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Two-year-olds: Mealtimes - Let's do lunch!

Birth to Threes A Unique Child Health Nutrition Practice Two-year-olds
The benefits of lunchtimes go far beyond simple nutrition - so it makes sense to offer them to funded twos, argues senior LEYF associate Sue Chambers.

Highly mobile and often unpredictable, it is little wonder that two-year-olds are sometimes viewed as labour-intensive and challenging - and never more so than at mealtimes, when their growing independence and food 'faddyness' can coincide. Nonetheless, settings should consider offering lunchtime as part of their offer to funded two-year-olds, as the benefits to the child may extend far beyond the nutritional.

For two-year-olds who may not eat well at home, nutritious and balanced lunches at nursery could help to boost their health and well-being and provide a route into educating their parents about the importance of healthy eating.

As World Health Organisation's Diet, Nutrition and the Prevention of Chronic Diseases Report (2003) reminds us, 'A healthy diet and regular physical activity are ... fundamental determinants of general health and well-being.' And, it notes, 'Evidence suggests that interventions to promote the initiation and duration of breastfeeding and good nutrition in Early Years will reduce later obesity and associated chronic diseases.'

The extent of health problems among young children in the UK today are outlined in the early years guidelines for Eat Better, Start Better (2012), which report:

  •  More than a fifth of children are either overweight or obese by the time they join reception class in primary school.
  • Type 2 diabetes, which usually appears in adulthood, is starting to be seen among some overweight children.
  • Dental health is poor in many young children.
  • More than one in four young children in the UK may be at risk of iron deficiency.
  • Cases of rickets are appearing more frequently - caused by vitamin D deficiency.

The Royal College of Paediatrics and Child Health now estimates up to a quarter of UK children are deficient in vitamin D, which is essential for the growth and maintenance of strong teeth and bones. While sunshine is the main source, the Government advises that babies and the under-fives should have daily supplements, unless taking formula milk.

CHILDREN'S LEARNING

Regular healthy lunches could also go some way to aid children's learning. A large body of evidence now links diet to a child's early development and later educational attainment. One example comes from the Avon Longitudinal Study of Parents and Children (ALSPAC), an ongoing population-based study designed to investigate the effects of environmental, genetic and other influences on the health and development of children.

In an analysis of dietary patterns of children at age three, four and seven, the researchers concluded that 'early eating patterns have implications for educational attainment that appear to persist over time, regardless of subsequent changes in diet.'

Then there are the language and social benefits to be had from well-organised lunchtimes. Practitioners report that some two-year-olds arrive at nursery with language delay and little experience of organised mealtimes, leaving them unfamiliar with sitting at a table at lunchtime and unable to use cutlery well.

Adults and children sitting and chatting in small family groups is of enormous value and can help to develop:

  •  early communication skills, for example, turn-taking and eye contact
  • attention and listening skills
  •  understanding of language
  • expressive language
  • vocabulary.

Lunchtime gives practitioners opportunities to:

  • act as role models, both in social interactions and in showing the children how to use cutlery
  • give encouragement to children
  • develop children's independence
  • boost children's confidence, self-esteem ability to engage socially with others.

MAKING LUNCHTIMES WORK FOR YOUR SETTING

The ideal situation would be for settings to provide a freshly cooked meal. If a packed lunch is the only option available, it will be vital for settings to have a packed lunch policy with suggestions about recommended nutritional food. Even without the advantages of being able to offer a cooked meal, children can still enjoy the benefits to be had from eating their packed lunches together.

Before the child starts

  • Find out from parents as much as you can about what food the children like to eat and what kind of routines they have at home.
  • Ensure that any cooked lunches that you plan to offer meet the nutritional requirements for this age group (see box).
  • Consider whether those children not getting vitamin D supplements at home should be given them at nursery.
  • Encourage parents to stay with their child at lunchtime once or twice so they can see how mealtimes are managed.
  • Try to give each key person just one funded two-year-old to enable them to spend as much time as needed with the child in the early days.
  • Ensure there is a good lunchtime policy and that all staff understand it fully so that there is consistency in their approach.

During the nursery day

  • Have real fruit and vegetables in the home corner so the children become familiar with them.
  • Do lots of cooking activities so that children have the opportunity to taste things that they have made.
  • Provide healthy and nutritional snacks and make sure the children can drink.

At lunch

Mealtimes should be a planned part of the daily routine and need to reflect the principles of the EYFS just as much as the rest of the day. The key person is critical in making lunchtimes pleasurable for a child, particularly in instances where a child may have particular developmental needs. Other points to consider:

  • Make sure there are enough tables and chairs of the right height for children to sit comfortably.
  • Consider eating in family groups so that older children, as well as adults, can act as role models.
  • Ensure you have enough staff available to eat with the children and to encourage them to try new food.
  • Introduce new foods gradually and tell the children the names of what they are eating.
  • Sit close to the children so that you can engage in conversation. Sitting and eating with children at this time gives a value to the experience and puts out a strong message that eating and talking together is important. There are huge advantages when children can watch the adult eating the same food as they are eating. Not only can the adults model good table manners but children may be encouraged to try new things when they see an adult enjoying food.
  • Remember that two-year-olds with a poor diet may already have the beginnings of tooth decay, which will impact on their ability to chew and, in turn, their language development.
  • Make sure you provide a calm, unhurried environment even if a child eats slowly. If all the other children have finished and are getting restless don't make them wait for the slow one. Equally, don't leave the slow eater alone while you see to the needs of all the others or start clearing up. Make sure you have enough adults on duty so that you can sit with the child until they are finished.
  • Avoid keeping the children waiting unnecessarily either before you start serving the food or between courses. If the meal is unexpectedly delayed, organise impromptu singing or group time.
  • Don't put too much food on the children's plates. They can always be given more if they want.
  • Allow the children to feed themselves with their hands at first. It is more important that they try new food than use cutlery.
  • Most important of all, be patient. Don't expect miracles to happen overnight. Children will learn the routines and understand clear boundaries. Two-year-olds are often faddy eaters, especially those who have not had a varied diet. Eventually your efforts will pay off and know that you will have had an enormous impact on children's future health and development.

MORE INFORMATION

  • World Health Organisation, www.who.int

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RESOURCES TO FEED YOUR KNOWLEDGE

Healthy eating and best practice

Visit our nutrition page at: www.nurseryworld.co.uk/recipes. Helpful articles include:

Working with parents

KEY ORGANISATIONS AND GUIDANCE

  • Eating Well for Under-5s in Childcare - practical and nutritional guidelines, Caroline Walker Trust, www.cwt.org.uk