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You have 10 mins to review the unit so far in preparation for a quiz !!!

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1. Understand the impact of food and nutrition on children's health and development.
1.1 Summarise current dietary guidance for EY settings.
1.2 Explain the importance of a healthy balanced diet for babies and young children.

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Before this session, read The Eatwell Guide information. This will provide useful background detail about The Eatwell Guide. You may also wish to take a look at The Eatwell Guide videos.

Using The Eatwell Guide presentation (5-7), ask the children to look at the image of The Eatwell Guide and tell you what they can see. Encourage them to notice that:

there are five food groups;

they are different colours and contain different foods;

the groups are different sizes;

there is a glass showing how many drinks are needed.

Help the children engage further with the Guide by asking them to name food they can see that they have tried before.

Explain to the children that the food we eat can be sorted into five groups. Ask if they can suggest what the groups might be called by looking at the types of food they contain. After you have taken one or two answers for each group, tell the children the food group names:

Fruit and vegetables;

Potatoes, bread, rice, pasta and other starchy carbohydrates;

Beans, pulses, fish, eggs, meat and other proteins;

Dairy and alternatives;

Oil and spreads.

The five food groups are shown individually on the Five food group cards. You may like to use these as flash cards to test if children can remember the group names or these could be displayed.
Activity 2 - Different food belongs in different Eatwell Guide food groups.
Display The Eatwell Guide poster (basic)at an accessible height for the children. From The Eatwell Guide food cards, select a food for each of the five groups. Show one card at a time and ask a child to attach the card to the poster by the correct food group. Work through the five cards and then repeat the activity a few more times to help embed where different food belongs on The Eatwell Guide.

Cut along the perforated lines on the Food selection worksheet to create five strips of food. The children will need a strip each so you will need multiple copies of this sheet. Give each child a copy of The Eatwell Guide worksheet and a strip of food. Task the children to cut and stick the food into the correct groups on their worksheet.

Children could place the cut outs in position so they can be checked first. When they have attached all the images, they can draw other food in the food groups on their worksheet. You may wish to have The Eatwell Guide poster (basic) available for reference.
Try the Eatwell Challenge interactive activity/game. Activity 3 - Most meals should include food from the main four Eatwell Guide food groups.
Show children The Eatwell Guide poster (basic) or The Eatwell Guide presentation (5-7). Question them about the size of the food groups:

Which are the largest groups?

Which is the smallest group?

What does this mean?

Explain that this shows us which groups we should eat more or less. Check that the children can identify the larger groups from which we should eat more and the smaller groups from which we should eat less.

Explain to the children that to stay healthy we need to eat a variety of food from within the four main food groups shown on The Eatwell Guide. The four main food groups are:

Fruit and vegetables;

Potatoes, bread, rice, pasta and other starchy carbohydrates;

Beans, pulses, fish, eggs, meat and other proteins;

Dairy and alternatives.

Only a little is needed from the Oil and spreads group, e.g. a little spread on a sandwich, a little oil for cooking.

Explain to the children that some food is not needed for health and ask if they can give any examples. Explain that food such as chocolate, crisps, cakes, ice cream and sweets are not needed. These types of food are often high in fat, salt and sugar so if they are eaten it should only be occasionally and in small amounts.
Activity 4 - Everyone should eat at least 5 portions of fruit and vegetables every day.
Set the children the challenge of planning a healthy lunch that includes food from the four main food groups of The Eatwell Guide. They can use the My lunch worksheet or create a painting or collage of the lunch.

Show the children the Fruit and vegetable food group using The Eatwell Guide presentation (5-7) The Eatwell Guide poster (basic) or Five food group cards. Explain that you are going to look closely at the Fruit and vegetable group. Ask the children to name the fruit and vegetables they can see.

Discuss with the children what they think should be eaten from this group each day. Tell the children that everyone should eat at least five portions* of fruit and vegetables every day. Variety is important.

Ask the children what they like in this group and what fruit and vegetables they ate yesterday.

Explain to the children that all different types of fruit and vegetables count, for example:

fresh;

frozen, e.g. frozen peas;

dried, e.g. raisins;

canned, e.g. sweetcorn;

juice, e.g. orange juice.

* As a rule of thumb, a portion is what fits into the palm of a hand. Juice/smoothies should be limited to a combined total of 150ml per day. For dried fruit, an adult portion is 30g so a child's portion would be a little less. Dried fruit only counts as one portion of 5 A DAY. Dried fruit can stick to teeth, which may lead to tooth decay, so it's best to keep dried fruit to mealtimes and not between meals.
Draw a character on the board. This might be a character from a book or television programme with which the children are familiar. Ask the children to help you plan how the character can eat at least 5 A DAY. Note what the character will eat and when.

Organise the children into groups of five. Give each child in the group a copy of the Fantastic folding 5 A DAY worksheet. Explain that by working together, they are going to plan the 5 A DAY for the character (discussed earlier in the session) for Monday through to Friday. Allocate a day of the school week to each child in the group of five. Each child should write the day of the week and character's name on the top of the sheet and then fold this section over (backwards) along the dotted line. They should then pass the sheet to the person to their left who will write or draw the first 5 A DAY fruit or vegetable in section one. The sheet is then folded backwards again and passed to the next person who will repeat this and so on until five fruit and/or vegetables have been recorded and the sheet passed back with the original author. The children can then unfold the sheet they originally started and read out the 5 A DAY the character will have on that day of the week.

Discuss the 5 A DAY that has been planned for the character for each day:

Is there a variety or are their duplications within a day?

Is there a good mix of fruit and vegetable or is it all fruit or all vegetables?

Would they swap any of the options to get a better variety?

Look at the week as a whole for the character and consider the same questions. In addition, does the week include fresh, frozen, canned, dried and juiced varieties of fruit and vegetables?
Further activities
Summarise for the children that we all need to each at least 5 A DAY, every day and this should be a variety of different fruit and vegetables.

Create displays about the five food groups in the classroom. You could use clean, empty food packaging to help.

Plan a series of cooking sessions to promote the four main food groups, for example:

Fruit and vegetables: fruit salad, fruit kebabs, coleslaw;

Potatoes, bread, rice, pasta and other starchy carbohydrates: bread rolls, rice salad.

Dairy and alternatives: dips;

Beans, pulses, fish, eggs, meat and other proteins: mackerel pate.

Create a 5 A DAY rainbow display with images/photos of different fruit and vegetables grouped by colour in rainbow stripes.

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Before this session, read The Eatwell Guide information. This will provide useful background detail about The Eatwell Guide. You may also wish to take a look at The Eatwell Guide videos. Using The Eatwell Guide presentation (5-7), ask the children to look at the image of The Eatwell Guide and tell you what they can see.

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2 Understand healthy balanced diets and hydration.
2.1 Explain the nutritional value of the main food groups.
2.2 Describe the importance of hydration for babies and young children.
2.3 Explain strategies to encourage healthy eating.

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Goverment Food Guidence for 1 - 4 year olds

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6. Be able to support healthy eating in an Early Years Setting.
6.1 Plan an activity to support healthy eating in own setting.
6.2 Implement and activity to support healthy eating in own setting.
6.3 Reflect on own role when supporting healthy eating in own setting
6.4 Make recommendations for healthy eating in own setting.

TASK - Under this padlet slide, briefly describe and activity that you could implement into your own practice that would support healthy eating.

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3. Be able to support the nutrition and hydration of babies and young children in an EY setting
3.1 Promote health and well-being in settings by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age.
3.2 Share information with parents/carers about the importance of healthy balanced diets for nutrition, well-being and oral health.

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EYP9 - 2 (2.1-2.3  ) - Food Groups and Hydration - Worksheet

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5. Understand individuals’ dietary requirements and preferences

5.1 Identify reasons for - special dietary requirements - keeping and sharing coherent records with regards to special dietary requirements.

5.2 Explain the role of the EYP in meeting children’s individual dietary requirements and preferences.

•5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary  requirements.

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Use this time to work on your evidence tasks. This includes any re-subs.
Write under this slide which task you will work on and complete before the end of the session.

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Overall aim - to understand the impact of food and nutrition on children's health and development.

1. Identify the key elements of a balanced diet.
SC> Using the current dietary guidance for an EY setting and other sources research the four main food groups.
2. Evaluate a suggested daily meal plan ( from related government guidance ) that supports the dietary requirements of children.
SC> Describe and plan a daily meal plan for a child aged 1 - 4 during the summer moths.
3. Evaluate the importance of a healthy diet for the holistic development of a child.
SC> Watch the video, make notes in preparation for a group discussion.

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EYP9 - 2 (4.1- 4.2 ) - Impact of diet on development and well-being - Worksheet

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Overall aim - to develop an understanding of the importance of a balanced diet (including nutrition)

1. Identify the main food groups and highlight their importance.
SC> Watch the video and create a list of the main food groups ( and their importance )  included in a balances diet.
2. Explain the importance of hydration in a diet.
SC> Research the impact of hydration ( particularly for young children ) ready to discuss.
3. Evaluate a range of strategies that can be used to encourage healthy eating.
SC> Analyse one particular strategy and highlight how this could be effective.

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Overall aim - to understand the reasons why some children have special dietary requirements

1. Identify the reasons why some children have particular dietary requirements
SC> Through a group discussion consider and make notes on the main reasons why children have particular dietary needs.
2. Evaluate the role of an EYP to support individual dietary requirements of children.
SC> Create an EYP to do list with details of how information is recorded.
3. Evaluate the benefits of partnerships to support particular dietary requirements.
SC> Discuss a range of ideas and complete the workbook.

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EYP9 - 2 (5.1- 5.3 ) - Individual dierary requirments - Worksheet

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4. Understand the impact of health and well-being on babies and young children's development.

4.1 Explain the impacts of poor diet on babies and young children's development and well-being in the: short term and long term.

4.2 Explain how emotional resilience / mental health impacts upon holistic well-being.

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Overall aim - to develop an understanding into the impact of health and wellbeing of babies and young children's development.

1. Identify a range of long term and short term impacts of a healthy lifestyle on development.
SC> From a range of short term impacts write down its related impact on development and well-being.
2. Explain the long term impact of an unhealthy lifestyle.
SC> Evaluate the impact that a range of potential effects of poor health have on an individuals life.
3.Analyse the link between emotional health and holistic development.
SC > Consider how well-being can be supported by a healthy lifestyle.

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Watch the video and make notes on each of the food groups

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Watch the video and make notes on each of the food groups

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What is the difference between a Vegetarian, Vegan and Pescatarian

Use forms for to fill describe each dietary choice

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4.2 Holistic health and emotional wellbeing

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4.2 Holistic health and emotional wellbeing

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How to promote healthy eating in your early childhood service.

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Under this padlet tile - write down two things that you have learnt during this session.

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With communities become more diverse and allergies on the rise, it is important that practitioners are aware of all children's dietary requirements. Managing this can be difficult especially in a large childcare settings especially with children who are not aware themselves of their allergies or food preferences. However difficult it is to manage children's dietary requirements it is crucial that settings get this right and no mistakes are made as a child's life could be on the line if they are given food they are allergic to.

Documentation used to inform practitioners of children's dietary requirements

All registration forms should hold a section where parents can inform practitioners of any allergies, intolerances or religious food preferences. This may want to be again shared on a child's all about me form. If a child does have an allergy it is important that practitioners discover how severe and the necessary steps that should be taken if a child does have an allergic reaction.

Steps in place to manage children's dietary requirements

Some children may have epi pens, and if this is the case, a healthcare plan needs to be obtained from the doctor before the child starts the childcare setting, so everyone is fully aware of the necessary actions to manage the reaction. It may also be useful for the setting to create an allergy action plan again taking the information from the healthcare plan and putting a procedure to go with it such as information like parents contact information. Some other things that can be done within childcare settings to support children's dietary requirements may be....

Complete daily dinner sheets - These may be a sheet containing the child's name, any allergies and then the days of the week. These are then ticked each day by the room stating if the child is in nursery that day. These are they sent to the kitchen

The kitchen may have a red dot procedure in place - This is a red dot which contains the name and allergy of the child. This is to ensure nothing is missed. The kitchen may also need to investigate the ingredients in various products and list any ingredients which may cause a reaction i.e. - Jelly contains gelatine not suitable for children who can't have meat

Each room may choose to have a red dot system in the room - This again is a large red dot which a child's photo and allergy can be added to. This then ensures that any practitioners, bank staff, new staff, and students can be aware of any allergies and if they are unsure can check the red dot system quickly before handing out meals and food.

Using a different coloured plate for children who have allergies - This ensures there is no confusion or mix-up between the meals which have been prepared separately to meet any dietary needs. This also helps the child to be aware that they have special requirements and can't have some of the same foods as others.

Place Mats - place mats which have a photo or name of the child and then list any dietary requirements. Children could decorate these themselves and take ownership of their placemats. This again helps to ensure there is no confusion over the children with allergies or preferences.

It may seem like some of these techniques are singling children out or breaking confidentiality however they are an excellent way to minimise as many risks as possible and ensure that all children are kept safe. It is important information regarding children's dietary requirements is shared promptly, allowing measures to be put in place to reduce risks. Find copies of Red Dots to add photos and allergies to here.

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How to manage children's dietary requirements in childcare settings

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With communities become more diverse and allergies on the rise, it is important that practitioners are aware of all children's dietary requirements. Managing this can be difficult especially in a large childcare settings especially with children who are not aware themselves of their allergies or food preferences.

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You have two evidence tasks to work on and complete for the unit so far/