Nutritionally Purposeful Classroom

The article begins by pointing out that dietary habits are formed early in life and are influenced by a child’s family, culture, and experiences. (p.8) Early childhood educators play a big role in these habits and preferences because children spend the majority of their day in an early learning center. All children can benefit from a nutritionally purposeful environment that engages the children in preparing healthy snacks and incorporates healthy foods into their learning environments. But, the trick is to equip adults with the tools to create these environments. (p.8)

The article went on to list different activities one might see in a nutritionally purposeful learning environment. In this environment, food for celebrations (such as birthdays

or holiday festivals) would follow nutrition guidelines and teachers will use these events as opportunities to introduce new foods. (p. 9) Children would be involved with preparing the food and would understand that it is for nourishment and not just something to play with or throw away. The teachers in this environment would model healthy eating behaviors and families would be invited to join in the learning experience as much as possible. Therefore, this environment not only focuses on positive food behaviors for the children, but also for their families and teachers. (p.9)
This approach was designed to respond to three factors. The first is food neophobia which is the fear of trying new foods. The author’s believed that the early humans did not know whether something was nourishing or poisonous, so they used food neophobia as a survival mechanism. This resulted in neophobia being a part of our genetic makeup. (p.9)
The second factor was the environmental and social messages about food. The authors noted that most children notice environmental and social food messages by age three. By this age, according to the authors, children may start requesting foods by brand names and associate certain foods with celebrations- for example cake for birthdays or turkey for thanksgiving. These attributes along with the natural preference for sweet and salty, make these foods their favorites. (p.10)
The last factor was adult influence. The authors noted that adults- often time with good intentions- can help a child establish unhealthy choices. Sometimes, they can use fruits and veggies as a way to punish or reward a child. Also, adults sometimes disguise veggies in a familiar dish. The authors said that this only enables the child’s fear of healthier foods. (p.10)
The authors then provided strategies on how a teacher can create a nutritionally purposeful classroom. First, a teacher should engage the children in sensory exploration. This play on the senses allows intentional teachers to focus on introducing new foods. They said by doing this, children will be able to develop positive relationships with new foods. Another way is to expose the children to the new food a number of times. The authors believe that this repetition allows the children to overcome their food neophobia. They wanted the reader to remember that children my not like a food the first time, but after some time may change their preference toward the food. (p.10)
They also said to involve children in the preparation process. The authors stated that by allowing children to help with the preparation one can increase the possibility of them enjoying healthy foods. They also noted that helping can strengthen other developmental areas such as fine motor, science and math. Next, the authors suggested inviting children to serve themselves. This allows children to be adventurous and recognize correct portion sizes. They also said to sit at the table with the children. This allows the adult opportunities to model healthy eating behaviors, strengthen social skills, and establish healthy food choices. Using small scoopers or serving beverages in pitchers can help out in achieving this. (p.10)
Next, they suggest the teach provide only healthy food options. By doing this, one is eliminating the pressure that arises from choosing between healthy and non-healthy food choices. Thus, eliminating power struggles. Lastly, the authors suggested getting the children's families involved and informing them on healthy food choices. The encourage teachers to share the knowledge that they presented in the article with the parents that are in their centers.
The authors wrapped up the article by noting that teachers should become nutritionally purposeful themselves.

Teachers can achieve this by modelling healthy eating habits, engage in conversations about new foods, using food as an inspiration for art rather than a medium, and making healthy a part of your everyday routine.

This article was very interesting. It provided insight on why a nutritionally purposeful classroom is important. It also answered a question that I have had for many years. That question was, "why is food not allowed in sensory play activities anymore, such as using rice in the sand table or allowing children to write their names in applesauce." As stated before, the article answered this question on page twelve. The authors said that they would prefer teachers not to use food in this way because younger children may not be able to differentiate between the food for play and the food for eating.

The article also explained how this style of classroom can aide in strengthening other areas of a child's development. As stated earlier in the article, they said that by allowing children to help prepare foods children will gain math, science and literary skills. My mind already began imaging ways that I could use a cooking activity to enforce counting or using the lunch menu as a way of talking about colors and alphabets. I have a Tree Study coming up in my classroom , and , because of this article, I plan on linking some of the fruit that is served during lunch with the lessons that are

taught.
I also found interesting that not liking new foods is in our biological make up. Knowing this information now, I am able to see that children are not "picky eaters" and they need time to be able to get familiar with the new food. I also found it interesting that many times it is our fault that children have the preferences that they have. Also, from reading this article, I learned that in there early years children's dietary behaviors are in the control of their care givers. We are able to manipulate what they eat and what they become accustomed to. I now understand the responsibility teachers have to ensure children are in an environment that promotes healthy eating practices.

I did find some of their suggestions to be challenging. Some of the suggestion that they offered were out of the control of the teacher. In the centers where I was employed, the menu and preparation of snack was up to the director and the kitchen staff. This makes it difficult for a teacher to be able to repeatedly introduce new foods or only offer nutritional choices. Also, while sharing the information with families can help, teachers have no control on what families serve in their households. The families that I work with now are less fortunate than others. Healthier food tends to be more expensive, thus deterring these families from purchasing them and going with a cheaper, less healthy option. Also, other factors like main stream media, can play a role in a child's selection of food. Children who come from vegetarian households will still choose a box of cookies with their favorite cartoon character over fruits or veggies.
Overall, the article did provide ways teachers could provide a nutritionally purposeful classroom. I plan on sharing and discussing this information with my collogues and see if we can come with a plan that works for our classroom. The organization that I work for already provides nutrition classes, to enforce what is learned I plan on incorporating some nutrition activities in the parent activities section of my lesson plans. To further promote good nutrition practices in my classroom, as stated before, I plan on linking the lesson to some of the items that children may doing. I also plan on allowing the children to pass out some snack and breakfast items and maybe count the number of scoops I put on their plates when I serve them.