Authors
Dipti Dev, Extension Specialist and Associate Professor, University of Nebraska–Lincoln
Madeleine Sigman-Grant, Nutrition Specialist and Professor Emerita, University of Nevada, Reno
Janice Fletcher, Professor Emerita of Child, Family and Consumer Studies, University of Idaho
Reviewers
Jill Cox, Child and Youth Development Specialist, Penn State Extension
Emily Hulse, Community Program Coordinator, Center for the Child and Community, Children’s Hospital and Medical Center, Lincoln, Nebraska
Donnia Behrends, Extension Educator, University of Nebraska Extension
This publication is intended to assist childcare and health care practitioners to implement responsive feeding in childcare facilities during the COVID-19 pandemic while practicing Centers for Disease Control and Prevention guidance. COVID-19 challenges mealtime routines and practices. Enhanced hygiene and health expectations for social distancing and meal service are necessary. We offer suggestions for maintaining children’s autonomy and involvement during mealtimes while setting structure and routines for a safe, pleasant mealtime environment. Even though the meal service has changed with COVID-19, the intent of the mealtime remains the same: to create a responsive eating atmosphere. Practitioners still support children through mealtime conversations, food-based sensory exploration activities, and modeling healthy eating. This document is intended for early education and childcare administrators, providers, teachers, cooks, health care consultants, and nutrition professionals, hereafter referred to as staff.
Federal Guidance and Meal Service. Due to the COVID-19 pandemic, the federal Centers for Disease Control and Prevention (CDC) provides guidance to pause family style meal service in early care and education (ECE) programs. Specifically, “If meals are typically served family style, plate each child’s meal to serve it so that multiple children are not using the same serving utensils (Centers for Disease Control and Prevention, 2020).” Family style meal service, based on responsive feeding, is a recommended practice for feeding young children in group settings.
Responsive feeding in early childhood settings means that staff provides healthful food, and they support children to eat according to their individual cues of hunger and satisfaction. Staff helps children recognize these cues, and trust them to eat according to their feelings. They avoid pressuring children to eat a certain food, more food, or less food. Staff are in tune with children’s developing food knowledge and eating skills, personal likes and dislikes, food refusal traits, temperament characteristics, and fears of food insecurity.
Table 1. Understanding the Adult’s and Child’s Role based on the Meal Service Style
Mealtime Roles | Family Style Meal Service | Plated Meal Service | |
---|---|---|---|
Table Side Plating with Child Input | Kitchen Plated or Table Side Plating without Child Input | ||
Adult’s Role |
Adults fill common bowls and pitchers, and place them at the table |
Adults at the table ask each child which foods and how much they want before placing food on the plate |
Adults place the food on the child’s plate and pre-pour the beverages |
Child’s Role |
High degree of child autonomy. As children serve themselves, they decide what and how much they want to eat |
Moderate degree of child autonomy. As adults serve the food, the child gets to decide which foods and how much is placed on their plate. |
Low degree of child autonomy. Children receive food pre-plated and pre-portioned. All children receive the same food components and the same amount of food. |
National Guidance |
Avoid during COVID-19 pandemic based on CDC guidance until further notice |
All childcare programs can use, except those participating in CACFP |
All childcare programs, including those participating in CACFP, can use this style of meal service* |
Note. * Childcare programs participating in the U.S. Department of Agriculture’s Child and Adult Care Food Program (CACFP) must serve all food components with full minimum portions to each child’s plate. Note, that the child is never required to consume the full portions to be reimbursed. However, to qualify for reimbursement, CACFP participating childcare programs must serve children all food components and quantities specified by CACFP requirements for meals (Child and Adult Care Food Program, 2020).
While there are differences in meal service styles, there is clear guidance that children should never be required to consume full portions of each food served. This is consistent with guidelines from CACFP and also the Academy of Nutrition and Dietetics’ Benchmarks for Nutrition in Child Care (Benjamin-Neelon, 2018). CACFP regulations state that supervising adults should actively encourage—but not force—children to consume the full portion during the meal.
Responsive feeding strategies and routines apply to family style meal service, plated meal service, and lunch box meal service. In contrast to family style meal service where children choose what foods to eat and how much food to put on their plates, pre-plated meal service involves adults serving the food and children having limited choices about what or how much food appears on their plates. Therefore, children’s autonomy to make eating decisions is challenged. Some children may show distress by negotiating, refusing to eat, or withdrawing. Issues about how much or whether to eat specific foods become edgier when food and beverages are already on the plate or in a cup.
Consider the following routines and tips to keep mealtimes safe and positive for children and yourself during COVID-19.
Clear rules create predictability and provide structure and consistency for children. Because rules and expectations can encourage, teach, and reinforce behavior, you do not have to rely on rewards. – Teacher Observation
Structure reflects mealtime expectations (how often, what, and how much children eat). It includes consistent routines that are responsive to children’s safety, health, and nutritional needs.
Communicate with children about mealtime changes and new routines due to COVID-19. A child’s ability to predict what will happen next and how they will be treated improves their sense of security. When children trust and know what to expect, their thoughts can move from dealing with emotions to enjoying learning and exploration at mealtimes. Knowledge and calm emotions improve their willingness to try new things.
Children seated for a mealtime with physical distancing
Note: CDC does not currently recommend use of face shields as a substitute for masks.
Child practicing proper handwashing and hygiene
Rules Must: | Instead of this . . . | Try saying this . . . |
---|---|---|
Benefit children’s development |
“You must take a no-thank-you-bite.” |
“If you do not want to try a food, you can say, ‘No, thank you. Maybe next time.’” |
Be positively stated |
“You cannot serve the food yourself.” |
“The teacher will serve your food to your plates and cups today. We made extra space for you to eat. This keeps each of us safe from each other’s germs. Ms. Teacher will serve everyone the same food. Everyone will get the same amount of food. You can decide whether to use your spoon or fork to eat.” |
Be reasonable for children to follow |
“No talking while we eat” |
“We like to talk with each other at meals. We can talk with each other, but we will each keep to our own space. That keeps our germs from spreading, so we won’t get sick.” |
Be definable |
“Wash your hands correctly.” |
“Stay back from the sink while Antoine has water running. You may turn on the water when you see he has a paper towel drying his hands.” |
Provide structure, not control |
“You can’t sit that close. Move away.” |
“Remember, it is kind to sit away from each other so we keep each other from getting sick.” |
Child demonstrates self-regulation at mealtime
“After I started talking about hunger and fullness, the children are getting better at saying, ‘Oh, I think that’s all I need right now.’ I hear that a lot at the table.” – Teacher Observation
Self-regulation in eating is realizing when you feel hungry or satisfied. Then, you make choices about what and how much to eat as you respond to those feelings.
Consider children’s self-regulation needs as mealtime routines change. When family style routines are changed to kitchen-plated meal service or tableside plating, children may wonder if they must try all the foods or finish all the food on their plates. Some may worry if second helpings are allowed. Some may refuse the whole plate, because the food offerings are not appealing, food is a certain color, or one food is touching along food, and, some may literally move a specific food off their plate.
Responsive staff will consider children’s self-regulation of eating by observing their reactions. They anticipate children’s anxieties, and remind them that they can make choices about how much to eat and whether they will consume one food or another. They answer children’s questions, and use reassuring phrases and tone. They reinforce to children that they do not have to eat all the food on their plates, that they can stop eating when they are no longer hungry.
If a child is experiencing food insecurity, it is particularly important for staff to make reassuring statements. Let children know they may eat until they are no longer hungry. Assure that there is more food at the program if they are hungry later. If seconds are not available, have some food available for children who are hungry after the meal.
“They learn from watching you! Eat healthy foods and the kids will too!” – Teacher Observation
Children tend to mimic adults. Staff can model physical distancing, hygiene, and eating a variety of food. They can eat the same foods as the children, showing acceptance and enjoyment of the plate of food. If food is not provided for staff, they can bring food similar to that being served to children.
Child opens her own crackers during mealtime
“My 3-year olds were not vegetable eaters, but now they are trying them. I started using words to describe foods, and then they want to know, ‘Is it hot or cold, crunchy or soft?’ So, then they try it, and they’ve done better with their vegetables.” – Teacher Observation
With COVID-19 restrictions, children’s eating autonomy can be reduced and there can be an increased likelihood of food refusal when they cannot put food on to their plates. Instead of pressuring children to try the food, engage their senses. Children are naturally curious about the world around them, even when they may be faced with things that make them uncomfortable. Menus can be chosen and food presented intentionally so that children have extra opportunity to use their senses of sight, smell, hearing, touch, and taste.
Young children often refuse unfamiliar or novel food. They also have preferred and disliked foods. With pre-plated food service, there may be more food refusal than with family style meals. When food is pre-plated, children who actively refuse the food will need reassurance about having undesired or unfamiliar food on their plate. Be ready to comfort them. They can assure children that they can decide how much or whether they want to eat the food.
Feeding Practice | Instead of saying this . . .
Pressure |
Try saying this . . .
Engage children’s senses or role model |
---|---|---|
Trying the Food |
“Take a no-thank-you-bite” |
“The apple smells sweet. Do you want to try it, and decide if it is sweet?” |
Eating the Food |
“Eat the fruit, and then you can go outside.” |
“When you eat the fruit, tell us if you think it is hard or soft.” |
Finishing the Food |
“Are you done?” |
“You stopped eating. Does your body have all the food it needs?” |
Be Judgement-free |
“Mommy will be so happy today, because you tried the cauliflower.” |
“You tried cauliflower for the first time! Was it crunchy or soft? |
Refer to the chart above for strategies to try responsive feeding practices instead of pressuring children to eat.
The Ecological Approach To (EAT) Family Style program is a resource designed to teach educators how to implement responsive feeding practices. The strategies listed above are some examples from the program. The EAT Family Style curriculum includes strategies and videos for implementing responsive feeding in classroom settings, interactive online lessons, and goal setting.
If you would like to learn more about the EAT Family Style program, visit the program’s website at https://go.unl.edu/eatfamilystyle or email eatfamilystyle@365groups.unl.edu.
Dev, D.A, Sigman-Grant, M., & Fletcher, J. (2020, August 11). Feeding Young Children Responsively During COVID-19 [Webinar]. Penn State Extension. https://tinyurl.com/y38znp4v
Fletcher, J., Sigman-Grant, M., Dev, D.A, Fodor, J., & Hobbs, J. (2020, June 11). Transitioning from Family Style Service to Pre-Plated Meal Service. IdahoSTARS. https://idahostars.org/About-Us/Updates/transitioning-from-family-style-service-to-pre-plated-meal-service
We thank UNL Children’s Center child care director Callie Wilhite, teachers, and cooks who were interviewed to share their experiences transitioning from family style meal service to pre-plated meal service. We are also grateful to childcare teachers for providing us pictures of their mealtimes during COVID-19. Finally, we will like to thank Carly Hillburn and Rachel Maloy, students working with Dr. Dev, for assisting with the development of the publication.
Benjamin-Neelon, S. E., 2018, Position of the Academy of Nutrition and Dietetics: Benchmarks for nutrition in child care: Journal of the Academy of Nutrition and Dietetics, v. 118, p. 1,291–1,300.
Centers for Disease Control and Prevention (August 2020) Considerations for Wearing Masks @ https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.htm (Accessed August 2020).
Centers for Disease Control and Prevention, 2020, Coronavirus disease 2019 (COVID-19): Guidance for child care programs that remain open, at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/guidance-for-childcare.html (accessed July 2020).
Child and Adult Care Food Program, 2020, Child meal pattern requirements: U.S. Department of Agriculture, Food and Nutrition Service, at https://cdn.education.ne.gov/wp-content/uploads/2019/11/Child-Meal-Pattern-Rev-9.17.pdf (accessed July 2020).
Fletcher, J., Sigman-Grant, M., Dev, D., Fodor, J., and Hobbs, J., 2020, Transitioning from family style service to pre-plated meal service: Maintaining responsive feeding and responsive eating in during COVID19 pandemic: Idaho STARS, at https://idahostars.org/About-Us/Updates/transitioning-from-family-style-service-to-pre-plated-meal-service (accessed July 2020).
This publication has been peer reviewed.
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