* Try new foods with them. In summary, child care While the participants in the professionals who attended the workshop already knew this, they workshop thought they learned a lot, learned that they could be more and intended to change their consistent and careful in their practices. reactions to food. During the workshop, the varied reactions of Wonderful workshop. I walked participants to tofu were observed away with many new ideas. and reported back to them, which helped them see how much they might need to use when trying new foods with the children! Early Childhood programs can Source: The main source material for be especially influential at this workshop was a book written by introducing children to new foods 2 UW-Madison professors and 2 because their peers are there too. Wisconsin early childhood One study found that children were professionals: more willing to try a vegetable they Nitzke, S., Riley, D., Ramminger, A., & previously had disliked if they saw Jacobs, G. 2010. Rethinking other children choosing to eat it Nutrition: Connecting Science (Birch, 1980). and Practice in Early Childhood Settings. St. Paul: Redleaf Press. When asked what they References: intended to do differently in their programs, the workshop participants Birch, L.L., McPhee, L., Steinberg, L., & 1 mentioned several ways they would Sullivan, S. (1990). Conditioned try to role model an interest in new flavor preferences in young children. foods: Physiology and Behavior, 47: * Be positive (about new foods). 2 Birch, L.L., & Marlin, D.W. (1982). I don’t like it: I never tried it: Effects of * I will eat with them. exposure to food on two-year-old
While the participants in the workshop already knew this, they learned that they could be more consistent and careful in their reactions to food. During the workshop, the varied reactions of participants to tofu were observed and reported back to them, which helped them see how much they might need to use when trying new foods with the children! Early Childhood programs can be especially influential at introducing children to new foods because their peers are there too. One study found that children were more willing to try a vegetable they previously had disliked if they saw other children choosing to eat it (Birch, 1980). When asked what they intended to do differently in their programs, the workshop participants mentioned several ways they would try to role model an interest in new foods: * Be positive (about new foods). * I will eat with them. * Try new foods with them. In summary, child care professionals who attended the workshop thought they learned a lot, and intended to change their practices. Wonderful workshop. I walked away with many new ideas. Source: The main source material for this workshop was a book written by 2 UW-Madison professors and 2 Wisconsin early childhood professionals: Nitzke, S., Riley, D., Ramminger, A., & Jacobs, G. 2010. Rethinking Nutrition: Connecting Science and Practice in Early Childhood Settings. St. Paul: Redleaf Press. References: 1 Birch, L.L., McPhee, L., Steinberg, L., & Sullivan, S. (1990). Conditioned flavor preferences in young children. Physiology and Behavior, 47: 2 Birch, L.L., & Marlin, D.W. (1982). I don’t like it: I never tried it: Effects of exposure to food on two-year-old
RN-W1-Eval-Report-Sauk-1.docx