, baking powder and cinnamon. Grain/Bread X 2. In separate bowl mix milk, applesauce, egg, pumpkin, and yogurt until combined. Fruit/Vegetable 3. Add wet ingredients to flour mixture and stir until moist. Batter may still be lumpy. Meat/Meat Alternate 4. Lightly coat griddle or skillet with cooking spray and heat on medium. Milk 5. Pour batter onto hot griddle (about 2 Tbsp for each pancake). 6. Cook until bubbles burst, flip and cook until golden on both sides.

Cheesy Spaghetti Bake Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Spaghetti, dry, whole wheat 1 cup 2 cups 4 cups 8 cups Egg 1/2. 1 2 4 Milk, fat free or 1% 1/4 cup 1/2 cup 1 cup 2 cups Salt 1/4 tsp 1/2 tsp 1 tsp 2 tsp Turkey, ground 10 oz 1-1/4 lb 2-1/2 lb 5 lbs Onion, small, chopped 1/2. 1 2 4 Cheese, mozzarela, shredded, part-skim 1 oz 2 oz 4 oz 8 oz Spaghetti sauce, canned or homemade 1 cup 2 cups 4 cups 8 cups Oregano 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Directions: 1. Preheat oven to 350 degrees F. Grain/Bread X 2. For 24 servings, grease a 11x7x2 baking dish. For 12 servings, 8x8x1-1/2 baking dish. Fruit/Vegetable 3. Cook spaghetti as package directions indicate; drain Meat/Meat Alternate X 4. In a large bowl, heat the egg, milk and salt; add spaghetti, oregano, and Milk half the cheese called-for. Toss to coat. 5. Transfer to greased baking dish. 6. Brown meat and chopped onion; drain. Add spaghetti sauce and mix well. Spoon over pasta. 7. Bake, uncovered, at 350 degrees for 20 minutes. 8. Sprinkle with the rest of the shredded cheese and bake 10 minutes more. Let stand 10 minutes before serving.

Veggie Tuna Melt Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 7 servings 14 servings 28 servings 56 servings Tuna, packed in water, drained 1- 12.5 oz can 2- 12.5 oz cans 4- 12.5 oz cans 8- 12.5 oz cans Mayonnaise 1/2 Tbsp 1 Tbsp 2 Tbsp 1/4 cup Mustard, brown 1/2 Tbsp 1 Tbsp 2 Tbsp 1/4 cup Onions, chopped 1/2 cup 1 cup 2 cups 4 cups Celery, chopped 1 cup 2 cups 4 cups 8 cups Carrots, grated 1 cup 2 cups 4 cups 8 cups Cheese, cheddar 1/4 cup 1/2 cup 1 cup 2 cups Bread, whole grain 7 slices 14 slices 28 slices 56 slices Directions: 1. Preheat oven to 350 degrees F. Grain/Bread X 2. Wash and dry onions, celery and carrots. Fruit/Vegetable X 3. Chop onion and celery. Grate carrots. Combine in bowl. Set aside. Meat/Meat Alternate X 4. Combine mayonnaise, mustard and drained tuna in a bowl. Add onions, celery and carrots. Milk 5. Place bread slices on a baking sheet. 6. Top bread with 3/4 cup of tuna mixture, sprinkle with cheese. Bake at 350 degrees for 5 minutes, until cheese is melted and bread is toasted.

119

Dragon Treats Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Tortillas, whole wheat, 8" 6 12 24 48 Chicken, boneless, skinless, cut into strips 1 lb 2 lbs 4 lbs 8 lbs Tomatoes, diced 1/2 cup 1 cup 2 cups 4 cups Onions, chopped 1/2 cup 2 cup 2 cups 4 cups Romaine lettuce, shredded 1/2 cup 3 cup 2 cups 4 cups Barbeque sauce 1/4 cup 1/2 cup 1 cup 2 cups Directions: 1. Coat large, non-stick skillet with cooking spray. Grain/Bread X 2. Coat chicken with barbeque sauce. Fruit/Vegetable X 3. Place chicken strips into pan. Cook about 3 minutes on each side. Add barbeque sauce to chicken. Meat/Meat Alternate X 4. Simmer over medium heat for 15 - 25 minutes until chicken is cooked all the way through. Milk 5. Warm tortillas in microwave oven. 6. Combine tomatoes, onions and lettuce in bowl. Place 1-1/2 oz chicken and 1/4 cup vegetable mixture on each tortilla.

Fancy Fish Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 7 servings 14 servings 28 servings 56 servings Cod filets, frozen (or other white fish) 1 lb 2 lbs 4 lbs 8 lbs Paprika Pinch 1/4 tsp 1/2 tsp 1 tsp Onion powder 1/4 tsp 1/2 tsp 1 tsp 2 tsp Pepper 1/8 tsp 1/4 tsp 1/2 tsp 1 tsp Oregano, ground Pinch 1/4 tsp 1/2 tsp 2 tsp Thyme, ground Pinch 1/4 tsp 1/2 tsp 3 tsp Lemon juice, fresh or bottled 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Margarine, soft, melted 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Directions: 1. Preheat oven to 350 degrees F. Grain/Bread 2. place fish on ungreased baking pan. Fruit/Vegetable 3. In small bowl combine paprika, onion powder, pepper, oregano and thyme. Meat/Meat Alternate X 4. Sprinkle mixture over fish. Squeeze lemon juice over fish. Drizzle margarine on top. Milk 5. Bake about 30 minutes or until fish flakes with a fork.

Bunny Sticks Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24servings 48 servings Sweet Potatoes 14 oz 1-3/4 lb 3-1/2 lb 7 lbs Margarine, melted 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Cinnamon, ground 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Directions: 1. Poke holes in top of potatoes with a fork. Microwave about 1 minute. Grain/Bread 2. Preheat oven 375 degrees. Fruit/Vegetable X 3. Wash sweet potatoes and peel if desired. Cut into slices. Meat/Meat Alternate 4. Combine margarine, brown sugar and cinnamon in sealable bag. Milk 5. Add sweet potatoes to bag and shake until coated. Spread potatoes onto greased baking sheet. 6. Bake at 375 degrees for 45 minutes.

Pizza Party Pita Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 4 servings 8 servings 16 servings 32 servings Pita, whole grain 4 8 16 32 Filling: Pinch 1/4 tsp 1/2 tsp 1 tsp

Ricotta cheese 1/2 cup 1 cup 2 cups 4 cups White beans, cooked and drained 1/2 cup + 2 Tbsp 1-1/4 cup 2-1/2 cups 5 cups Tomatoes, chopped 1 cup 2 cups 4 cups 8 cups Spinach, frozen chopped, thawed 1/2 cup 1 cup 2 cups 4 cups Tomato sauce 1/2 cup 1 cup 2 cups 4 cups Milk, fat-free or skim 1/2 Tbsp 1 Tbsp 2 Tbsp 1/4 cup

Directions: 1. Preheat oven to 350 degrees F. Grain/Bread X 2. In mixing bowl stir together spinach, ricotta cheese, tomatoes and beans. Fruit/Vegetable X 3. Slice pitas open. Place 1/4 cup mixture in each pita. Meat/Meat Alternate X 4. Line baking sheet with lightly greased foil. Place pitas on sheet and brush tops with milk. Milk 5. Place in 350 degree oven for 8 - 10 minutes.

Chicken Alfredo With a Twist Source: Recipes for Healthy Kids Cookbook for Child Care Centers

Ingredients 6 servings 12 servings 25 servings 50 servings Rotini pasta, whole grain 1/2 lb 1 lb 2 lbs 4lbs Cream of chicken soup, low-fat, reduced 18 oz 36 oz 75 oz 150 oz Fat free half and half 1-1/2 cup 3 cups 6 cups 12 cups Ground white pepper 1/4 tsp 1/2 tsp 1 tsp 2 tsp Garlic powder Pinch 1/4 tsp 1/2 tsp 1 tsp Parmesan cheese, grated 3/4 cup 1-1/2 cups 3 cups 6 cups Frozen, cooked diced chicken, thawed, 1/2" 3/4 lb 1-1/2 lb 3 lb, 4oz 6-1/2 lbs Directions: 1. Cook spaghetti as package directions indicate; drain Grain/Bread X 2. Combine soup, half and half, pepper, garlic, parmesan cheese and chicken. Fruit/Vegetable Cook over medium heat for 5-10 minutes, stirring often. Meat/Meat Alternate X 3. Pour noodles into large baking pan. Add sauce immediately before serving (1 cup). Milk

Johnny Applesauce Pancakes Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide Ingredients 6 servings 12 servings 24servings 48 servings Milk, fat free or 1% 1/4 cup 1/2 cup 1 cup 2 cups Eggs 2 4 8 16 Vegetable oil 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Applesauce, unsweetened 1/2 cup 1 cup 2 cups 3 cups Whole wheat flour 3/4 cup 1-1/2 cup 3 cups 6 cups Baking powder 1/2 Tbsp 1 Tbsp 2 Tbsp 1/4 cup Salt 1/4 tsp 1/2 tsp 1 tsp 2 tsp Sugar 1 Tbsp 2 Tbsp 1/4 cup 1/2 cup Cinnamon, ground Pinch 1/8 tsp 1/4 tsp 1/2 tsp Directions: 1. Heat griddle over high heat (about 375 degrees). Grain/Bread X 2. Combine milk, eggs, oil and applesauce in a mixing bowl. Mix on low speed until blended. Fruit/Vegetable 3. Sift flour, baking powder, salt, sugar, and cinnamon. Using whip attachment, Meat/Meat Alternate mix batter for about 15 seconds on low speed. Scrape sides of bowl. Milk 4. Mix for 1 minute on medium speed. Portion 1/4 cup onto griddle for each pancake. 5. Cook until bubbles appear on top and bottom is browned. Flip and cook other side (about 1 minute).

Superstar Breakfast Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 6 servings 12 servings 24 servings 48 servings Coucous, dry 1/2 cup 1 cup 2 cups 4 cups Milk, fat free or 1% 1-1/4 cup 2-1/2 cups 5 cups 10 cups Apples, peeled, sliced 3 cups 6 cups 12 cups 24 cups Cinnamon, ground 1 tsp 2 tsp 4 tsp 8 tsp Directions: 1. In medium saucepan, combine milk and cinnamon. Bring to a boil. Grain/Bread X 2. Add couscous and apples. Cover and remove from heat. Fruit/Vegetable X 3. Let stand for 5 minutes. Meat/Meat Alternate 4. Spoon 3/4 cup of mixture into bowls. Milk

Tasty Tenders Source: Improving Nutrition & Physical Activity Quality in Delaware Child Care; Menu Planning Guide

Ingredients 5 servings 10 servings 25 servings 50 servings Chicken, skinless, boneless, breast 3/4 lb 1-1/2 lb 3-1/2 lbs 7 lbs Wheat bran cereal, crushed 3/4 cup 1-1/2 cup 3-3/4 cup 7-1/2 cup Milk, fat free or 1% 1/4 cup 1/2 cup 1-1/4 cup 2-1/2 cups Olive or canola oil 1 Tbsp 2 Tbsp 5 Tbsp 10 Tbsp Directions: 1. Preheat over to 400 degrees. Grain/Bread 2. Trim the fat from the chicken. Fruit/Vegetable 3. Cut each breast into strips. Soak in milk. Meat/Meat Alternate X 4. Roll chicken in cereal crumbs on both sides. Place in oiled pan. Spritz or drizzle with oil. Milk 5. Bake at 400 degrees for 30 minutes.

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121

SNACK LIST Fruit Pizza

Whole grain tortilla spread with strawberry or plain cream cheese, top with sliced fruit.

Shrunken Sandwiches Slice ham and cheese into small squares or rounds to match the size of the crackers and stack.

Fruit Wheels Rice cakes spread with cream cheese and cut up fruit on top.

Veggie Patch Bagel Bites Mini whole wheat bagels sliced in half, spread with cream cheese and top with diced veggies. Optional: flavor cream cheese by adding tablespoon of dry ranch.

Apple Yogurt Mix chopped apples with yogurt and top with granola.

Banana dogs Whole wheat hot dog bun spread with peanut butter or cream cheese, and add banana to the bun.

Waffle Tacos Spread heated whole grain waffles with peanut butter or cream cheese and top with banana slices. Fold in half like a taco.

Fruit smoothies Yogurt or milk blended with favorite fruits.

Humpty Dumpty Crack-up! Slice hard boiled eggs with whole grain crackers, string cheese or fruit.

Strawberry Frozen Yogurt Blend frozen strawberries with yogurt until smooth.

Fruit Mix Ups Cottage cheese mixed with fruit, such as peaches, pineapple or blueberries.

Power Barbells

Connect cheese cubes to each end of a pretzel stick.

Pumpkin Dip Mix 3 Tbsp. pureed pumpkin with 1-cup fat free yogurt. Add a splash of orange juice and sprinkle cinnamon to taste. Serve with apple slices and graham crackers.

Turkey Sushi Rolls Whole wheat tortilla spread with cream cheese. Layer turkey, spinach and shredded carrots, roll tight. Slice into one inch pieces and flip them onto their side to look like sushi.

Pizza Face Whole wheat English muffin spread with tomato sauce and shredded cheese. Dice up the veggies and allow the kids to create their own crazy pizza face.

Ants on a Log Celery sticks spread with peanut butter and topped with raisins.

Tortilla Roll-Up Roll sliced ham and cheese in a whole grain tortilla.

Corn and Black Bean Salsa Mix 1 can each of drained corn, black beans and diced tomatoes. Serve with whole grain crackers or chips.

Hummus Combine 1 can chickpeas, ½ tsp cumin, 2 tsp lemon juice and 3 Tbsp liquids from beans in a blender. Blend until smooth. Serve with veggies or whole-wheat pita.

Apple Raisin Ladybugs Red apples halves (red side up), dip raisins in peanut butter or cream cheese, and sticking on red side of apple. Cut grapes in half for head and feet.

• Give children the opportunity to create their own snacks whenever possible; spreading decorating or peeling.

• Always sanitize cooking area and have children wash their hands before handling food. • To keep fruit from browning, place sliced fruit in water with a little lemon juice before serving. • Keep in mind choking hazards for children younger than 4 years: hot dogs, grapes, peanut butter,

popcorn, raw vegetables, raisins, candy, chunks of meat or cheese, and anything not easily chewable.

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Date: Snack Menu

Monday Tuesday Wednesday Thursday Friday

AM- Whole AM- Animal AM- Low Fat AM- Whole Wheat AM- Whole Grain Cereal Crackers and Yogurt and English Muffins w/All Grain Cereal with Milk Unsweetened Peaches (in own Fruit Jam and Milk with Milk

Applesauce juice) PM - Bananas PM- Edamame and PM - Pretzels and Whole PM- Rice Cakes, PM- Black Whole Wheat and Cucumber Grain Crackers and Milk Beans and Crackers Slices

Brown Rice

USDA Snack Portion Requirements - Choose 2

No sugar-sweetened beverages are served at this center. All milk served is unflavored.

Date: Snack Menu


AM- Frozen AM- AM- Whole Grain AM- Mandarin AM- Multi Grain Strawberries Unsweetened Toast and Oranges ( in Cheerios Cereal and Low Fat Applesauce and Scrambled Eggs own juice) and with Milk Yogurt Milk Milk

PM- Quinoa Pilaf PM - Carrots and PM - Whole PM- Low Fat with Mixed PM- Whole Celery Sticks with Wheat Tortillas Cream Cheese, Vegetables Grain Cereal Mix Low Fat Ranch Dip with Black Whole Wheat and Cucumbers and Milk Beans Crackers and

Milk



Date: Snack Menu


AM- Multi Grain AM- Whole AM- Low Fat Yogurt AM- Bran AM- Muliti Life Cereal with Grain Mini- with Canned Muffins and Milk Grain Cheerios Milk Bagels with Low Pineapple and Milk

Fat Cream (in own juice) PM- Whole PM - Apple Cheese and Milk Grain Cereal PM- Multigrain Slices and PM- Black Bean and Mix and Crackers and Cheddar Cheese PM- Baby Whole Grain Flour Peaches (in Pears (in own Sticks Carrots and Tortilla Roll-Ups own juice) juice)

Hummus

USDA Snack Portion Requirements - Choose 2 No sugar-sweetened beverages are served at this center. All milk served is unflavored.

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Date: Snack Menu


AM- Whole AM- Egg and AM- Whole AM- Low Fat AM- Multi Grain Grain Cheerios Potato Casserole Grain Toast and Yogurt and Cheerios Cereal with Milk with Whole Wheat Pineapple Frozen with Milk

Toast Strawberries PM - Carrots PM- Baked PM - Graham and Low Fat PM- Apples and Sweet Potato PM- Rice Cakes Crackers and Ranch Dip with Cheddar Cheese Wedges an d and Green Unsweetened Milk Cubes Milk Beans Applesauce



Date: Snack Menu


AM- AM- Bananas and AM- Scrambled AM- Apple AM- Multi Grain Clementines Milk Eggs and Whole Cinnamon Cheerios Cereal and Low Fat Wheat Toast Oatmeal and with Milk Yogurt PM- Whole Grain Milk

Pasta with PM- Quinoa Pilaf PM - Cucumber PM - Whole Tomatoes with Mixed PM- Roasted Slices, Green Grain Corn Vegetables Chick Peas and Pepper Strips and Chips and Peaches (in Hummus Tomato Salsa own juice)



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The Ohio Department of Jobs and Family Services issues licenses for preschools. We are required to follow the guidelines on this sheet for lunches brought to the center from home. Please help us by making sure your child’s lunch meets the State required guidelines. When a food group is missing from your child’s lunch, Center’s name is required to offer the child the appropriate food. When noncompliance occurs on a regular basis, we are required to notify you.

Each Child’s lunch must contain the following amount from each food group:

Meat and Meat Alternatives (1 serving) 1.5 oz Meat, Fish or Poultry 1 Large Egg 3/8 cup cooked or dried beans or legumes

3/8-cup cottage cheese 3/8 cup Hummus 1.5 oz Cheese 3 Tablespoons Peanut Butter

Fruits and Vegetables (2 servings) ½ cup fresh fruit ½ Apple ½ Banana ½ Orange 1 Clementine

½ cup vegetable sticks (carrots, celery,

zucchini, cucumbers, etc…) ½ cup canned fruit in 100% Juice or water 1/3 cup cooked vegetables 2 Tomato Slices

* Fruit Snacks, Fruit Roll-ups, etc. do not count as a serving from this group

Bread and Grains (1 serving) 6” Whole grain tortilla 2 to 3 whole grain crackers ¼ cup whole grain pasta ¼ cup brown rice Whole-wheat bagel – ¼ regular sizes or

half of a mini bagel Milk (1 serving) ¾ cup low-fat or fat-free non-flavored milk (1% or skim) for children 2 and up ½ cup whole milk for children under 2

½ Whole wheat English muffin ½ Whole grain pita bread ¼ cup whole grain cereal ½ cup Oatmeal ½ slice whole wheat bread

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What is a Whole Grain? Whole grains consist of the entire cereal grain seed or kernel. The kernel has three parts-the bran, the germ, and the endosperm. Usually the kernel is cracked, crushed, or flaked during the milling process. If the finished product retains the same relative proportions of bran, germ, and endosperm as the original grain, it is considered a whole gram. When you see the following words, you will know that, by regulation (Food and Drug Administration (FDA) Standards of Identity), they describe whole grains that are used as ingredients:

• Cracked wheat • Crushed wheat • Whole-wheat flour • Graham flour • Entire-wheat flour • Bromated whole-wheat flour • Whole durum wheat flour

Common and usual names for other whole grains are noted below:

• The word “whole” listed before a grain, for example, “whole corn.” • The words “berries” and “groats” are also used to designate whole grains, for

example, “wheat berries” or “oat groats” • Rolled oats and oatmeal (including old-fashioned, quick-cooking, and instant oatmeal) • Other whole-grain products that do not use the word "whole" in their description, for

example: brown rice, brown rice flour, or wild rice • A more comprehensive list of whole grains is provided as Attachment A.

Flour has been designated by the FDA as the term for refined wheat flour. The following ingredients are not whole grains:

• Flour • White flour wheat

flour • All-purpose flour • Unbleached flour • Bromated flour • Enriched bromated

flour • Enriched flour • Instantized flour

• Phosphated flour • Self-rising flour • Self-rising wheat flour • Enriched self-rising

flour • Bread flour • Cake flour • Durum flour • Corn grits

• Hominy grits • Hominy • Farina • Semolina • Degerminated com

meal • Enriched rice • Rice flour • Couscous

Grain products that may or may not be whole-grain:

• "Pot" or "Scotch" barley and "pearl" or "pearled" barley are not whole grains because

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bran has been removed. Look for the words whole barley or whole-grain barley on the product label or in the ingredient statement. However, the FDA has recognized that "hulled barley" is a whole grain.

• "Stone ground" does not necessarily mean that the product is whole-grain. "Stone ground" describes the process used for making the flour or meal. Look for "whole" in combination with "stone ground" in the ingredient statement.

• Whole corn "treated with lime" (often used in tortilla products, and may be called "masa") would only be a whole grain if documentation from the manufacturer indicates that the manufacturing process used to prepare the corn with lime retains the pericarp, or bran layer.

How to Purchase Whole-Grain Products or Develop Whole-Grain Product Descriptions (Specifications):

1. Whole grains as the primary ingredient by weight of the product. Specify that a whole grain will be the first ingredient on the ingredient label or the primary ingredient by weight.

2 . Whole grains as the primary grain ingredients of the product.

Specify that a whole grain be the first grain ingredient of the product.

a. Flour blends of whole-grain and enriched flours: Some manufacturers make products using a specialty blend of two or more flours that is part whole grain and part refined flour. In this case, the manufacturer must provide documentation to show that the primary grains in the product are whole grains. Regardless of the type of whole-grain food purchased, ensure in your specification that the serving size of the whole-grain food is equal to a serving of Grains/Bread as defined by CACFP.

Looking at the Whole Product: Before purchasing new products containing whole grains, look carefully at the whole product, not just the whole grains. In keeping with the 2015 Dietary Guidelines for Americans (DGA) recommendations, child care centers should offer whole-grain products that are low in sugars and/or fat. The goal is to offer nutritious whole-grain foods that students can enjoy. Including a dessert on a limited basis as an element of a reimbursable meal can have the positive effect of increasing acceptance and encouraging children to more fully participate in the meal service. We do not support using dessert items to meet the bread requirement in every meal, but we do acknowledge the benefit on occasion. Storing Whole Grains: As with all foods, use FIFO (First In, First Out) principles when storing whole grains. Because whole-grain ingredients (e.g., whole-wheat flour, brown rice) retain the bran and the oil-rich germ, these items may turn rancid when stored in warm areas. To increase the shelf life, store these products in a cool, dry place in airtight containers. If the whole-grain products will not be used within a short period of time, they should be stored in the refrigerator or freezer. Taste-Testing of Whole-Grain Products: Some students may not be familiar with whole-grain products. To encourage them to try different products, centers can have student taste tests to select products that have the most student

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appeal. By documenting the taste tests and student preferences, centers may develop a list of approved whole-grain products for purchase. Introduce whole grains in student favorites, such as pizza or spaghetti, and gradually increase the amount of whole grains in recipes over the school year as students adapt to the changes. Ideas for Adding Whole Grains to Menus in Child Nutrition Programs:

• Whole-grain ready-to-eat cereals • Whole-grain cooked breakfast cereals • Granola made from whole grains • Whole-grain cereal or granola bars • Whole-grain pancakes or waffles • Whole-grain bagels or muffins • Whole-wheat breads, rolls, or buns • Other whole-grain breads, rolls, or buns • Whole-grain tortillas, taco shells • Whole-grain chips/pretzels • Whole-grain pita pockets • Whole-grain cornbread

• Whole-grain crackers or cookies • Whole-grain side dishes (e.g., brown

rice, wild rice, cracked wheat, whole-grain bulgur or barley, whole specialty grains)

• Whole-wheat pasta, such as macaroni, spaghetti, vermicelli, or whole-grain noodles

• Whole-grain salads (cracked wheat, whole- grain bulgur, whole specialty grains)

• Other uses of whole grains (soups, casseroles, combination dishes)

• Soba noodles (with whole buckwheat flour as primary ingredient)

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Attachment A: List of Common Whole Grains

While this list is extensive, it is NOT comprehensive and therefore may not contain all possible representations of whole-grain ingredient names on food labels.

Wheat (Red) – the most common in the US

Wheat berries Whole-grain wheat Cracked wheat or crushed wheat Whole-wheat flour Bromated whole-wheat flour Stone ground whole-wheat flour Toasted crushed whole wheat Whole-wheat pastry flour Graham flour

Entire wheat flour Whole durum flour Whole durum wheat flour Whole-wheat flakes Sprouted wheat Sprouted wheat berries Bulgur (cracked wheat) Whole bulgur Whole-grain bulgur

Wheat (White) Whole white wheat Whole white wheat flour

Barley Whole barley Whole-grain barley Whole-barley flakes Whole-barley flour

Whole-grain barley flour Dehulled barley Dehulled-barley flour

Corn Whole corn Whole-com flour Whole-grain corn flour

Whole-grain cornmeal Whole cornmeal Whole-grain grits

Brown Rice Brown rice Brown-rice flour

Wild Rice Wild rice Wild rice flour

Oats Whole oats Oat groats

Oatmeal or rolled oats Whole-oat flour

Rye Whole rye Rye berries

Whole-rye flour Whole-rye flakes

Other – to be whole grains, “whole” must be listed before grain name

Einkorn Kamut® Emmer (Farro) Teff Triticale Spelt

Buckwheat Amaranth Sorghum (Milo) Millet Quinoa

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Ohio's Seasonal Produce Availability

May June July August September October Asparagus

Broccoli Cabbage

Collard greens Kale

Mustard greens Radishes Rhubarb Spinach

Strawberries Turnip Greens

Asparagus Beans Beets

Broccoli Cabbage

Collard greens Endive

Gooseberries Green Onions

Herbs Kale

Lettuce Mustard greens

Peas Radishes

Raspberries Rhubarb Spinach Squash

Strawberries Zucchini

Beans Beets

Blackberries Blueberries Cabbage Carrots

Collard greens Corn

Currants Endive

Green Onions Gooseberries

Herbs Kale

Leeks Lettuce

Mustard Greens Okra

Peaches Peas

Radishes Okra

Radishes Raspberries

Spinach Squash

Strawberries Tomatoes

Turnip Greens Zucchini

Apples Beans Beets

Blackberries Blueberries Cabbage

Cantaloupe Carrots Collard Greens Corn

Cucumbers Eggplant Grapes Green Onions Herbs Leeks Kale

Lettuce Mustard Greens

Okra Spinach Peaches Peppers Potatoes Radishes

Raspberries Squash Spinach


Turnip Greens Winter Squash

Zucchini

Apples Beans Beets

Blueberries Broccoli Cabbage

Cantaloupe Carrots

Cauliflower Collard Greens

Corn Cucumbers

Eggplant Endive Grapes

Green Onions Herbs Kale

Leeks Lettuce

Mustard Greens Peppers Onions

Parsnips Peaches Peppers

Pumpkins Potatoes Radishes

Raspberries Spinach Squash


Turnip Greens Turnips

Watermelon Winter Squash

Zucchini

Apples Beets

Cabbage Carrots

Cauliflower Collard Greens

Corn Grapes

Green Onions Herbs Kale

Leeks Lettuce

Mustard Greens Onions

Parsnips Peppers Potatoes Pumpkins

Onions Turnip Greens Watermelon

Winter Squash

Photo Courtesy of Local Matters

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Policy Recommendations for Child Care Centers and

Homes

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Vision

All organizations that complete Healthy Children Healthy Weights training and technical assistance will offer an environment where children have access to healthy foods and beverages and opportunities for daily activity that ensures children are ready to live, learn and play at their best.

Disclaimer

This policy book contains recommendations and suggestions for policies regarding Physical Activity, Healthy Nutrition, Healthy Eating Habits, Healthy Drinks, and Healthy Weights. Please note that some of the suggested policies listed in each category may pertain more to child care centers and not to home child care settings. If a policy refers directly to a child care center the word [home] will be added to denote that the policy could also apply in a home child care setting.

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HEALTHY POLICY

Why should Child Care providers focus on ‘Policy, Systems and Environmental Change’? Policy, systems and environmental change is a different way to approach the prevention of health issues like obesity, diabetes, cancer and other chronic diseases. It recognizes that in addition to knowing how to be healthy, children need to have healthy options readily available. Policy, systems and environmental change is a way of changing laws, rules and environments to make healthy choices practical and available to every child. Specifically, adopting written policies can set standards of excellence in physical activity and nutrition. Making these policies available in your handbook make it clear that you support a healthy environment for children to live, learn and play at their best.

What is policy? Policy is a specific rule or course of action to support the mission, vision and goals of an individual or group.

What is regulation? A governmental order having the force of law (i.e. requirements set forth by licensing). Compliance is required for licensing or accreditation.

Why are healthy policies important in the child care setting? According to the 2010 U.S. Census, the percentage of 3- to 5-year-olds enrolled in full-day preprimary programs is roughly 25%.12 This statistic illustrates the significant amount of time that children spend in child care. Many researchers argue that a healthy child care environment is an essential component of obesity prevention efforts. It can also be assumed that a significant portion of children’s nutrition and physical activity needs will be (or arguably should be) met while in child care.

The bottom line – child care plays a major role in a child’s day and presents an excellent opportunity to help children develop healthy habits that can help prevent obesity and chronic disease throughout the lifespan.

What are the benefits of policies? Policies help set the stage for accurate, timely and consistent messages. They create more sustainable change that can withstand staff turnover and allow for written documentation to ease discrepancies among parents or teachers.

What are the characteristics of an effective policy? Remember that Policies must include the date on which they were implemented. This is a requirement to receive OHP status. Strong policies should also be:

1. Specific. Address time, action and/or words. 2. Clearly written with simple language that is easy to understand. 3. Available to all people involved, including parents and staff.

The following policy guide is designed to assist you in policy, system and environment changes that make the healthy choice the easy choice for you, staff, parents and the children you serve.

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PHYSICAL ACTIVITY POLICY GOALS

Goal 1: Consistent with the National Association for Sport and Physical Education (NASPE) Active Start – Physical Activity Guidelines for Children Ages Birth to Five Years, the child care center [home] has a policy requiring that all children are provided with at least 60 minutes of physical activity per day including both teacher led activity and free play.

Physical Activity Guidelines for Infants (birth to 12 months): 1. Infants should interact with caregivers in daily physical activities that are dedicated to

exploring movement and the environment.9

2. Caregivers should place infants in settings that encourage and stimulate movement experiences and active play for short periods of time several times a day.9

3. Infants’ physical activity should promote skill development in movement.9

4. Infants should be placed in an environment that meets or exceeds recommended safety standards for performing large-muscle activities.9

5. Those in charge of infants’ well-being are responsible for understanding the importance of physical activity and should promote movement skills by providing opportunities for structured and unstructured physical activity.9

Physical Activity Guidelines for Toddlers (12 to 36 months): 1. Toddlers should engage in a total of at least 30 minutes of structured physical activity

each day.9

2. Toddlers should engage in at least 60 minutes – and up to several hours – per day of unstructured physical activity and should not be sedentary for more than 60 minutes at a time, except when sleeping.9

3. Toddlers should be given ample opportunities to develop movement skills that will serve as the building blocks for future motor skillfulness and physical activity.9

4. Toddlers should have access to indoor and outdoor areas that meet or exceed recommended safety standards for performing large-muscle activities.9

5. Those in charge of toddlers’ well-being are responsible for understanding the importance of physical activity and promoting movement skills by providing opportunities for structured and unstructured physical activity and movement experiences.9

Physical Activity Guidelines for Preschool-age children (3-5 years):

1. Preschoolers should accumulate at least 60 minutes of structured physical activity each day.9

2. Preschoolers should engage in at least 60 minutes –and up to several hours – of unstructured physical activity each day, and should not be sedentary for more than 60 minutes at a time, except when sleeping.9

3. Preschoolers should be encouraged to develop competence in fundamental motor skills that will serve as the building blocks for future motor skillfulness and physical activity.9

4. Preschoolers should have access to indoor and outdoor areas that meet or exceed recommended safety standards for performing large-muscle activities.9

5. Caregivers and parents in charge of preschoolers’ health and well-being are responsible for understanding the importance of physical activity and for

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promoting movement skills by providing opportunities for structured and unstructured physical activity.9

Goal 2: The child care center has a policy that limits television viewing and other screen time activities in accordance with the American Academy of Pediatrics recommendations for screen time.

Screen-time Recommendation for Children under 2 years old: TV and screen time not recommended.1

Screen-time Recommendations for Children 2 years and older: Consistent with the AAP recommendations to limit screen time to less than 2 hours per day total and recognizing that screen time activities may be available in the child’s home environment, the center has a policy limiting television viewing and other screen time to less than 1 hour per day.

Goal 3: The child care center [home] policy requires that all children have opportunities to be physically active every day and that opportunities for physical activity will not be withheld as a punishment.

MODEL PHYSICAL ACTIVITY POLICIES

Model Physical Activity Policies for All Children ages birth to 5 years: All children are provided with 60 minutes of developmentally appropriate physical

activity each day, including a combination of both teacher-led and free play.

Model Physical Activity Policies for Infants: Caregivers shall place infants in safe settings that facilitate physical activity and do

not restrict movement for prolonged periods of time, promote the development of movement skills, and allow infants to perform small and large muscle activities. 1

Infants will not be placed in movement restricting apparatus such as swings and infant seats for periods of longer than 30 minutes.

Model Physical Activity Policies for Toddlers:

Toddlers shall engage in at least 60 minutes of unstructured physical activity per day at child care.

Toddlers shall engage in at least 30 minutes of structured physical activity, accumulated throughout the course of the day at child care. 10

Model Physical Activity Policies for Preschool-age children:

Preschool-age children shall engage in at least 60 minutes of unstructured physical activity per day at child care. 10

Preschool-age children shall be scheduled for at least 60 minutes of structured physical activity, accumulated throughout the course of the day at child care. 10

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Model Policies – Sedentary Time: Children shall not be allowed to remain sedentary or sit passively for more than 60

minutes continuously, except during scheduled rest or naptime. 11

We ensure that children are rarely seated for periods or more than 30 minutes. 2

Caregivers ensure that children walk distances and reduce sedentary transportation by stroller. 10

Model Policies – Physical Activity Messages: (For effective change, these policies should be implemented in conjunction with a time specific physical activity policy such outlined in the previous 5 sections of model policies)

Staff members receive training on physical activity (not including playground safety) twice per year or more. 7

We promote physical activity in classrooms and common areas through the use of posters, pictures, and displayed books. 2

We offer physical activity education to parents 2 times a year or more. 2

Children with special needs have physical activity planned with professional and family consultation. 3

Physical activity is taught as specific learning objectives and woven into activities throughout the day. 3

We provide teacher-directed physical activity education for children through a standardized curriculum. 2

Physical activities will be documented in the program daily schedule and program lesson/activity plans. 11

Opportunities for physical activity will be incorporated into other lessons and classroom teachers will provide short physical activity breaks between lessons or activities as appropriate.6

Model Screen-time Policies for Children under 2 years old:

Television, video, computers and other visual recordings shall not be used with children under two years of age. 11

Model Screen-time Policies:

Television, video, and computer time are limited to one time per week or less and not more than 30 minutes each time. 5

Television or videos are never shown in the facility. 7

Model Policies – Physical Activity and Behavior: Childcare providers do not withhold active play time as punishment. 5

Active playtime is not withheld when children misbehave. 7

Center staff will not use physical activity or withhold opportunities for physical activity as punishment. 8

Physical activity is not used as an incentive or punishment. We do not reward or punish children for what they choose as their physical activity.3

During outdoor play, teachers must remain free of distractions and monitor children’s behaviors to ensure that children are playing actively and safely.5

During outdoor play, teachers are required play outside with the children (unless a teacher has a physical limitation that prohibits them from joining in active play). 5

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When outdoor opportunities are not possible due to adverse weather conditions, similar activities must be provided inside.5

Because outdoor time is part of their daily schedule, it is important that children have appropriate clothing at the center according to the season: Winter: mittens, hat, warm jacket, snowsuit, boots. Spring and Fall: Jacket or sweater, boots on rainy days. Summer: light clothing, swim suit, towel and hat.5

Model Policies –Parent Engagement: Information is regularly provided to parents about their child’s daily physical activity.3

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HEALTHY NUTRITION POLICY GOALS

Goal 1: Center policies support and encourage breastfeeding as the preferred form of infant feeding.

Goal 2: Center policies require that daily menus including meals and snacks combined will offer at least ½ of the cup/ounce equivalents of the age-appropriate recommendations of the USDA Dietary Guidelines. The menus will meet or exceed the USDA Dietary Guidelines for Americans recommendations for saturated fat, trans fat, sugar and sodium for children ages 2-5 years.

Nutrition Guidelines: (Note: These guidelines meet or exceed the Ohio Child Care Center Rules)

Toddlers and Preschoolers (12 months to 5 years):

1) 3 ounce equivalents of grains per day (at least 1 ½ ounce equivalents will be whole grains)

2) 1 ¼ cup equivalents vegetables per day (at least .5 cup equivalents will be dark green or orange)

3) ¾ cup equivalents fruit per day 4) 1 ½ cup equivalents milk per day (whole milk until 24 months, skim or 1% for

children ages 2 years and older) 5) 2 ½ ounce equivalents meat/beans per day 6) < 10% of calories from saturated fat 7) < 1150 milligrams of sodium per day. (Note: <1150 milligrams = ½ of the USDA

guideline of < 2300 mg/day).

Goal 3: Center policies require that foods served in classroom celebrations will contribute to the USDA Dietary Guidelines and a greater proportion of nutrient dense foods will be offered as compared to nutrient poor, energy-dense foods.

MODEL NUTRITION POLICIES

Model Policies – Breastfeeding Promotion and Support: Breastfeeding mothers shall be provided a private and sanitary place to breastfeed their

babies or express milk. The area will have an electrical outlet, comfortable chair, and nearby access to running water.12

The center is committed to providing ongoing support for breastfeeding mothers, including providing an opportunity to breastfeed their baby in the morning and evening and holding giving a bottle, if possible; when mom is due to arrive. 12 In the event that the parent or guardian does not provide a quantity of breast milk to meet the infant's daily requirement, infant formula will be provided in accordance with Ohio Child Care Center Rules.

All child care center staff will be trained in the proper storage and handling of human milk, as well as ways to support breastfeeding mothers. 12

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Model Nutrition Policies – Menus and Foods Served:

Each child will receive meals and snacks that adhere to the following requirements: • Offer a different, non-fried vegetable every day of the week • Offer a different, whole fruit every day of the week • Serve one whole grain food every day of the week • Serve only cereals with 6g of sugar or less per serving • Offer beverages with no added sugar/sweeteners • Limit 100% juice to no more than 4-6 fl oz a day • Limit fried foods to no more than once a week • Do not serve the following highly processed meats: corn dogs, hot dogs,

frankfurters, bologna, pepperoni, polish sausage, salami, summer sausage, and liverwurst

Each child in a part-day center based setting must receive meals and snacks that provide at least 1/3 of the child’s daily nutritional needs. Each child in a center-based full-day program must receive meals and snacks that provide at least ½ -2/3 of the child’s daily nutritional needs depending upon the length of the program day. 6

A cycle menu of three weeks or longer that changes with the seasons is used. Entrees are repeated no more than two times throughout the cycle, and repetition of other food items is minimal. 7

A variety of food is served which broadens each child’s food experiences. 6

Menus include foods from a variety of cultures. 7

Food shall be supplied to children which is wholesome, of good quality , properly prepared, sufficient in amount, varied in accordance with the USDA Dietary Guidelines for Americans , age-appropriate in portion size and variety, and served at regular hours at appropriate intervals. 11

Meals will be appealing to children; be served in clean and pleasant settings; meet, at minimum, nutrition requirements established by local, state and federal statutes and regulations; offer a variety of fruits and vegetables; serve only low-fat (1%) and fat free milk and nutritionally-equivalent non-dairy alternatives (to be defined by the USDA); ensure that half of the served grains are whole grain. 8

We will encourage parents to provide a healthy breakfast for the children through newsletter articles, take-home materials, or other means. 8

Foods served will have no more than 35% of its calories from fat (excluding nuts, seeds, peanut butter and other nut butters) and 10% of its calories from saturated and trans fat combined.8

Foods served will have no more than 35% of its weight from added sugars. 8

Foods served will be low in sodium and will contain no more than 230mg of sodium per serving for chips, cereal, crackers, French fries, baked goods and other snack items; will contain no more than 480 mg of sodium per serving for pastas, meats, and soups; and will contain no more than 600 mg of sodium for pizza, sandwiches, and main dishes. 8

A choice of at least two fruits and/or non-fried vegetables will be included in each meal served. Such items could include, but are not limited to, fresh fruits and vegetables; cooked, dried or canned fruits (canned in fruit juice or light syrup); and cooked, dried or canned vegetables that contain no more than 480 mg of sodium. 8

Snacks served will make a positive contribution to children’s diets and health, with an emphasis on serving fruits and vegetables as the primary snacks and water as the primary beverage. 8

We offer fruit to children at least 2 times a day. 2

We only offer fruit canned in its own juice (no syrups), fresh or frozen. 2

We offer vegetables to children at least 2 times a day. 2

We only offer vegetables steamed, boiled, roasted, or lightly stir-fried with little added fat.

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2

We offer fried or pre-fried (frozen and breaded) meats (chicken nuggets) or fish (fish sticks) once a week or less. 2

We offer fried or pre-fried potatoes (French fries, tater tots, hash browns) once a week or less. 2

We do not offer processed, high fat meats like sausage, bacon, hot dogs or bologna. 2

We offer high fiber, whole grain foods at least 2 times a day. 2

We offer sweets or salty foods less than once a week or never. 2

Soda, sweets and candy are never served at the center.5

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Parents must pack lunch and/or snack that includes fruits and/or vegetables and whole grains and excludes candy, sugar-sweetened beverages, and dessert foods.5

No candy, soda, cookies, or other sweets are allowed to be brought into the center.5

Consistent with the 2015 Dietary Guidelines for Americans, we limit saturated fats to 10% of calories by replacing them with mono- and polyunsaturated fats.5

Our menus provide age appropriate servings of whole grains, vegetables, fruits, chicken, fish, beans, and nut butters (except when there are allergies) and avoid saturated fats by limiting the use of beef, pork, cheese, and desserts.5

All foods shall be trans-fat free (contain less than 0.5 grams per serving) .5

At least half of the grains serve at our center are whole grains.5

Model Nutrition Policies – Nutrition Messages and Nutrition Education and Food Marketing: Staff members receive training on nutrition (other than food safety and food program

guidelines) at least twice a year. 7

Age-appropriate nutrition education and nutrition promotion activities are integrated into classroom instruction; included in culturally relevant, participatory activities, such as taste testing, farm visits, and school gardens. 8

Nutrition is taught as a specific learning objective and woven into activities throughout the day.

Nutrition education opportunities are offered to parents at least twice a year. 7

The center will support parent’s efforts to provide a healthy diet. Support can include but is not limited to hosting healthy eating seminars for parents, providing send home nutrition information, posting nutrition tips on the center’s website and providing nutrient analyses of center menus. 8

Parents will be encouraged to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the center’s nutrition standards. 8

Marketing of brands promoting predominantly low-nutrition foods in the center is prohibited. Examples of prohibited marketing techniques include but are not limited to: logos or brand names on/in vending machines, books or curricula, textbook covers, school supplies or classroom equipment; educational incentive programs that provide food as a reward; programs that provide centers with supplies when families buy low- nutrition food products; televisions in classrooms; free samples or coupons; and food sales through fundraising activities. 8

We provide visible support for good nutrition in classrooms and common areas through use of posters, pictures, and displayed books. 2

Mealtime is used an opportunity to teach nutrition and/or food concepts.5

Teachers engage in social interaction and conversation with children about the concepts of color, quantity and temperature of food.5

If children bring prohibited foods into the center, these foods will be returned home with a copy of the center’s nutrition standards.5

Menus are planned under the supervision of a nurse or registered dietitian.5

We require that our menus are planned and/or approved by a health professional (i.e. registered dietitian, public health nutritionist or a nutrition/diet consultant). 5

Information is provided to parents about their children’s daily nutrition by posting menus.3

Food that is brought from home must be approved in advance. 3

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Model Nutrition Policies – Food and fundraising Fundraising activities consist of selling nonfood items only. 7

Fundraising activities will not involve food or will use only foods that meet or exceed the USDA Dietary Guidelines. Fundraising activities that promote physical activity are encouraged. 8

Model Nutrition Policies – Celebrations: Celebrations that involve food will be limited to no more than one party per classroom

per month. Each party will include no more than one food or beverage that does not meet the USDA Dietary Guidelines for Americans. 8

Foods served at events outside the center’s [home’s] normal operating hours will meet the same nutrition standards as foods served at meals and snacks. 8

We provide and enforce written guidelines for healthier food brought in and served for holidays and celebrations. 2

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HEALTHY EATING HABITS POLICY GOALS

Goal 1: Center policies prohibit the use of food(s) as reward or punishment and prevent restrictive or coercive feeding practices.

Goal 2: Center policies require that all children will be offered age appropriate portion sizes at meals and snacks. Children are allowed to self-regulate intake by asking for additional portions as desired and by not requiring children to clean their plates. Staff model healthy eating behaviors for children.

MODEL HEALTHY EATING HABITS POLICIES

Model Healthy Eating Habits Policies – Food and Behavior: Staff members never use food to reward good behavior. 7

Foods and beverages will not be used as rewards for academic performance or good behavior. 8

We do not use food to encourage positive behavior. Food is not used as an incentive or punishment. We do not reward or punish children for

what they choose to eat.3

Food is not used as punishment or reward. Each child is encouraged, but not forced, to eat or taste his or her food. 6

Model Healthy Eating Habits Policies – Portion Sizes: Staff members allow children to decide how much to eat. Children are never forced to

eat. 7

We let children pick and choose from the food we make available. 4

We do not limit the amounts children eat. 4

We do not force children to eat certain foods or certain amounts of food. 4

First helpings of foods, except fruits and vegetables, shall be limited to CACFP serving size standards with additional helpings available of children request more.5

For teacher handbook- “remind children to take small portions and that there is always more if they want it”. 5

We observe as children serve themselves to assure that the do not serve larger potions than they can eat.5

For teacher handbook- Periodically remind children that when their bellies feel full, they should stop eating.5

Our teachers remind children that when their bellies feel full, they should stop eating.5

Model Healthy Eating Habits Policies – Modeling Healthy Behaviors: Our menus include a combination of new and familiar foods. 2

Staff members encourage children to try new or less favorite food but never force them to eat something they do not like. 7

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Staff members join children at the table for meals and snacks. 7

Staff members consume the same food and drinks as the children. Staff members do not consume other foods and drinks in front of the children. 7

Meals are served family style. 7

Sufficient time is allowed for each child to eat. The daily schedule promotes a relaxed and adequate period for meals and snacks. 2

Children serve themselves during meals and snacks with adult supervision. 3

Children with special needs have meals planned with professional and family consultation. 3

Nutrition standards are specified and required for all center sponsored events.5

The same nutrition standards we apply for the center apply for all center sponsored events (i.e. parent engagement nights or parent teacher meetings). 5

Meals and snacks are scheduled at least two hours but not more than three hours apart in order to improve optimal child nutrition.5

We provide at least 30 minutes for lunch/dinner(if applicable) and at least 20 minutes for breakfast.5

We require children to wash hands before eating and after toileting.5

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HEALTHY DRINKS POLICY GOALS

Goal 1: Center policies require that water, milk and 100% fruit juice are the only beverages offered. Milk and fruit juice offerings are consistent with American Academy of Pediatrics recommendations.

• Water first for thirst • 100% fruit juice

o 0 ounces < 6 months of age o < 4 ounces 6 months to 3 years of age o < 6 ounces 3 years of age and older

• Milk o Birth – 12 months = Breast milk or iron-fortified formula only o 12-24 months = whole milk o 2 years and older = skim or 1% milk

MODEL POLICIES FOR HEALTHY DRINKS

We make drinking water freely available so children can serve themselves both inside and outdoors. 2

Only unflavored skim or 1% milk is served to children age 2 and older. 7

When milk is provided, children ages two and older shall only be served milk with 1% or less milk-fat unless milk with a higher fat content is medically required for an individual child, as documented by the child’s medical provider. All milk served is unflavored. 11

100% juice is offered no more than three times a week. 7

Juice shall only be provided to children eight months of age and older, and shall not be provided in a bottle. Only 100% fruit juice shall be permitted and children shall receive no more than 6 ounces per day. 11

Beverages with added sweeteners, whether artificial or natural, shall not be provided to children.

Soda and other vending machines are not located on site. 7

Soft drinks; sports drinks; iced tea; fruit-based drinks; beverages containing caffeine (excluding low-fat and fat-free chocolate milk) will not provided to children. 8

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HEALTHY WEIGHTS POLICY GOALS

Goal 1: Center policies support staff and child interactions that help promote a healthy body image for children.

MODEL HEALTHY WEIGHTS POLICIES

Staff members receive training on healthy body weight and lifestyles at least once a year.

Staff members will use positive words to describe children, themselves and others that focus on abilities rather than looks. Staff will avoid the use of words such chubby, fat, heavy-set, chunky, plump or overweight to describe children, themselves or others and discourage the use of these words by children, parents and others in the classroom.

Staff members will avoid discussing their own weight or dieting efforts in front of children.

MODEL COMMUNICATION AND EVALUATION POLICIES

Our nutrition consultant reviews all menus and provides parents with nutrition information through a newsletter.5

Our nurse and dietitian are available for any concerns or questions you may have about your child’s health and safety.5

If you have any concerns or questions about your child’s health and nutrition we can refer you to a Healthy Children, Healthy Weights registered dietitian.5

Our center has a health advisory committee with membership that includes parents. The purpose of the committee is to advise in the planning, operation and evaluation of the health services component of the program.5

Menus are mailed home and/or posted on the parent board located in 5

We regularly assess children’s height and weight. For children who are experiencing weight concerns, we work with the parents. We chart daily intake of food, and we follow up with the child’s parents and doctor.5

Families are informed of each child’s nutritional status and nutritional counseling is available upon request.5

Annually, parents are asked to evaluate the preschool program through a survey. The survey includes sections on the curriculum, health policies, etc. 5

Health policy and program improvements are made as a result of the annual assessment findings.5

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POLICY RECOMMENDATIONS REFERENCES

1 American Academy of Pediatrics, Committee on Nutrition. Prevention of Pediatric Overweight and Obesity. Pediatrics. 2003;112:424-430.

2 Center for health Promotion and Disease Prevention, The University of North Carolina, Chapel

Hill. NAP SACC Child Care Nutrition and Physical Activity Policies. May, 2007. http://www.center- trt.org/downloads/obesity_prevention/interventions/NAPSACC/technical/Sample_Nutritio n_and_Physical_Activity_Policy.pdf. Accessed on 10/05/2009.

3 Contra Costa Child Care Council CHOICE (Creating Healthy Opportunities in Childcare

Environments) Child and Healthy Nutrition Program. http://w2.cocokids.org/_cs/downloadables/cc-healthnutrition-choicetoolkit.pdf. Accessed on 10/05/09

4 Ellyn Satter Childcare Feeding Policy. https://ellynsatter.com/resources.jsp Accessed on

10/05/2009.

5 Falbe, J., Henderson, K., Schwartz, M. (2011). The Wellness Child Care Assessment Tool: a Measure to Assess the Quality of Written Nutrition and Physical Activity Policies. Journal of the American Diet Assoc; 111(12): 1852-1860.

6 Head Start Program Performance Standards and Other regulations 45 CFR 1304; 1304.23

Child Nutrition. Early Childhood Learning & Knowledge Center. http://www.eclkc.ohs.acf.hhs.gov/hslc Accessed on 12/29/2009.

7 Missouri Department of Health and Senior Services Bureau of Community Food and Nutrition

Assistance. Model Policies for Creating a Healthy Nutrition and Physical Activity Environment in Child Care Settings. http://www.dhss.mo.gov/dnhs_pdfs/ChildCareModelPoliciesforFoodandNutritionEnviron ment.pdf Accessed on 09/17/2009.

8 National Alliance for Nutrition and Activity (NANA); Model Local School Wellness Policies on

Physical Activity and Nutrition. March 2005. http://www.schoolwellnesspolicies.org/WellnessPolicies.html Accessed on 10/05/2009.

9 National Association for Sport and Physical Education (NASPE). (2009). Active Start –

Physical Activity Guidelines for Children Ages Birth to Five Years, 2nd Edition

10 National Policy & Legal Analysis Network to Prevent Childhood Obesity (NPLAN). Model Physical Activity Standards for Child-Care Providers (For Infants Through Preschool-Age Children). www.nplanonline.org Accessed 09/17/09.

http://w2.cocokids.org/_cs/downloadables/cc-healthnutrition-choicetoolkit.pdf

http://w2.cocokids.org/_cs/downloadables/cc-healthnutrition-choicetoolkit.pdf

http://www.eclkc.ohs.acf.hhs.gov/hslc

http://www.eclkc.ohs.acf.hhs.gov/hslc

http://www.dhss.mo.gov/dnhs_pdfs/ChildCareModelPoliciesforFoodandNutritionEnviron

http://www.dhss.mo.gov/dnhs_pdfs/ChildCareModelPoliciesforFoodandNutritionEnviron

http://www.schoolwellnesspolicies.org/WellnessPolicies.html

http://www.nplanonline.org/

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11 New York City Department of Health and Mental Hygiene Board of Health. Notice of Adoption of Amendments to Article 47 of the New York City Health Code. S:\Planning\HealthPromotion\HCHW\ODH grant 2008\Obesity Resources\New York Childcare Policy.mht Accessed 09/17/2009.

12 Vermont Department of Health Breastfeeding Friendly Employer Project. Loving Support

Makes Breastfeeding Work: Sample Childcare Center Breastfeeding Policy.

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Family Engagement Handbook

Empowering Families to Make Healthy Habits at Home

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HEALTHY FAMILIES What is family engagement? Family engagement is essential for enhancing children’s learning and family well-being. According to the National Association for the Education of Young Children, “family engagement occurs when there is an on-going, reciprocal, strengths-based partnership between families and their children’s early childhood education programs.”1 Examples may include: bulletin boards, newsletters, healthy homework, sending healthy activities home for use, creating kids cookbook with healthy recipes from families or hosting Parent Nights with healthy habit hands-on stations (food fun, physical activity games, story time, etc.). Why family engagement? There are 1,892 days from the time babies are born until they enter school. Promoting healthy diet and physical activity needs to be a priority for young children. According to the Centers for Disease Control and Prevention (CDC), seventeen percent of all children in the United States are obese which puts them at risk for high blood pressure, high cholesterol and type-II diabetes. They are also more likely to become obese adults.5 Child care providers have the opportunity to help foster healthy habits for children, right from the beginning, in their care and families’ homes. Partnering with families is critical to extend healthy nutrition and physical activity habits at home. According the CDC, families are essential partners in promoting the health of children, they have a great deal of influence of food and physical activity choices made available to children and are the primary role models for children’s behavior—especially for children younger than 5 years of age.5 Nearly three-quarters of children aged 3 to 6 years spend time in child care and typically consume three-quarters of their daily intake there. This is why it is very important that children hear the same health messages from both their families, care providers and teachers.1

The CDC also states that strong family engagement will help ensure successful implementation of policy and practices in the early child care setting and can improve home environments and families’ behaviors. As a care provider, you have the opportunity to influence a child’s environment and daily routine as well as opportunities to talk with families. In this section you will be introduced to HCHW’s 13 key messages, recommendations surrounding these messages and ways to engage families while promoting these messages.

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HOW TO EFFECTIVELY COMMUNICATE WITH FAMILIES Build a partnership with families: Meet families where they are, find things you have in common and make them feel heard and respected. Daily communication is key; families trust you to care for their child and to communicate when their child hits a milestone or experiences a challenge. Families who feel they are included in learning about their child’s daily activities, and are comfortable to come to you with any concerns they may have, and are more likely to accept any advice and information you share.2 Integrate culture and community:

1. Incorporate activities into the curriculum that teach about the cultural practices and traditions of all children in the classroom.

2. Learn first-hand about their culture and community by interacting with children and families outside of the early care setting in the communities where they live.

1. Holding family meetings or events in a neutral or unthreatening location in the community allows families to feel more comfortable and increases their attendance due to transportation and convenience.3

3. Allow families opportunities to participate in decisions or changes you may make. When families feel they are part of your community, and see that their contributions are heard and respected, they’re more likely to become and remain engaged.

4. Keeping families involved in your early care community will lead to a happier and healthier environment for children, families and you. This improved relationship will increase the likelihood of continued business through loyalty, referrals, and a positive presence within the community.1

Engage in face-to-face conversations:2

• Asking open ended questions • Actively listen by reflecting, restating, and validating their concerns. • Keep it simple. Use language that families will understand in documents and in

conversations. • Have information and resources available (e.g., handouts, websites, videos, referrals for

social services, etc.). • Create a culture of openness and respect that encourages frequent communication,

input, and feedback. • Let families know that you value and appreciate their input. • Keep families informed and invite them to participate in all events.

Use a variety of communication formats: Ask families to indicate how they would like to receive information. Options may include:

• Paper (handouts or posters) • E-mail • Posted on a website • Via text message • Face-to-face communication • Phone call

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It is important to keep in mind that families of a different culture may prefer to receive essential materials in their home language. Be sure to ask all families their preferred method of communication and language.1 Create a monthly health campaign: Use one of the 13 HCHW key messages and follow the steps below to ensure your message is being heard.

1. Partner with families (i.e. planning committee, questionnaire, beginning of the year survey, one-on-one, etc.)

2. Create a discussion board and tell us how you will encourage parents to write on it. 3. Form weekly open-ended questions related to the message that you can discuss with

parents at drop off, pick-up, or whatever time is most convenient 4. Plan weekly activities for the children about the message. 5. Host a family night. Use this chart to help plan the night:

Book Music Physical Activity Game Craft Healthy

Snack Unsweetened

Beverage

Host a family night:

• Have a family adventure walk around your center, home or meet at a local trail. Create a family scavenger hunt, allowing families to work together and find items along the way

• Host a potluck. Invite families to bring a favorite healthy dish or use one of the DIY Potluck sheets discussed in the next slide.

• Create an art show. Display the children’s artwork and allow children to show off their master pieces. Have craft stations available as well so the family can make artwork together.

• Arrange evening family field trips to the local museum, picnic in a park, zoo, pool, indoor rec and park or YMCA, ice skating, roller skating.

• Organize a family game night. Provide families with a board game or deck of cards, or have them bring one from home to share. Partner families up so they can play together.

• Invite a guest speaker to talk about a hot topic, such as healthy eating or cooking. Ask a local fitness instructor to lead a class in Zumba, hip hop dance, yoga, or boot camp that involves the whole family.

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ADDITIONAL TOOLS & RESOURCES Visit HCHW Tools & Resources page at: www.columbus.gov/HCHWtoolsandresources/. There you will find:

• Classroom posters and handouts • MyPlate Placemats • Ring of Fun activity cards • Child Care Action Kit • Campaign Resources

o Water First for Thirst o Healthy Gatherings

http://www.columbus.gov/HCHWtoolsandresources/

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HCHW KEY MESSAGE CAMPAIGNS Thank you for using the Family Engagement Handbook! Here are some instructions on how to use the handbook to plan your next campaign. Before event:

1) Familiarize yourself with the background information and key points so that you are prepared to present information to parents.

• There is a list of open-ended questions to probe discussion between you and parents on each key message.

2) Choose activities that you will use during your event.

• Be aware of the space available at your event location. Do not choose activities that require more space than you have. (ex. parachute or red light, green light)

• Choose activities that are age appropriate. You may want to plan multiple activities if you will have children in different age groups.

• Make a list and gather all of the supplies you will need for the day of the event (food, water, pens/pencils, etc.).

3) Make copies of handouts and other information you may need to hand out to parents.

• Handouts and other resources are available through the Healthy Children, Healthy Weights website at: www.columbus.gov/HCHWtoolsandresources/

During event:

1) Use open-ended questions to engage families in conversation. Use discussion points to keep the conversation going and educate families on the message.

2) Show/explain to families the handouts you are giving, activities you are playing or the

food you are serving. Encourage them to participate at all the activities offered at your event.

http://www.columbus.gov/HCHWtoolsandresources/

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MAKE SNACKS COUNT Young children’s appetites are always changing and they need healthy snacks between meals to provide energy, vitamins, and minerals. Snacks can play a very important role in managing your child’s hunger and energy levels, but they should be well-timed, healthy, and should be viewed as a ‘mini-meal’. Research by the American Academy of Pediatrics showed that children ate 72% less calories when snacking on nutrient-rich vegetables and cheese compared with when they were served potato chips.4 Open ended questions:

1) What does your family think of when they hear the word snack? 2) How do you encourage your children to choose healthy snacks? 3) What healthy snacks have been successful in your household?

Discussion points to Make Snacks Count: • The best snacks are low in sugar, saturated fat, and salt. They should contain no trans fats

and offer important nutrients. • Snacks should be “mini” versions of healthy meals, keep less nutritious foods out of sight! • Snack portions should be small. Snacks should keep kids from getting too hungry before the

next meal but not interfere with them eating their meals. • Snacks should be planned and offered at regular times so that children are able to recognize

when they are hungry. Avoid making food available all day for “grazing” which can disrupt children’s normal hunger cycles. Engage your child in choosing and/or preparing healthy snacks. Offer them a variety of healthy options, and allow them to choose. Even young children can help measure, mix, stir, and spread.

• Encourage kids to choose snack foods and help by washing fruits and vegetables. • Do not offer food as reward, punishment or bribery – this can cause certain foods to become

more or less desirable. • Have a New Food Friday and send home a handout showing the new foods that their child

tried; provide worksheet for parents to use at home. (Discuss healthy snack options on handout with parent.) Snacks should contain at least two food groups. Healthy snack options include:

- Fruit cup with cheese - Sliced cucumbers with hummus - String cheese and applesauce - Banana and nut butter - Hard boiled egg and sliced bell peppers - Plain yogurt with berries - Whole grain crackers and carrots - Homemade fruit/veggie smoothie with yogurt

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SUGGESTED ACTIVITIES – MAKE SNACKS COUNT

(Encourage parents to participate so that they can model the activity for their child.)

Carrot Patches Ingredients:

• Hummus • Baby carrots • Curly parsley • Small cups (ex. Dixie Cups)

Directions:

1) Spoon hummus into small cups. 2) Poke holes in the carrots using a toothpick. 3) Use the toothpick to insert a small piece of parsley in each hole. 4) Plant carrots in each cup by putting the bottom half of the carrots into the hummus.

Fruit Wheels Ingredients:

• Rice Cakes • Low-fat cream cheese • Diced fruit

Directions:

1) Rinse and cut a variety of fruit into small pieces and set up on table. 2) Provide parents and children a plate and rice cake. 3) Have parents and children prepare Fruit Wheels together by spreading cream cheese

onto rice cake and topping with diced fruit. 4) Discuss the food groups included in the meal.


• Low-fat yogurt • Whole grain cereal or granola • Fresh or frozen fruit (thawed) • Small bowls

Directions:

1) Rinse and cut a variety of fruit into small pieces and set up on table. (If using frozen fruit, thaw and set on table)

2) Provide children with bowls of ½ cup yogurt. 3) Have them add fruit and cereal or granola to taste.

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REDUCE SCREEN TIME One of the reasons kids are less active these days is because they spend a lot more time in front of computers, video games, televisions, and using apps.5 The American Academy of Pediatrics recommends that children under 2 years of age should not engage in screen time at all, and that kids 2 years old and older should spend no more than 2 hours a day engaged in screen time activities. Research tells us that too much screen time may contribute to an unhealthy weight, and it may be related to children performing poorly in school, having unhealthy eating habits, and interfering with healthy sleep schedules.5 According to a recent study, children ages 2-5 are spending an average of over 4 hours and 30 minutes in front of a TV a day, and children 8-18 are spending an average of nearly 6 hours in front of a screen a day.6

Open ended questions:

1) How much time does your family spend engaged in screen time activities each day (i.e. computers, video games, televisions and apps)?

2) What activities do you enjoy as a family not in front of a screen? Discussion points to Reduce Screen Time:

• Turn off the TV during meal times. Not only does this support healthier eating habits, but it may also encourage family conversations.

• Try to avoid using screen time as a reward or a punishment. Activities that are used as rewards become “bigger and better” and even more desirable in a child’s eyes. Try things like offering extra time outside, an extra story at bedtime, or other positive activities as a reward instead.

• Remove the TV and other screens from your child’s bedroom. Data shows that children who have a TV in their bedroom are at higher risk for being overweight, and tend to have poorer sleep habits than children who don’t have a TV in their bedroom.

Use the handout to discuss fun, active ways for kids to spend their time away from screens. In addition to activities listed on the handout:

Indoor Activities: – Dancing – Playing board games – Reading or writing – Doing crafts – Building a fort – Doing chores

Outdoor Activities: – Riding bikes, skateboards, rollerblades – Taking a walk or hike – Playing sports – Playing with outdoor toys: Frisbee, balls, jump ropes, hula hoops, slide, etc. – Hide and Seek – Create an obstacle course

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SUGGESTED ACTIVITIES – REDUCE SCREEN TIME

(Encourage parents to participate so that they can model the activity for their child.) Activity Posters

**Need to make copies of Activity Poster in binder (if you cannot make copies just use paper)

Materials:

• Copies of the Activity Poster for children to color • Crayons, markers or colored pencils

Directions:

1. Have children to draw something they could do instead of watching TV. (examples: biking, walking, reading, drawing, playing sports, etc.)

2. Ask parents to hang it up on their television as a reminder to cut or eliminate time in front of the TV screen.

Hoop Hop Materials:

• Hula hoops

Directions: 1. Set hoops on the floor so that they are touching. 2. Make a line or create another pattern using the hoops. 3. Have parents model for their child by jumping with both feet or hop on one foot from

hoop to hoop. 4. Have children jump with both feet or hop on one foot from hoop to hoop. It may take

several jumps to get from one hoop to another. 5. Motivate and encourage them throughout the activity!

Sock Toss Materials:

• Laundry basket or box • Pairs of socks (could also use small sized balls, bean bags, etc.)

Directions:

1. Roll pairs of socks into balls. 2. Place an empty laundry basket about two feet from children. 3. Show children how to toss socks underhand into the basket. 4. Demonstrate taking turns by having children and parents alternate. 5. Have children practice counting or name color of socks while they toss.

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MAKE EACH PLATE A HEALTHY PLATE A “healthy plate” will have foods from each of the 5 food groups that make up a healthy diet as recommended by The United States Department of Agriculture’s My Plate! Use My Plate to create balanced meals; make half of your plate fruits and vegetables, fill a quarter with lean protein, a quarter with a grain or starch, and don’t forget to add dairy. Remember these tips to help you plan a healthy plate:

• Fill at least half of your plate with fruits and vegetables. Choose a variety of different fruits and vegetables every day to get all of the nutrients your body needs to be healthy.

• About ¼ of your plate should be filled with grain foods, and at least half of the time, those grains should be whole grain foods. Whole grains, like whole wheat pasta, provide more nutrients and fiber than refined grains like white pasta. Look for the words “100% whole grain” or “100% whole wheat” on the food label. When choosing breads, cereals, pasta, or other grain foods. The word “whole” should be part of the first ingredient on the list.

• Lean sources of protein should take up about ¼ of your plate. Meat alternatives such as beans, tofu, or nuts are great low cost choices. When your plate includes meat, choose fish, chicken or turkey, lean beef or pork.

• Pair your meal with a cup of fat-free or low-fat milk or non-dairy milk alternatives (soy, almond, etc.) to get calcium, protein, and essential nutrients. Low-fat and fat-free options contain less fat, but all the same nutrients. If you do not drink milk try to add low-fat cheese or yogurt instead.

Open ended Questions: 1) What do you do at home to make each plate a healthy plate? 2) What strategies do you use to encourage your child to try new foods?

Discussion points to Make Each Plate a Healthy Plate:

• Model healthy eating behaviors in front of children. • Follow the Division of Responsibility: the adult is responsible for what, when and

where; the child is responsible for how much and whether or not they choose to eat the food.7

• Sit down with your child and take the time to enjoy eating meals and pay attention to when you feel full. Talk about the taste, temperatures, and textures of foods.

• Offer new foods and encourage your child to try them and let them see you try them too! Encourage kids to try “just one bite”, and allow them to just taste without pressuring them to eat all of the new food.

• Serve meals on a smaller plate and you can finish everything on your plate, and feel satisfied without overeating. Do not force children to eat.

• Offer fruit as a sweet ending to the meal instead of traditional dessert options. Canned fruit, baked apples with cinnamon or fruit, and yogurt parfaits are healthy options.

• Cook most meals at home so you have control over what your family is eating. If going to a restaurant or getting fast food, try to plan ahead and select healthier options.

• Create an environment that does not put too much emphasis on food. Use the Make Each Plate a Healthy Plate placemat

(Discuss how to measure portion sizes using your hand. Refer to handout.)

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SUGGESTED ACTIVITIES – MAKE EACH PLATE A HEALTHY PLATE


Dinner Menu **Need to make copies of the Dinner Menu paper in binder (if you cannot make copies just use plain paper)

Materials: • Paper • Crayons, markers, or colored pencils

Directions

• Ask children and parents to create a dinner menu for their families. • Include foods from all food groups.

• Have children decorate the menu like they would see in a restaurant with pictures and neat hand writing. • Encourage parents to allow children to help with preparing their dinner at home.

Favorite Foods **Need to make copies of the Favorite Foods activity in binder (if you cannot make copies just use plain paper)

Materials: • Copies of the “My Favorite Foods” paper • Crayons, markers, or colored pencils

Directions:

• Give the child/parent a copy of the paper titled “My Favorite Foods”. • Ask the child/parent to name their favorite foods and encourage them to choose

favorites from each group. • Assist them in writing their favorite foods under the proper food group. • Encourage the parent to hang the list on the wall or refrigerator at home.

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BUILD CHILDREN UP WITH WORDS By age 5 children already have good or bad feelings about their bodies. As kids try and learn new things over and over again, they develop ideas about their own abilities. At the same time, they're creating a self-concept based on interactions with other people, so adult role models are extremely important in helping kids form healthy self-perceptions.

Parents and caregivers are powerful role models, can promote self-esteem, and help children develop a healthy body image by using positive words to describe their child’s abilities and bodies as well as their own.8 Parents and caregivers should avoid using words to describe themselves and others that have negative weight connotations such as fat, lazy, big-boned, ugly, chubby, skinny, plump, etc. Role modeling healthy behaviors, focusing on what to eat, and being active yourself are important strategies too. If children observe the adults around them using negative words to describe their body shape and size, their eating behaviors or their activity, they pick up on that too. By using positive words to describe your own body and healthy habits, you are modeling healthy and positive behaviors for the children in your life too.

When speaking with children, we should focus on what they can do and their abilities rather than how they look. Praising a child’s efforts to try new foods and be physically active, instead of telling them foods they shouldn’t eat or criticizing their body shape or size, are examples of building children up with words. Support children trying new activities such as sports, art, singing, dance, cooking, etc.

What can you do as a care-provider, caregiver, or a parent?

• Model healthy behaviors and praise children when they participate in healthy activities. • Promote healthy body image by not focusing on weight or looks. • Provide positive comments on a child’s behavior, capabilities, and personality

characteristics such as: o “I noticed the way that you helped your friend.” o “Your picture is so colorful.” o “You really took the time to do your best.”


1) How do you give positive recognition and encouragement to your child? (Discuss ways to help children feel good about themselves and words of encouragement listed on handout.)

2) Can you think of ways to be a positive role model? Discussion points to Build Children up with Words:

• Remind families that children look up to them. • Give positive recognition to families about the role they play in their children’s lives. • Encourage families to support children trying new activities.

• Children learn to explore their world and interact with other children and adults by trying new activities such as sports, art, singing, dance, cooking, etc.

• Support may include verbal encouragement, transportation to and from an activity, physical presence (watching a child’s baseball game), or sharing an activity together (cooking).

• Model healthy behaviors and a healthy body image: avoid using words to describe yourself and others that have negative weight connotations (fat, lazy, big-boned, ugly, chubby, skinny, plump, etc.).

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SUGGESTED ACTIVITIES – BUILD CHILDREN UP WITH WORDS


I Enjoy…

**Need to make copies of “I enjoy” activity in binder (if you cannot make copies just use plain paper)

Directions: 1. Provide children and parents each a piece of paper titled: “I enjoy…” 2. Ask children to think of one thing they enjoy, i.e., playing sports, coloring, writing,

singing, drawing, sharing, etc. 3. Have children draw themselves doing that activity. 4. Ask parents to write or draw things that their child enjoys and discuss with child.

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GROWING GREAT TASTERS It is important to encourage your child to try a wide variety of healthy foods, but sometimes this can be a struggle. Sometimes it can take up to 10 to 15 tries for a child to accept a new food.9 So keep offering foods, even if your child tried it and didn’t like it the first few times.

Growing Great Tasters is about gardening, learning where foods come from, and trying new foods. Children are more willing to try foods they have grown.10 The National Academy of Medicine states that “by learning about new food, children increase their knowledge of the world around them, and the likelihood that they will choose a more varied, better balanced diet later in life.” Activities focused around gardening engage children through all of their five senses, sight, touch, sound, smell, and taste.

Encourage children to try just one bite of a new food or foods they think they do not like. The chance to taste a food many times helps young children to grow into adventurous eaters. Discuss children’s preferences and the characteristics of a variety of foods such as color, shape, texture, taste, etc. Avoid forcing children to eat an entire serving or clean their plate because this makes meal time a struggle, and may result in even more resistance to new foods. After they try one bite, let them decide how much more of it they want to eat.

Open ended questions: 1) What activities do you do to teach your child about new foods? 2) How do you get your child to try new foods?

Discussion points and activities for Growing Great Tasters: • Take a trip to a farmer’s market or community garden, and talk to farmers about where

and how food grows. • Start a garden and let kids pick the seeds or seedlings out. Remember gardening does

not have to be a full-scale production. Start with a couple of pots on the windowsill. • Take your child to the produce department or a farmer’s market, and let him/her choose

a new fruit or vegetable to try. Involve the child in cleaning and preparing the food to eat. • Let your kids cook. Even young children can help measure, mix, and pour. This can also

be a good time to talk about new foods. • Eat new foods with your child and talk about how it tastes so they can see you trying new

things too. Choose a variety of favorite foods and new foods. • Be sure to only serve your child one new food at a time so they are not overwhelmed.

o Try offering one new food on a plate with other foods they already like. • Be a healthy role model – parents eating similar foods has been shown to increase the

eating of and liking of vegetables by preschool age children.8

(Discuss family activity on handout. Explain how it works and show to parents.)

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SUGGESTED ACTIVITIES – GROWING GREAT TASTERS


Fruit and Veggie Tasting Directions:

• Rinse and cut a variety of fruit and/or vegetables into small pieces and place on table. • Provide children a plate a allow them to take some of each food • Encourage them to explore the foods by asking them: What color is the food?

What does it look like? What does it remind them of?

• Encourage children to try “one bite” of each food. Discuss what the foods taste like: sweet, tart or bitter. Ask if they liked it or not.

Edible Faces Materials:

• Plates • Cheese cubes • Low-fat dip or yogurt • Diced fruit and vegetables

Directions:

1. Rinse and cut fruits and vegetables into small pieces. 2. Provide children with bowls of small foods (diced fruits, vegetables, cheese) and a

plate. 3. Encourage children to play with food to make “food faces” on their plate. 4. After making a “food face”, encourage children to taste the foods on their plate.

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AN HOUR A DAY TO PLAY Physical activity is an important part of childhood. Children need at least An Hour a Day to Play or some form of physical activity each day to stay healthy and grow at a healthy weight. Children can make friends while being active by playing sports or playing on the playground together. Activities can be as simple as playing tag or kicking a soccer ball around a park or the backyard. This can be during gym class, at recess, playing outside, or any activity where their bodies are moving.

The National Association of Sports and Physical Education (NASPE) recommends toddlers (1-3 years) get at least 30 minutes of structured physical activity, plus at least 60 minutes of unstructured physical activity per day; and preschoolers (3-5 years) get at least 60 minutes of structured physical activity per day, plus at least 60 minutes of unstructured physical activity.11

Structured Physical Activity is planned and led by an adult. Examples include: singing songs with active motions, dancing together, active games, taking a walk together, etc.

Unstructured Physical Activity or “free play” is time that children may be physically active in any activity of their choosing.


1) What fun, active things are you doing to get your child moving? Discussion points to encourage An Hour a Day to Play: Some fun activities that count as exercise are: (Discuss examples on handout)

– Dancing – Riding bikes – Taking a walk or hike – Doing chores – Running – Playing sports – Ice skating – Playing Frisbee – Take the stairs – Park further away from the entrance – Take the bus

Children will be more likely to engage in these activities when an adult participates with them, so go ahead and play!

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SUGGESTED ACTIVITIES – AN HOUR A DAY TO PLAY


Hoop Hop Materials:

• Hula hoops

Directions: 1. Set hoops on the floor so that they are touching. 2. Make a line or create another pattern using the hoops. 3. Have parents model for their child by jumping with both feet or hop on one foot from

hoop to hoop. 4. Have children jump with both feet or hop on one foot from hoop to hoop. It may take

several jumps to get from one hoop to another. 5. Motivate and encourage them throughout the activity!

Bean Bag Toss Directions:

1. Give two children, or child and parent, each a bean bag and have them stand 2 steps apart facing each other.

2. Have one person throw the bean bag and the other catch it. If they are successful, they each take one step back.

3. Have them keep repeating until they drop the bean bag. When they drop it, have them start over standing close together in their original positions.

OR set up a bucket for children to throw bean bags into, a hula hoop to throw bean bags through, or a tower or cans/ empty plastic bottles to throw beanbags to knock over.

No beanbags? Use scrap paper rolled into a ball, tied up socks, or small stuffed animals like beanie babies!

Red Light Green Light Before You Start: Define playing area with a start and finish line. Review rules with players.

Directions: 1. Select one person to be the caller while all other participants stand at the start line. 2. When yelling “green light” the caller must turn around so he/she cannot see anyone

and everyone will move forward toward the caller. 3. The caller will turn around when yelling “red light” and everyone must freeze. 4. Anyone who is still moving when the caller turns around is sent back to starting line. 5. The first person to reach the caller is the caller for the next round

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WATER FIRST FOR THIRST Sugar sweetened beverages are the number one source of calories in the American diet, and contribute to obesity and diabetes. In fact, evidence shows that soft drinks are the food category most strongly linked to increased rates of obesity.12 They include: pop, soda, sweetened powder drink mixes (ex. Kool- Aid/lemonade) Sunny Delight, Hawaiian Punch, Gatorade, flavored milk, and energy drinks (not including diet drinks).Children who regularly drink sugar sweetened beverages are more likely to be at an unhealthy weight that those whose do not. For every one sugary drink a child drinks each day, their likelihood of developing obesity during their childhood goes up by about 60%.13 The only beverages that children need are water and milk within recommended limits. Sugar sweetened beverages should be limited to help your child live a healthier lifestyle. Instead, when your child says they are thirsty offer water! Water contains everything that the body needs, and nothing it doesn’t need. Water doesn’t have sugar, fat, cholesterol, sodium, or additives.14 Every system in the body needs water to function properly; so staying hydrated is important to stay healthy. Make water freely available to kids throughout the day, and at meals and snacks. It is also important for children to see the adults around them drinking water (not soda) too. If they see you doing it they are more likely to do the same. Make water fun! It is important to encourage water at an early age because children need to develop a taste for water (rather than the sweet taste of fruit juice and other sweetened beverages). Milk: In addition to water, calcium rich foods are important for a growing child. Milk and non-dairy milk alternatives can be offered with meals. According to the American Academy of Pediatrics (AAP):

• Infants should not have cow’s milk until 12 months of age • Children 12-24 months old should drink whole milk; • Children 24 months and older should drink skim or 1% fat milk.

(Refer to handout for appropriate types and amounts.) Juice: Children do not need juice in their diets. Even 100% juice is naturally high in sugar which can fill kids up, and prevent them from eating meals or snacks. Juice recommendations according to the AAP are as follows:

• No juice for children younger than 6 months of age • No more than 4 oz. (1/2 cup) for children ages 6 months to 3 • No more than 6 oz. (3/4 cup) for children older than 3 years


1) How do you make water more fun at home? Discussion points for Water First for Thirst:

• We need to encourage water because children need to develop a taste for water (rather than the sweet taste of fruit juice and other sweetened beverages) at a young age.

• Remember ‘modeling’ is the best way to encourage children in behavior. So, make sure

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you drink water (not soda) in front of children. • Have a special cup or water bottle only for water: have children decorate their cups or

bottles. • Learn about temperatures: try warm, cold, with ice and at room temperature. • Make citrus water: add a slice of lemon, lime, or oranges to flavor their water. You can

have children vote on which one they like the best. • Call water, “aqua” or the word for water in other languages

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SUGGESTED ACTIVITIES – WATER FIRST FOR THIRST


Buried Treasure (only for children preschool age and older) Materials: • Clear cups • Straws • Fresh fruit cut into small slices (strawberries, banana, lemon) Directions:

• Remove the seeds from the lemon first. • Allow children to choose which fruit they want and ask them to put it at the bottom of

a clear glass of water. • Have children try to pull the fruit up with a straw. (They will slurp up a lot of water in

the process.) • Explain that it is easier to retrieve the fruit if they drink the water to lower the level. • Encourage parents to get their own cup and model for their child.

Make Water Fun and Flavorful Materials:

• Clear pitchers • Fresh or frozen fruit • Small cups

Directions:

• Fill multiple pitchers with water. • Add different ingredients to each such as fresh mint, basil, sliced cucumbers, sliced

citrus fruits and berries for flavoring. • Refrigerate for at least an hour, allowing the flavor to infuse. • Set out on table and encourage parents and children to try all the different flavored

waters and discuss which ones they liked best.

Water March • March children and parents throughout the center looking for sources of water. Ask

them to point out things such as sinks, toilets, fire hydrants, puddles, faucets, clouds, etc.

• At the end of the march provide cups of water and discuss the importance of drinking water to be healthy.

• Ask the children to count how many places they find water at home that night.

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TAKE TIME FOR MEALS

Many studies have shown that family meal time is an important part of healthy living. Although it can be challenging, sitting down for at least one meal together each day (it doesn’t have to be dinner) can have positive effects on your child and the entire family. Food should not be used as reward or punishment. Children should not be forced to eat, but encouraged to try new foods and eat until they are no longer hungry. Mealtime should be pleasant for everyone. When families eat together, they tend to eat healthier meals which include more fruits and vegetables, and less fried foods and soda. They are also more likely to get better grades, stay away from drugs and alcohol, talk about serious problems, and have lower levels of stress. Because children who eat with their families are more likely to be a healthy weight, they are also less likely to develop heart disease, high blood pressure, and diabetes later in life. Open ended questions: 1) How do you enjoy meals together? 2) What role/responsibilities does your child have during meal times? Discussion points to Take Time for Meals:

• Be realistic about mealtimes o Start by having a family meal once a week, and work your way up from there.

Dinner isn’t the only opportunity to eat together. Breakfast, lunch and even after school snacks can be important opportunities sit down together as a family.

• Be a positive role model o Demonstrate and encourage healthy eating habits for your child. This will help

them to learn and develop healthy meal time behaviors. • Make it simple and quick

o Make and freeze extra food on the weekend or during other free time for quick microwave meals during the week.

• Encourage children to try everything on their plate o It is important to encourage them to try new foods, but do not push them to clean

their plate. Young children are still developing their food preferences and pressuring them to eat can actually result in more resistance to trying new foods.

• Introduce new foods with the No Thank You Bite Technique o Encourage your child to take just one bite of a new food. After they taste it, allow

them to choose whether or not they want to eat more. Offer children many attempts to try new foods; it takes 8-12 attempts before children will readily accept new foods.3

• Turn off the TV and electronics during meal times o Turn off the TV and do not answer phone calls. Eliminating distractions during

family meal time will increase the time spent talking to your family, which can have a very positive impact on children.

• Allow children to help before, during and after meal times o Letting your child help at family meals can help them learn about meal time.

Young children can usually sprinkle, spread, rinse or mix ingredients. Older children could set the table, pour water, or be involved in more food preparation.

• Follow Division of Responsibility o The adult is responsible for what, when and where a child eats; the child is

responsible for how much and whether or not to eat.

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SUGGESTED ACTIVITIES – TAKE TIME FOR MEALS

Favorite Fruits and Vegetables **Need to make copies of the Favorite Fruits and Vegetables paper in binder (if you cannot make copies just use plain paper)

Materials: • Paper • Crayons, markers or colored pencils

Directions: 1. Ask children to draw their favorite fruit and vegetable and write how they like it

prepared or how it is used in a favorite dish, i.e., raw, cooked, with cinnamon, in a casserole, etc.

2. Have parents help children make a list of their favorite dishes. 3. Encourage them to take the list home and hang up somewhere to remind them.

. Mealtime Mission **Need to make copies of the Mealtime Mission paper in binder (if you cannot make copies just use plain paper)

Materials: • Paper • Crayons, markers or colored pencils

Directions: A healthful, balance meal should be full of different colors.

1. With the help of their parents, ask children to draw or write what they had for dinner last night.

2. Ask them to count and list all the different colors in their dinner.

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MAKE BREAKFAST COUNT Breakfast is the most important meal of the day! National studies consistently confirm that breakfast helps kids concentrate, think, behave, and learn. “Breakfast adds greatly to their total energy… intake and increases the chances that they are meeting nutrient needs”.15 Kids who eat school breakfast, on average, attend 1.5 more days of school per year, and average 17.5 percent higher math scores.16

Sometimes kids may not feel hungry right when the wake up. Try letting them have a little extra time to wake up; they may be more likely to eat. Breakfast does not need to be first thing in the morning, but aim for some time in the first hour or so after getting out of bed, and definitely before kids head out the door. Offer your child a variety of healthy breakfast options; let them choose what they want and how much to eat. Getting them to eat even just a little something is better than nothing. If your child is skipping breakfast because things are too rushed in the morning, try some of the quick breakfasts listed on the following page. They are easy to grab on the way out the door or can be prepared the night before. Set a good example by eating breakfast yourself. Some people skip breakfast because they think it is a way to stay thin; however, people who eat breakfast actually tend to weigh less. Open ended questions: 1) What are some of your favorite quick and healthy breakfast choices? 2) How can you make some of your favorite quick and easy breakfasts healthier? Discussion points to Make Breakfast Count:

• Breakfast should contain both carbohydrates and protein. o For carbohydrates think whole grains. Some examples are cereal, oatmeal,

bread, tortillas, or even leftover rice or pasta. Look for the word “whole” before the first ingredient on the label to be sure you are getting all the fiber and nutrients that whole grains have to offer.

o Fruits are another good source of carbohydrates and nutrients. Add fresh, frozen, dried, or even canned fruit to make breakfast healthier.

o Good protein sources are eggs, nuts and nut butters, lean deli-meat, low-fat cheese or yogurt, and low-fat milk.

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SUGGESTED ACTIVITIES – MAKE BREAKFAST COUNT


Oatmeal Bar Materials:

• Bowls • Oatmeal (Could also use low-fat yogurt and make yogurt bowl.) • Toppings such as

- Granola - Diced fruits - Nuts

Directions: 1. Rinse and cut a variety of fruit into small pieces and set up station on table. 2. Set up stations with additional toppings such as granola or nuts. 3. Provide bowls of oatmeal. 4. Invite parents to help children choose their toppings and make their own bowl. 5. Discuss with parents which food groups are included in the meal.

- Oatmeal (grain group) - Low-fat yogurt (dairy group) - Granola (grain group) - Diced fruits (fruit group) - Nuts (protein group).

Fruit Wheels Materials:

• Plates • Rice Cakes • Low-fat flavored cream cheese • Diced fruit

Directions:

1. Rinse and cut a variety of fruit into small pieces and set up on table. 2. Provide parents and children a plate and rice cake. 3. Have parents and children prepare Fruit Wheels together by spreading cream cheese

onto rice cake and topping with diced fruit. 4. Discuss the food groups included in the meal.

- Rice cakes (grain group) - Low-fat flavored cream cheese (dairy group) - Diced fruit (fruit group)

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HEALTHY CELEBRATIONS Healthy celebrations help promote a healthy lifestyle, and show children that the holidays and parties are not all about cakes and cookies. If you are requesting that others bring food to your parties, ask for healthy food.17

Take the time to talk with the children about what you are celebrating and why. Also, think outside the ‘cookie jar’, have the children put on a play, read a book about the event, dance to holiday theme music, or play a game. Celebrate the event not the food!

Simple foods and snacks can be easier, and less expensive than serving a meal. Healthy snacks should include a variety of food groups, including fruits and vegetables. Try these tips for serving healthy snacks at parties and celebrations:

• Make food fun. Serve banana dogs or turkey sushi rolls as a fun and healthy snack.

(recipe ideas in binder) Offer options like painted toast or apple raisin lady bugs and let children play with their food.

• Get kids involved and let kids make their own snack. Examples: fruit pizzas,

fruit/veggie kabobs, build your own sandwiches, fruit and yogurt parfaits, making animals/faces with fruits and vegetables. (Show healthy party food examples on handout.)

Open ended questions: 1) How do you celebrate special occasions and events that do not include food? 2) Describe non-food treats that could be used as party favors? Discussion points for Healthy Celebrations: • In addition to fun food be sure to include active games and play time. (Direct to

examples on handout.) Children need at least 60 minutes of physical activity per day and parties are a great chance to get everyone up and moving. Try these fun and active party games:

– Simon Says – Tug of War – Dancing – Freeze tag – Hopscotch – Kickball

– Hide and seek – Hula hooping – Red light, Green light – Freeze Dance

• If goodie bags or party favors are part of your plan, try these fun candy alternatives:

– Bookmarks – Pencils – Stickers – Key chains

– Magnets – Bouncy balls – Silly straws – Erasers

.

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SUGGESTED ACTIVITIES – HEALTHY CELEBRATIONS


Red Light Green Light Before You Start: Define playing area with a start and finish line. Review rules with players.

Directions: 1. Select one person to be the caller while all other participants stand at the start line. 2. When yelling “green light” the caller must turn around so he/she cannot see anyone

and everyone will move forward toward the caller. 3. The caller will turn around when yelling “red light” and everyone must freeze. 4. Anyone who is still moving when the caller turns around is sent back to starting line. 5. The first person to reach the caller is the caller for the next round.

Freeze Dance Materials:

• Radio or something to play music Directions:

1. Start by playing music and letting everyone dance around. 2. Stop the music and yell ‘freeze’. Have everyone stop in the position they were in and

hold it. 3. Start the music again and repeat.

Freeze Tag Before You Start: Use an open area with boundaries; use cones if needed. Demonstrate safe

tagging: light touch on the shoulder. Review how to give a double high-5.

Directions: 1. Select two children to be “it”. The rest of the students spread out within the open area. 2. The leader designates what movement everyone should be using (running, skipping,

hopping, walking, etc.). 3. If a student gets tagged, he/she immediately freezes. To ‘unfreeze’, another child must

give the frozen person a double high-5. 4. Switch taggers and style of movement often.

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GOOD REST IS BEST We all need to get rest! Children especially need an adequate amount of sleep. According to the Center for Disease Control (CDC), it is suggested that not getting enough sleep may be linked to obesity.18 Sleep is also necessary for a child’s body and brain development. Without enough sleep children may be tired, cranky, or unable to think clearly. The National Academy of Medicine (NAM) recommends child care providers adopt practices that promote age-appropriate sleep durations.10 Possible actions include creating an environment that ensures restful sleep, such as no television screens or media in rooms where children sleep, and low noise and lighting levels during nap time. Getting the right amount of sleep The daily recommendations for sleep according to the CDC include:

• 0-2 months: 12-18 hours • 3-11 months: 14-15 hours • 1-3 years: 12-14 hours • 3-5 years: 11-13 hours • 5-10 years: 10-11 hours


1) What kind of things do you do to make sure that your child gets a good night’s rest?

Discussion points for Good Rest is Best: • Give children time to relax before bedtime. Try a calming bedtime routine with bath time,

reading a book, telling a story or singing a lullaby. • Avoid scary TV shows, movies, and video games close to bedtime because they can

sometimes make it difficult to fall asleep. • Have your child go to bed and wake up at the same time each day. • Make the sleeping environment quiet, dark, and relaxing. • Try to have your child avoid playing, doing homework, talking on the phone, etc., while in

bed. Have your child just use their bed for sleeping. If children associate their bed with sleep, they will be more likely to fall asleep.

• Remove distractions from the room where your child sleeps. This includes TV, computer, and any other “gadgets” that may keep them from falling asleep.

• Limit foods and drinks that contain caffeine such as sodas, energy drinks, coffee, caffeinated teas, etc.

REMINDER – Remind participants of the ABC’s of safe sleep for infants: A = Alone; B=on my back; C=in a safety-approved crib. These are important tips to reduce the risk of sleep related deaths for infants!

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SUGGESTED ACTIVITIES – GOOD REST IS BEST


Bedtime Stories **Need to make copies of Bedtime Stories paper in binder (if you cannot make copies just use plain paper)

Directions:

• Ask children to pick their favorite bedtime story from home, the library or the classroom.

• Have parents help their child make a list of their favorite stories. • Send the list home with parents and encourage them to read a story at bedtime each

day.

Sleep Pledge (for school age children) **Need to make copies of Sleep Pledge paper in binder (if you cannot make copies just use plain paper)

Directions:

Have children write a ‘sleep pledge’ for parents to sign. Include the following guidelines: I will… • Set a regular bedtime. • Create a relaxing bedtime routine. • Avoid caffeine before bedtime. • Avoid electronics before bedtime. • Keep household noise level low. • Keep bedroom cool and dark.

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COLD WEATHER FUN We need physical activity every day of the year. In the winter it can be very easy to get stuck inside in front of the TV or computer. The National Association of Sports and Physical Education (NASPE) recommends toddlers (1-3 years) get at least 30 minutes of structured physical activity plus at least 60 minutes of unstructured physical activity per day, and preschoolers (3-5 years) get at least 60 minutes of structured physical activity per day and at least 60 minutes of unstructured physical activity.11

Open ended questions: 1) What activities do you do outside when the weather isn’t perfect? 2) Are there any places in your neighborhood where kids can be active and play indoors? Discussion points for Cold Weather Fun:

• Some fun activities to try outside are: – Build a snowman or snow creatures – Have a snowball fight – Make snow angels – Go sledding – Hunt for animal tracks – Play snow tag – Use sand toys in the snow – Take a nature walk – Inspect snowflakes – Use food coloring as “snow paint”

(Additional examples on handout)

Remember it is important to get your kids prepared to go outside. They should have a coat, gloves, hat, boots, and warm socks. Beware of the signs of frostbite. If your child is complaining about being too cold, take a break and go inside.

• On the days when the weather is just too cold to be outside, be sure to include indoor

activity in your child’s day. Any activity or game that can keep them moving is a great idea. Think about things that your child likes, and be sure to participate in the activity with them. Seeing you do it too can keep them engaged and more excited about the game or activity. (Examples on handout) Additional examples:

– Have a dance party – Bring outdoor toys inside (balls, jump ropes, hula hoops, small slide) – Create an indoor obstacle course – Have an indoor snowball fight (roll socks into balls)

• Create a sharing board during cooler months for parents to share activity ideas, start

them off with some of the activities listed in the Ring of Fun.

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SUGGESTED ACTIVITIES – COLD WEATHER FUN


Snow Treasure Hunt Materials:

• Pretend snow or play dough • Small toys (bouncy balls, toy animals, etc.) • Small shovels

Directions: • Spread out pretend snow on the table and hide small toys in the pretend snow. • Allow children to play in the snow and find them.

Jump Whistle Materials:

• Whistle

Before You Start: • Make sure children know right and left, front and back. (These are the 4 sides to which

they must jump.)

Directions: Have all participants face forward. Each time the whistle blows they are supposed to jump.

• One whistle: jump front, center • Two whistles: Jump front, right, center • Three whistles: Jump front, right, back, center • Four whistles: jump front, right, back, left, center

Everyone should always end up back at center, facing the leader. You can mix up the whistles, one, two, three, two, one, three, two, or four. The object is to see how well the children pay attention and can keep up.

As If Directions:

Read the follow sentences and have children act them out: • Jog in place as if a big scary bear is chasing you. • Walk forward as if you’re walking through chocolate pudding. • Jump in place as if you are popcorn popping. • Reach up as if grabbing balloons out of the air. • March in place and play the drums as if you are in a marching band. • Paint as if the paint brush is attached to your head. • Swim as if you are in a giant pool of Jell-O. • Move your feet on the floor as if you are ice skating. • Shake your body as if you are a wet dog. • Have children create new sentences for additional activities

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HEALTHY FAMILIES FOR INFANTS Parents and families have the greatest impact on infant to toddler development. Nurturing, warm, and responsive parent-child relationships and parent involvement in child-centered activities are linked to positive learning outcomes in early childhood. As a child caretaker you have the opportunity to influence parent involvement through engagement activities. Children spend a large amount of time in child care settings, it is essential for them to receive the same health messages from parents, caregivers and teachers. Parent engagement includes activities or support that increases parent involvement and responsibility for their infant’s healthy development. Parent engagement provides opportunities to partner with parents to develop healthy habits at home including healthy nutrition and appropriate physical activity. Parents get trusted information from three sources regarding their child’s health: pediatricians, family members and childcare providers. Parent engagement provides opportunity to influence a child’s environment and daily routine, parents trust you with information about keeping children healthy. Parent engagement should include compliments for healthy behaviors, information sharing about healthy habits and how to encourage them. Examples of parent engagement for infants include: bulletin boards, newsletters, healthy activities for home, healthy, age-appropriate recipes for parents, parent nights with hands-on stations (food fun, physical activity games, story time, etc.).

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RING OF FUN HEALTHY FAMILIES FOR INFANTS Make Breakfast Count Whole wheat sweet potato and apple pancakes (makes 10-15 small pancakes) Ingredients: ½ cups whole-wheat flour 3 heaped tbsp rolled oats 1/2 oz (about 2/3 cup) wheat germ 2 tsp baking powder 1/2 tsp nutmeg 1/2 tsp cinnamon 2 large eggs

2 cups milk 4 oz (1/2 cup) mashed, cooked sweet potato 1 apple (sweet), peeled cored and chopped into small bite sized pieces Cooking spray

Directions:

1. Lightly steam or simmer chopped apples in water until tender. 2. Mix whole-wheat flour, oats, wheat germ, baking powder and spices together in a bowl. 3. Place the sweet potato in a separate bowl and slowly stir in the milk. Add the eggs and

mix well. 4. Combine wet and dry ingredients and stir; add cooked apples. 5. Spray pan or griddle with cooking spray, spoon out mixture to create small pancakes. 6. Cook for a few minutes on each side until golden. 7. Cool, cut and serve as a finger food.

Invite parents to share breakfast with their infant. Adapted from http://www.homemade-baby-food-recipes.com/sweet-potato-and-apple- pancakes.html Make Each Plate a Healthy Plate Begin building healthy habits during meal times. Even as infants, start talking about MyPlate and the food groups.

• Use a MyPlate placemat at meal time so they become familiar with the symbol • Talk about the foods you are feeding them and what food groups they belong to • Use ‘play food’ of whole fruits and vegetables so babies can see what they look like

Display MyPlate posters and send handouts home with parents so they too can learn about the food groups.

http://www.homemade-baby-food-recipes.com/sweet-potato-and-apple-

http://www.homemade-baby-food-recipes.com/sweet-potato-and-apple-

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Cold Weather Fun Bundle up and take children outside.

• Play in the snow with sand toys, building blocks, and brightly colored balls. • Go for a walk around the center and talk about the sights. Use a stroller or buggy for

those who cannot walk yet. Take pictures for a winter collage to display in the center or home for parents to see! Healthy Celebrations Ask parents to sign up to provide an item for a party “Nibble Tray”. Fill each section with bite-size pieces of colorful and nutritious foods.

• Cheerios • Bananas • Avocado • Mango • Peaches • Pears • Cooked sweet potatoes • Cooked squash

Use unusual containers such as ice cube trays and muffin tins. http://www.askdrsears.com/topics/feeding-infants-toddlers/17-tips-pleasing-picky-eater Growing Great Tasters Encourage children to try at least one bite of new foods. Model the behavior by trying it with them. Write each new food they try on an “I Tried It!” chart to share with parents. Examples of new foods to try:

• Cooked zucchini • Cooked squash • Peaches • Pears • Mango • Papaya • Pureed pumpkin • Avocado

http://www.askdrsears.com/topics/feeding-infants-toddlers/17-tips-pleasing-picky-eater

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Build Children Up With Words Ask parents to share one thing their child is good at (dancing, jumping, drawing, etc.).

• Have the child perform his or her skill for a “talent show”. • Introduce each act with “(Insert name)’s mommy/daddy say he/she is good at (insert

activity)!” • Cheer and clap loudly for each act!

An Hour a Day to Play Tummy time prepares babies for the time when they will be able to slide on their bellies and crawl.

• Play and interact with the baby while on their tummy 2 to 3 times each day. • Increase the amount of time as the baby shows he/she enjoys the activity. • Make tummy time fun:

o Get on the floor with the baby, make faces, talk to them and hold colorful toys in front of them

o Encourage babies to look up by talking above their head o Place the baby in front of a mirror o Use a rattle to gain their attention, getting them to move their head from side to

side or up and down Take photos of tummy time and make a collage for parents to see Reduce Screen Time No Screen Time for children under the age of 2

• Adopt a policy consistent with AAP recommendations (no screen time for children under 2).

• Share this policy with parents through your child care handbook, posters and handouts. • Encourage families to track their screen time and/or set goals to reduce it.

Water First for Thirst Encourage young children to explore and enjoy water through fun activities.

• Under close supervision, provide a small bowl of water for the child to play • Provide them with sponges and cups • Allow children to play in the water, squeezing the sponges or filling and pouring water

from a cup

Send children home with fun water activities to try at home. • Show infants how to splash in the tub • Sign them up for a swim class • Add bath toys to tub time or a kiddy pool

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Take Time for Meals Under close supervision, provide infants with whole fruits and vegetables to handle and explore. Include items with interesting textures:

• Corn on the cob • Unpeeled kiwi • Star fruit • Asparagus • Brussels sprouts • Pineapple

Talk about colors, shapes, and textures. Incorporate the foods into a meal or snack. Fashion a small chef hat out of paper and take a picture of each child as they explore to share with parents. Paper chef hat: http://education.scholastic.co.uk/content/4859

Make Snacks Count “Fishing for Colors”

• Stir dices of colorful soft fruits and vegetables into a small bowl of cottage cheese. o Peaches o Pears o Peas o Cooked carrots

• Challenge children to “fish” them out with their fingers (or spoon) and enjoy! • Take pictures of the messy fun and create a collage to

display! http://wholesomebabyfood.momtastic.com/baby-dips-finger-foods.htm

Good Rest is Best ABCs of Safe Sleep Create a written safe sleep policy addressing safe sleep practices for infants. Display a poster to remind staff and parents of these practices. Alone

On their Backs In a safety-approved Crib

http://education.scholastic.co.uk/content/4859

http://wholesomebabyfood.momtastic.com/baby-dips-finger-foods.htm

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HEALTHY FAMILIES FOR TODDLERS Parents have the greatest impact on the development of toddlers. Parent engagement activities are a way for you to partner with parents to align messages and build healthy habits starting at home. Children spend a lot of time outside the home in childcare settings. It is important that parents, teachers and caretakers are working together to support the development of young children. Parent engagement includes activities or support that increases parent involvement and responsibility for their toddler’s healthy development. The activities included in the Ring of Fun support development of healthy nutrition, appropriate physical activity and building positive self-esteem at home and at your center. Parents get trusted information from three sources regarding their child’s health: pediatricians, family members and childcare providers. Parent engagement provides opportunity to influence a child’s environment and daily routine, parents trust you with information about keeping children healthy. Parent engagement should include compliments for healthy behaviors, information sharing about healthy habits and how to encourage them. Examples of parent engagement for toddlers include: bulletin boards, newsletters, healthy activities for home, healthy, age-appropriate recipes for parents, parent nights with hands-on stations (food fun, active games, story time, etc.).

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RING OF FUN HEALTHY FAMILIES FOR TODDLER Make Breakfast Count! - Fruit Wheels Invite parents to share a healthy breakfast with their toddler. Have parents and children prepare Fruit Wheels together. Discuss the food groups included in the meal and the importance of eating a balanced breakfast every day. Fruit Wheels

• Rice Cakes (grain group) • Low-fat flavored cream cheese (dairy group) • Diced fruit (fruit group)

Spread cream cheese onto rice cake. Top with diced fruit and enjoy. Pair with a glass of low-fat or fat free milk to complete the meal. Make each Plate a Healthy Plate Create a list of the children’s favorite foods in each food group to hang on the wall and share with parents.

• Use a large piece of paper and title it “Our Favorite Foods”. • Draw columns or a plate and label with the food groups: “Grains, Proteins, Fruits,

Vegetables and Dairy”. • Ask children to name their favorite foods. • Write foods under the proper food group. • Encourage children to choose favorites from each food group. • Hang on the wall when finished to share with children and parents.

Cold Weather Fun - Snow Treasure Hunt Provide parents and children with clues to find a treasure together. Hide items in the snow for them to find at pick-up:

• Small toys • Special Pens and Pencils • Balls • Tubs of Play-Doh

Healthy Celebrations Serve healthy snacks during holiday celebrations. Send recipes home for parents and children to prepare together. Pumpkin Dip

• 3 T canned pumpkin • 1 c low-fat vanilla yogurt • 1 T orange juice concentrate (use 100% juice) • ½ tsp of cinnamon (optional) • 1 T maple syrup (optional)

Mix ingredients together. Dip in with apple slices and graham crackers. 1

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Adapted from: Dannon Institute Growing Great Tasters - Rainbow Foods Week Grow great tasters by serving a variety of fruits and vegetables based on the color group assigned to that day:

• Monday- Purple/Blue • Tuesday- White/Tan/Brown • Wednesday- Red • Thursday- Yellow/Orange • Friday- Green

Keep track of the new foods the children try and how they felt about them. Create a chart similar to the one below and keep track of each child’s reaction. Hang the chart on the wall and provide information to parents, encouraging them to continue to provide new foods at home.

I Tried One Bite and I…

Liked it Did not like it Blueberries Jicama Red bell peppers

Adapted from: P.A.C.K. program

Build Children Up with Words - Simple Skills Create an obstacle course of simple activities to build confidence. Use a checklist of the activities and have the children mark off activities as they finish. Progress from simple activities like coloring a picture to more complicated activities like cutting out shapes and pasting them to paper. Have children take their checklist home to share their success with their parents.

Adapted from: http://www.ehow.com/info_8009867_confidence-building-games- children.html

An Hour a Day to Play Children should get 60 minutes of physical activity daily. Play activities from the “Healthy Activity” section of the ring of fun or create new games. Host a family night and encourage parents to play with their children and promote active play at home.

Reduce Screen Time Implement a no screen time policy and promote it to parents by hanging posters and sending home handouts.

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As an activity, ask children to draw something they could do instead of watching TV. Send their pictures home and ask parents to hang it up on their television as a reminder to cut or eliminate time in front of the TV screen. Adapted from: Virginia Foundation for Healthy Youth Water First for Thirst – Cloud Water At pick-up, encourage parents/guardians help create Cloud Water with their child. Provide each child and adult with a clear glass or plastic cup. Allow them to drop in food coloring to create their own cloud water. Have children name the colors they are using and what colors they are creating. Take Time for Meals - Mealtime Mission A healthful, balance meal should be full of different colors. With the help of their parents, ask children to count and list all the colors provided at dinner. Then have them report back what they found the following day. Make Snacks Count! – Watermelon Pop Stars Have children create a healthy snack to share with their parents. Materials • Watermelon • Star-shaped cookie cutter • Popsicle sticks • Aluminum foil • Baking sheet Directions

1. Cut 1-inch-thick slices of seedless watermelon. 2. Use cookie cutter to cut watermelon slices into stars. 3. Insert a Popsicle stick into each star 4. Set the pops on an aluminum foil-lined baking sheet. 5. Cover the stars with another sheet of foil 6. Freeze for 1 hour or until firm. 7. Send home for children to share with family Adapted from: Familyfun.go.com

Good Rest is Best – Sleep Log Children 1-3 years old should sleep 12-14 hours per night. Start a sleep log for each child at your center to record the amount of time they are sleeping throughout the day. Send the log home and ask parents to record how many hours of sleep the child gets each night. Are they getting the recommended amount?

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HEALTHY FAMILIES FOR PRESCHOOLERS Early childhood educators and caregivers have the opportunity to connect habits and skills developed away from home to those instilled by parents or caretakers. All adults are influential role models for young children. Teachers and child care professionals have a large role in the development of young children. Use the opportunity to help create healthy habits for life by sharing the messages and lessons taught at your center with parents and families. It is important to ensure that caregivers are communicating well with the parents of the children they serve and keep them engaged in the activities and curriculum their children participate in. Use the Healthy Families section of the Ring of Fun for ideas to get parents involved and keep the lines of communication open. Some ideas to keep families involved include weekly e-mails or newsletters, parent bulletin board, displaying weekly schedules, asking parents to participate in healthy celebrations by leading an activity or providing a healthy snack, etc. Take the time to get to know all students’ parents and families. Use letters, e-mail, and in person events to connect parents to their child’s school life. Hopefully this will start a pattern of involvement that will benefit the children for years to come.

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RING OF FUN HEALTHY FAMILIES FOR PRESCHOOLERS Make Breakfast Count! Invite parents to share this quick-to-make breakfast. Bagel Gone Bananas Ingredients:

• 2 tablespoons natural nut butter (almond, cashew, or peanut) • 1 teaspoon honey • 1 whole-wheat bagel (split and toasted) • 1 small banana (peeled and sliced)

Directions: 1. Mix nut butter and honey in a small bowl. 2. Spread the mixture between bagel halves. 3. Top with banana slices. 4. Serve with low-fat milk.

* Have a nut or seed allergy; use cream cheese instead of nut butter. Adapted from http://www.eatingwell.com/recipes/banana_peanut_butter_bagel.html Make Each Plate a Healthy Plate Have children recreate MyPlate. On paper, draw a large circle and two lines that crisscross to cut the circle into four sections. Label sections; Grains, Proteins, Fruits and Vegetables. Add a small circle at the top right of the plate and label it Dairy.

• Have children cut photos of foods out of magazines and newspapers. • Ask children to place the foods into the correct sections of the plate.

o Help them glue the pictures onto the plate in the proper section. • Display their work on the wall for parents to see.

Cold Weather Fun Encourage parents and children to play together by hosting an Outdoor Family Fun Night. Plan a variety of activities including: Snow Pile Olympics

1. Long Jump – Mark a starting line in the snow. Have children jump as far as they can. 2. Snowball Target Throw – Have children toss a ball at a circle drawn in snow. 3. Snow Pile Hurdles – Use piles of snow for children to run and jump over. 4. Snow Obstacle Course – Use the snow hurdles as part of an obstacle course. 5. Snow Creature Contest – Have families put a creative twist on snowmen.

Healthy Celebrations Create a delicious work of art!

http://www.eatingwell.com/recipes/banana_peanut_butter_bagel.html

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Ingredients: • The Cement

o Peanut butter, cheese spread, yogurt, pizza sauce or ranch dressing • The Decorations

o Grape halves, frozen peas, corn or beans, Celery, carrots, zucchini or cucumbers cut into sticks or rounds; banana, apple or pineapple slices; melon balls; lettuce leaves; or orange sections

Directions: 1. Sanitize food preparation area and wash hands before handling food. 2. Display all materials and give each child plastic utensils and a plate as their canvas. 3. Suggest that they use their imaginations build: sharks, monsters, cars, flowers, or have

them write their names, etc. 4. Take pictures of the creations for children to take home or build a collage to display in

classroom and share with children. * Have a nut or seed allergy, use cream cheese instead of peanut butter. Adapted from

Familyfun.go.com

Growing Great Tasters Invite parents to join their children in a Tasting Fair.

• Have stations for all 5 food groups. o Grains, protein, vegetables, fruits and dairy

• Provide several foods to try at each station. • Create a “food group passport” for children and stamp it for each station they try!

Build Children Up with Words

• Provide children a piece of paper titled: “I am good at…” • Ask children to think of one thing they are good at, i.e., playing sports, coloring, writing,

singing, drawing, sharing, etc. • Have children draw what it is they are good at. • Send the picture home to share with parents.

An Hour a Day to Play Encourage children to get 60 minutes of physical activity every day.

• Include activities from the healthy activity section of the Ring of Fun or create new active games.

• Hold a family night and have parents participate in games with their children. Reduce Screen Time Implement a no screen time policy. Have children help promote the new policy by decorating posters of other activities they can do instead of watching TV, playing video games or being on the computer. Activities can include playing sports, biking, walking, reading, writing, drawing, etc… Hang the posters around the center or home for all to see.

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Water First for Thirst Buried Treasure

• Put strawberry, banana or lemon slices at the bottom of a clear glass of water. o Remove the seeds from the lemon first.

• Have children try to pull the fruit up with a straw. o They will slurp up a lot of water in the process.

• Explain that it is easier to retrieve the fruit if they drink the water to lower the level. • Take pictures of the activity and create a collage to display and share with parents.

Adapted from http://www.ehow.com/info_8291822_games-make-drinking-water-fun.html Take Time for Meals Treat mealtime as a special occasion.

• Have children help set the table including: tablecloth, silverware, plates, cups, napkins and a centerpiece.

• Play light music in the background. • Encourage children to practice good manners, i.e., using please and thank you.

Make Snacks Count Create delicious Carrot Patches in small terra cotta pots! Ingredients:

• Hummus • Baby carrots • Curly parsley Directions: • Spoon hummus into small cups to fit inside small terra cotta pots. • Poke holes in the carrots using a toothpick • Insert a small piece of parsley in each hole. • Plant carrots in each pot by putting bottom half of the carrots into the hummus. • Send home carrot seeds with the pots so each family can plant their own carrots at

home. Adapted from http://www.tasteandtellblog.com/carrot-patches/ Good Rest is Best

• Ask children to pick their favorite bedtime story from home, the library or from the classroom.

• Everyday choose one story to read from each child. • Compose a book list of the group’s favorite stories and send it home with parents.

http://www.ehow.com/info_8291822_games-make-drinking-water-fun.html

http://www.tasteandtellblog.com/carrot-patches/

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HEALTHY FAMILIES FOR SCHOOL AGERS As children advance through school it is important to continue to engage parents and families. Keep them involved and aware of activities and ensure the academic success of their children. School age children continue to spend a large amount of time with caregivers and parents look to you for information about their children’s health and development. Use the Ring of Fun for ideas to engage parents and families and encourage similar health habits and messages at home. Communicate successes with parents to build children’s self-esteem at your center and at home. Use bulletin boards, newsletters, and healthy homework for children to complete with parents to help link lessons from your center to home and celebrate the children’s successes.

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RING OF FUN HEALTHY FAMILIES FOR SCHOOL AGERS Make Breakfast Count! Invite parents to a breakfast bar.

• Provide bowls of oatmeal or low-fat yogurt. • Set up stations with a variety of toppings including: granola, diced fruits and nuts. • Add a glass of low fat or fat free milk and enjoy!

Make Each Plate a Healthy Plate Dinner Menu

• Ask children to create a dinner menu for their families. • Include foods from all food groups. • Have children decorate the menu like they would see in a restaurant, with pictures and

neat handwriting. • Encourage children to help with preparing their dinner at home and share the experience

with the class. Cold Weather Fun Bundle up and head outside on a snowy day. Have children work together to create snow creatures or a village of snow people to show their parents at pick up. Healthy Celebrations Create a sign-up sheet with healthy snacks and activity supplies for parents to volunteer to bring to the next party. Start with these items:

1. Fruit ___________________________ 2. Veggies and dip ___________________________ 3. Cheese cubes ___________________________ 4. Granola bars ___________________________ 5. Milk ___________________________ 6. 100% Juice ___________________________ 7. Game ___________________________ 8. Music ___________________________ 9. Goodies:

a. Pencils ___________________________ b. Stickers ___________________________ c. Bookmarkers ___________________________

Growing Great Tasters Host a veggie tasting party

• Prepare a variety of vegetables, including cooked and raw forms. • Compare textures and tastes. • Use a large chart to track the likes and dislikes for each vegetable tasted.

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• Make a graph showing the student’s favorite vegetables; display for parents to see. Adapted from http://www.brighthubeducation.com/preschool-lesson-plans/58585- harvest-time-vegetable-lesson/. Build Children Up with Words The Compliment Game builds confidence and helps children learn to appreciate classmates. Play this game with the children in a circle and teacher sitting in the center.

• Throw a small ball to a student and ask him/her to say something positive about the students on either side of him/her.

o Encourage students to focus compliments on personalities and behaviors, not looks.

• Send home a description of the activity for families to try at home. • Families can say something positive about the person that tossed the ball to them. • Try to make it through 5 rounds!

Adapted from: http://www.ehow.com/info_8009867_confidence-building-games- children.html. An Hour of Play a Day Encourage children to get 60 minutes of physical activity every day. Play activities from the healthy activity section of the Ring of Fun or create new games. Invite parents to participate games with their children at a family night. Reduce Screen Time Implement a no screen time policy. Instead, play board games. Have children to bring a board game from home. Play games as a class or break into small groups. Encourage children to take the games back home and play them with their family. Water First for Thirst Make water fun and flavorful.

• Have each child or group fill a pitcher with water. • Provide fresh mint, basil, sliced cucumbers, sliced citrus fruits and berries for flavoring. • Have children create their own flavor combinations. • Refrigerate for at least an hour, allowing the flavor to infuse. • At pick-up, encourage parents and children to try all the different flavored waters and

discuss which ones they liked best. Take Time for Meals During meal time, ask children to share their favorite fruit and vegetable and how they like it prepared or how it is used in a favorite dish, i.e., raw, cooked, with cinnamon, in a casserole, etc.

http://www.brighthubeducation.com/preschool-lesson-plans/58585-

http://www.ehow.com/info_8009867_confidence-building-games-

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For an at home activity: Have children ask their family the same question at dinner that night and bring a list of dishes their family mentioned to share with the class. Make Snacks Count! Have children prepare a healthy snack to share with family. Banana Pops Ingredients:

• 1 banana • 2 Popsicle sticks • 2T peanut butter, softened • Chopped peanuts or walnuts, granola, cereal or sunflower seeds

Directions: 1. Peel the banana. 2. Cut it in half, widthwise 3. Push a Popsicle stick through the cut end of each half. 4. Spread peanut butter on the banana 5. Roll banana in the nuts, cereal or seeds. 6. Wrap in waxed paper and freeze for 3 hours. 7. Send children home with one for themselves and one to share.

* Have a nut or seed allergy, use cream cheese instead of peanut butter and use cereal.

Adapted from: Familyfun.go.com

Good Rest is Best Have children write a ‘sleep pledge’ for parents to sign. Include the following guidelines: I will… • Set a regular bedtime • Create a relaxing bedtime routine • Avoid caffeine before bedtime

• Avoid electronics before bedtime • Keep household noise level low • Keep bedroom cool and dark

Adapted from http://www.webmd.com/sleep-disorders/sleep-disorders-sleep-tips-kids

http://www.webmd.com/sleep-disorders/sleep-disorders-sleep-tips-kids

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plate. Child Obesity, 7, 349-351.

21 Rampersaud, G., Pereira, M., Girard, B., Adams, J., Metzl, J. (2005). Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association, 105(5), 743-760.

22 Rideout, VJ., Foehr, UG., Roberts, DF., (2010). Generation M2: Media in the lives of 8- to 18-

year-olds. Retrieved from http://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf. Dec 23. 2013.

23 Satter, E. (2000). Child of mine: Feeding with love and good sense. Boulder, CO: Bull

Publishing. Retrieved from http://www.ellynsatterinstitute.org 24 Spear, B. (2006). The need for family meals. Journal of the American Dietetic Association,

106(2), 218-219.

http://www.census.gov/prod/2013pubs/p70-135.pdf

http://www.eatright.org/kids/article.aspx?id=6442470651

http://www.eatright.org/kids/article.aspx?id=6442470651

http://www.aahperd.org/naspe/standards/nationalGuidelines/ActiveStart.cfm

http://www.aahperd.org/naspe/standards/nationalGuidelines/ActiveStart.cfm

http://www.cdc.gov/obesity/stateprograms/fundedstates/pdf/ohio-state-profile

http://www.cdc.gov/obesity/stateprograms/fundedstates/pdf/ohio-state-profile

http://www.cdc.gov/sleep/about_sleep/chronic_disease.htm

http://join.nokidhungry.org/site/PageNavigator/SOS/Breakfast_2013.html

http://join.nokidhungry.org/site/PageNavigator/SOS/Breakfast_2013.html

http://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf

http://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf

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25 Sweetman, C., McGowan, L., Croker, H., Cooke, L. (2011). Characteristics of family mealtimes affecting children’s vegetable consumption and liking. Journal of the American Dietetic Association, 111(2), 269-273.

26 University of Michigan Health System. (2010). YourChild: development and behavior

resources. Retrieved from. http://www.med.umich.edu/yourchild/topics/tv.htm. Dec 23, 2013

27 Vartanian, L., Schwartz, M., Brownell, K. (2007). Effects of soft drink consumption on nutrition

and health: A systematic review and meta-analysis. American Journal of Public Health, 97(4), 667-675.

28 United States Department of Agriculture. (2008). Create healthy, active celebrations: Easy

ways to eat smart and play hard with friends and family. Retrieved from http://www.fns.usda.gov/eatsmartplayhardhealthylifestyle/QuickandEasy/celebrations.pdf Sept. 18, 2013.

29 U.S. Department of Agriculture and U.S. Department of Health and Human Services. (2010)

Dietary Guidelines for Americans, 2010. 7th Edition. Washington, DC: U.S. Government Printing Office, December 2010. Retrieved from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf. Dec 23, 2013

30 Food and Nutrition Board, National Academy of Medicine, National Academies. (2005). Dietary

Reference Intakes (DRIs): Recommended Dietary Allowances and Adequate Intakes, Elements. Retrieved from https://iom.nationalacademies.org/~/media/Files/Activity%20Files/Nutrition/DRIs/5_Summary%20Table%20Tables%201-4.pdf Feb 24, 2016

31 DGA U.S. Department of Health and Human Services and U.S. Department of Agriculture. (2015). Dietary Guidelines for Americans 2015-2020. Retrieved from http://health.gov/dietaryguidelines/2015/guidelines/chapter-2/a-closer-look-at-current-intakes-and-recommended-shifts/ Feb 24, 2016

http://www.med.umich.edu/yourchild/topics/tv.htm

http://www.fns.usda.gov/eatsmartplayhardhealthylifestyle/QuickandEasy/celebrations.pdf

http://www.fns.usda.gov/eatsmartplayhardhealthylifestyle/QuickandEasy/celebrations.pdf

http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf

http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf

https://iom.nationalacademies.org/%7E/media/Files/Activity%20Files/Nutrition/DRIs/5_Summary%20Table%20Tables%201-4.pdf

https://iom.nationalacademies.org/%7E/media/Files/Activity%20Files/Nutrition/DRIs/5_Summary%20Table%20Tables%201-4.pdf

http://health.gov/dietaryguidelines/2015/guidelines/chapter-2/a-closer-look-at-current-intakes-and-recommended-shifts/

http://health.gov/dietaryguidelines/2015/guidelines/chapter-2/a-closer-look-at-current-intakes-and-recommended-shifts/

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ADDITIONAL RESOURCES

NAPSE http://www.aahperd.org/naspe/

Let’s Move Child Care http://www.healthykidshealthyfuture.org/welcome.html

Team Nutrition http://teamnutrition.usda.gov/childcare.html

Grow It Try It Like It http://www.fns.usda.gov/tn/Resources/growit.html

CACFP http://www.fns.usda.gov/cnd/care/

CNPP http://www.cnpp.usda.gov/

Ellyn Satter http://www.ellynsatter.com/

The Feeding Doctor http://thefeedingdoctor.com/

Kids Gardening http://www.kidsgardening.org

Eat Well Play Hard http://www.health.ny.gov/prevention/nutrition/cacfp/ewphccs.htm

Champions for Change http://www.cachampionsforchange.cdph.ca.gov/en/Recipes.php

American Academy of Pediatrics http://www.aap.org/

Administration for Children and Families http://www.acf.hhs.gov/

Born Learning: http://www.bornlearning.org/default.aspx?id=33

Child care Aware of America: http://www.naccrra.org/

Choose My Plate http://www.choosemyplate.gov/

Kids Health http://kidshealth.org/

Little Voices for Healthy Choices http://www.ehsnrc.org/Activities/littlevoices.htm

National Resource Library for Health and Safety in Childcare and Early Education http://www.nrckids.org/

Partnership for Healthier America http://ahealthieramerica.org/

Robert Wood Johnson Foundation http://www.rwjf.org/en/about-rwjf/program-areas/childhood- obesity.html?cid=xdr_rco_001

http://www.aahperd.org/naspe/

http://www.healthykidshealthyfuture.org/welcome.html

http://teamnutrition.usda.gov/childcare.html

http://www.fns.usda.gov/tn/Resources/growit.html

http://www.fns.usda.gov/cnd/care/

http://www.fns.usda.gov/cnd/care/

http://www.cnpp.usda.gov/

http://www.ellynsatter.com/

http://thefeedingdoctor.com/

http://www.kidsgardening.org/

http://www.health.ny.gov/prevention/nutrition/cacfp/ewphccs.htm

http://www.cachampionsforchange.cdph.ca.gov/en/Recipes.php

http://www.aap.org/

http://www.acf.hhs.gov/

http://www.bornlearning.org/default.aspx?id=33

http://www.naccrra.org/

http://www.choosemyplate.gov/

http://kidshealth.org/

http://www.ehsnrc.org/Activities/littlevoices.htm

http://www.nrckids.org/

http://ahealthieramerica.org/

http://www.rwjf.org/en/about-rwjf/program-areas/childhood-

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Sesame Street Workshop: Healthy Habits for Healthy Life http://www.sesameworkshop.org/what-we-do/our-initiatives/healthy-habits-for- life.html?o=88&c=featured

We Can http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/

http://www.sesameworkshop.org/what-we-do/our-initiatives/healthy-habits-for-

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/

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