“Children learn about food and eating from the examples of the adults and other children

around them. Food Flair offers suggestions for early learning practitioners as they
create an environment in which young children enjoy eating healthy foods and learn to
make healthy choices. The aim of the LEAP BC program is to give young children a strong
start in healthy living and learning, and this resource will help us do that. Ensuring young
children have a healthy start is an important step as we work towards the goal of making
B.C. the North American leader in healthy living and physical fitness.”
Hon. Gordon Campbell,
Premier of British Columbia

“Through programs like LEAP BC, 2010 Legacies Now promotes lifelong learning, physical
activity and healthy living. Food Flair, a LEAP BC resource for early learning practitioners,
will help build relationships between families and childcare providers, and help young
children develop positive eating patterns that will lead to healthy choices throughout their
lives.”
Bruce Dewar,
CEO, 2010 Legacies Now
Contents

Introduction ......................................................................................................................................11
Communicating with families ........................................................................................................ 17
Planning with families .............................................................................................................. 17
Learning with families ............................................................................................................. 18
Teaching with families............................................................................................................. 18
Ten ways to be involved in healthy eating activities ....................................................... 19
Healthy eating ...........................................................................................................................20
Healthy food and beverages ........................................................................................................ 21
Supporting breastfeeding ...................................................................................................... 21
Planning healthy meals and snacks ........................................................................................ 21
Quick meal and snack ideas .................................................................................................... 21
Ensuring menus meet children’s food needs ......................................................................22
Featuring vegetables and fruit .............................................................................................22
Vegetable and fruit ideas .......................................................................................................23
Offering whole grain products ..............................................................................................23
Whole grain product ideas .....................................................................................................23
Including milk each day ...........................................................................................................24
Including iron-rich foods each day ......................................................................................24
Iron-rich foods children enjoy..............................................................................................24
Choosing healthy oils and fats ...............................................................................................25
Promoting dental health ..........................................................................................................26
Tooth friendly suggestions ....................................................................................................26
Ensuring menus reflect a variety of foods & cultures.....................................................27
Adapting menus for children with special needs ..............................................................27
Food and nutrition checklist ..................................................................................................28
Steps in menu planning ............................................................................................................ 31

5
 Menu planner ..............................................................................................................................33
Packing meals and snacks ........................................................................................................34
Healthy eating on the run with young ones ........................................................................35
Reading labels to make healthy food choices ....................................................................37
About juice .................................................................................................................................39
Introducing new foods ............................................................................................................40
Picky or choosy eating .............................................................................................................42
Seasonally available B.C. vegetables ..................................................................................44
Seasonally available B.C. fruit .............................................................................................45
Food safety ......................................................................................................................................47
Use safe food sources.............................................................................................................47
Keep food safe ..........................................................................................................................47
Hand washing .............................................................................................................................48
How to wash your hands ..........................................................................................................49
Creating an allergy-aware environment ...............................................................................50
Food allergies ............................................................................................................................50
Recipe substitutions for food allergies and sensitivities ...............................................53
Prevent choking .........................................................................................................................54
Choking hazards ........................................................................................................................55
Tips for choosing child-sized furniture and dishes .........................................................56
Social aspects of food ...................................................................................................................57
Family-style dining....................................................................................................................57
Talking during meals and snacks ...........................................................................................60
Fun and learning about healthy eating .......................................................................................63
Food-based activities ..............................................................................................................64
Preparing food with children .................................................................................................65
Gardening with children ..........................................................................................................66
Tasting activities ......................................................................................................................67
Toys and play that support learning.....................................................................................67
Play restaurant ..........................................................................................................................68

6
 Play kitchen or bakery .............................................................................................................69
Play grocery shopping ..............................................................................................................69
Play feeding animals .................................................................................................................70
Planning activities with a food theme ..................................................................................70
Food for special days ...............................................................................................................75
Cooking to learn.........................................................................................................................77
Kitchen safety ...........................................................................................................................80
Bundles of fun..................................................................................................................................83
Ready, set, eat ..........................................................................................................................84
The five senses ..........................................................................................................................88
Going on a picnic ........................................................................................................................94
How does your garden grow? .................................................................................................97
Harvest veggies and soup .....................................................................................................103
One potato, two potato .........................................................................................................105
Pumpkin possibilities ..............................................................................................................107
Fruit in trees ...........................................................................................................................108
Berries........................................................................................................................................ 111
Eggs ............................................................................................................................................ 113
Bread ......................................................................................................................................... 114
Pizza pizza ................................................................................................................................ 116
Food from the land................................................................................................................. 118
Eating around the world ........................................................................................................120
Let’s make .......................................................................................................................................123
Fruit ...........................................................................................................................................125
Crock pot applesauce ....................................................................................................125
Fruit kebab .....................................................................................................................126
Dip for fruit ....................................................................................................................127
Fruit yogurt parfait .....................................................................................................128
Fruit pizza .......................................................................................................................129
Fro-yo on a stick ............................................................................................................130

7
 Counting fruit salad....................................................................................................... 131
Cool berry smoothies ....................................................................................................132
Instant banana pudding ................................................................................................133
Salad and vegetables .............................................................................................................134
Salad in a bag .................................................................................................................134
One potato, two potato salad ....................................................................................135
Grate salad ......................................................................................................................136
Black and orange salad .................................................................................................137
Sunomono salad ..............................................................................................................138
Dinosaur dip ....................................................................................................................139
Kermit’s dip .....................................................................................................................140
Spinach dip ...................................................................................................................... 141
Oven-baked potato wedges ........................................................................................142
Yummy yams ....................................................................................................................143
Pumpkin soup ...................................................................................................................144
Roasted pumpkin seeds ................................................................................................145
Stone soup ......................................................................................................................146
Grains and baking ....................................................................................................................147
Crunchy trail mix ...........................................................................................................147
Baked bannock with berries ........................................................................................148
Japanese rice balls (Onigiri) ......................................................................................149
Flatbread .........................................................................................................................150
Flatbread dippers .......................................................................................................... 151
Bagel dippers ..................................................................................................................152
Tortilla triangles ............................................................................................................153
Puffy pancake ..............................................................................................................154
Rabbit pancake .............................................................................................................155
Oatmeal cookies .............................................................................................................157
Banana muffins .............................................................................................................158
Veggie fruit mini-muffins ..........................................................................................159

8
 Squashy muffins ...........................................................................................................160
Bread dough pretzel shapes ..................................................................................... 161
Main dishes/meat and alternatives ....................................................................................162
Terrific turkey taco ......................................................................................................162
Participizza ....................................................................................................................163
Apple cheddar quesadillas ...........................................................................................165
Bean burritos ..................................................................................................................166
Bean bag chowder ..........................................................................................................167
Black bean fuente ..........................................................................................................168
Khichri ..............................................................................................................................169
Hummus dip .....................................................................................................................170
Crispy tofu lettuce wrap .............................................................................................. 171
Let’s try stir fry ............................................................................................................172
Egg salad crackers ......................................................................................................173
Baked vegetable frittata ..........................................................................................174
Easy cheesy macaroni tuna and vegetables .............................................................175
Salmon patties ...............................................................................................................176
Fish and veggie wrap ....................................................................................................177
Resources ........................................................................................................................................179
Resources on healthy eating for young children .............................................................179

9
10
 INTRODUCTION

Introduction

H ealthy and enjoyable eating experiences are important for all aspects of growth in
young children. During their early years, children develop preferences and eating
patterns that may continue throughout their lives. Positive experiences with food are
important for both early child development and good lifelong eating habits.
Food Flair, a LEAP BCTM early learning practitioners’ resource, contains many ideas to help
early childhood specialists and caregivers create an environment that supports healthy
eating for young children. It emphasizes the importance of combining healthy eating
with opportunities for physical activity, literacy and play. The activities described in this
resource are meant to be playful, hands-on and fun for all.

HOW FOOD FLAIR WAS DEVELOPED

Food Flair is part of the LEAP BC family of resources that support young children’s
development in early literacy, physical activity, healthy eating and play. Formerly called
Food Flair for Child Care, this resource was developed by the Ministry of Healthy Living
and Sport in partnership with 2010 Legacies Now. It has been revised after talking with
childcare providers, parents and professionals in nutrition, physical activity and early
childhood education. LEAP BC is a 2010 Legacies Now program offering resources and
training to support early learning specialists and caregivers as they actively participate in
children’s early learning and development.

HOW FOOD FLAIR IS ORGANIZED

Each section of Food Flair addresses a different element of a sound nutrition program for
young children:
! Communicating with families
! Healthy food and beverages
! Food safety
! Social aspects of food
! Fun and learning about healthy eating
! Bundles of fun

11
 ! Let’s make
! Resources
Within each section, information is presented in point-by-point form under colour-coded
headings. “Quick Tips” boxes make it easy to find the most important points.

Some single and back-to-back pages marked “INFORMATION SHEETS” have been
formatted for copying and distributing to families and caregivers.

12
 INTRODUCTION

Practical checklists and worksheets are integrated throughout the resource, and are
cross-referenced with page numbers whenever the information applies to more than one
section.

“Try This” boxes provide quick suggestions for getting the most from an activity or food
experience.

SECTION-BY-SECTION OVERVIEW
Communicating with families
Sharing information is a key to involving children and their families in a sound nutrition
program. Building relationships with families and caregivers around food is a two-way
learning process. The sharing of different food preferences, eating rituals and other
cultural practices is part of supporting families and children in your community.
This section contains ideas for both teaching and learning from families, including ways to
build relationships and ideas for involving community members in sharing information.

13
Healthy food and beverages
Children learn their eating habits by watching and copying the adults and children around
them. Adults can shape children’s food preferences by providing healthy choices for both
meals and snacks.
This section discusses things to consider in breastfeeding, choosing healthy meals and
snacks, and many other aspects of planning for overall health and nutrition. See the table
of contents for the range of topics included here.

Food safety
This section presents practical guidelines and suggestions for dealing with safety issues
such as keeping food safe, hand washing, allergy awareness and choking.

Social aspects of food

Learning to eat well involves more than just choosing what to eat. A relaxed and social
eating environment is an important feature of family life and a well-rounded childcare
program. By making time to talk while cooking and eating, and by modeling good eating
habits, adults teach children the benefits of both healthy eating and social interaction.
This section outlines a variety of ways that families and caregivers can serve as models for
children, including suggestions on how to talk with children at the table, and what to avoid.

Fun and learning about healthy eating

Children may learn to try new foods because other people are eating them, especially
if the experience is enjoyable. Caregivers can encourage them to try new tastes and
textures through fun activities and special events, and by featuring foods as a highlight of
the day.
This section introduces a wide range of ways to feature foods and eating in many different
settings such as play centres, circle times, games and cooking experiences. It provides
criteria for good activities involving foods, practical guidelines for including children in
food preparation, and a list of children’s books that introduce new foods and ideas about
eating.

Bundles of fun
Having fun is an important component of meaningful learning. Furthermore, when enjoyable
experiences are connected with one another, children are more likely to absorb the
learning than if each activity is treated separately.
This section suggests many ways to have fun with nutrition through integrating poetry,
songs, games and hands-on activities within themes such as “Going on a Picnic” and
“The Five Senses.” Each theme incorporates a wealth of ideas for including background

14
 INTRODUCTION

information, poems, songs, books, activities, and things to make that relate to food
awareness or healthy eating.

Let’s make
Young children learn best through active, hands-on experiences that are both fun and
educational. In an early learning setting, cooking, baking and preparing foods together
provide opportunities to learn the pleasures of making healthy dishes that can be shared
at home.
This section offers a selection of recipes for preparing foods that are healthy, easy to
make, and appealing to both children and adults. Recipes are organized into sub-sections
featuring fruit, salad and vegetables, grains and baking, and main dishes. Each recipe is
presented in an easy-to-follow format for sharing with caregivers and families. Recipes
are formatted on individual pages for copying and sending home with children.

Resources
This section lists resources that promote healthy eating for young children, including
organizations, books, and Internet websites. Each resource is briefly described, with
information on how to obtain it.

15
16
 COMMUNICATING WITH FAMILIES

Communicating with
families

S haring information back and forth with families may be the most important part of
your nutrition program.

Planning with families

Involve families in planning the menus, food and nutrition policies and other aspects of
healthy eating, including field trips. This helps them understand their responsibilities and
provides opportunities for nutrition education.
" Food and nutrition checklist (p.28)
" Steps in menu planning (p.31)

17
Encourage families to comment on, and ask questions
QUICK TIP
about, nutrition programs and their children’s eating. If
families provide food, encourage them to send nutritious It is your responsibility to ensure
children eat healthy foods before
meals and snacks. For special occasions, invite families to they eat less healthy choices.
share their favourite healthy recipes.

Learning with families

Every family has its own customs and culture. Family foods reflect their culture. Learn
about the foods they enjoy and their eating customs. Talk with families about their child’s
eating habits.
" Food for special days (p.75)
" Eating around the world (p.120)

Teaching with families

Outline strategies or ways to help children develop healthy lifelong eating habits.
Families are a child’s first and most important teacher. Honour this role, and respect and
support them by:

Building relationships with families

! Families trust you with the children. One of the best ways to build mutual trust and
respect is by talking regularly with families.
! Find out from families the best time to talk with them.
! Refer families to practical sources of information in their first language. The BC
HealthFiles (available at www.bchealthguide.org) are easy-to-understand fact
sheets about health and safety issues; many are available in Chinese, Punjabi, French
and Spanish.

Creating opportunities for sharing information

! Create healthy eating experiences that children will want to share with their
families. Send home names of books to borrow from the library and read together,
as well as recipes for foods children have made and Food Flair information sheets.
! Post information on the bulletin board—such as healthy eating key ideas, your
nutrition policy, menus and recipes. Give each family a copy of the things you post.
! Share or post pictures of their children doing different food-related activities such
as preparing snacks, growing vegetables, eating together and playing grocery store
or restaurant.
! Invite families to come and see what their children do. Organize a picnic or morning/

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 COMMUNICATING WITH FAMILIES

afternoon tea that brings people together. This is a good time to model healthy food
and beverage choices.
! Add Food Flair information to centre newsletters.

Addressing food issues

! When a food issue arises, make an appointment to talk about it.
! After a short time, follow-up to see whether the information you shared has been
useful.
! Be sensitive to differences in language, culture or income among families.

Ten ways to be involved in healthy eating activities

1. Share family traditions around food. Check the calendar of events and festivals
(p.76) for theme ideas—and include activities such as learning a dance or game, play-
ing music, reading a book or telling stories.
2. Help develop or update food and nutrition policies and menus.
3. Take turns cooking lunch or eating with children at meal tables.
4. Offer families recipes for healthy choices their children love.
5. Plan field trips to places where healthy food is grown or sold.
6. Work with groups of children on cooking projects. Show them how to make healthy
foods from their culture.
7. Collect appropriate food packages and other props to be used in role-playing
activities.
8. Talk in circle time about family foods. Show families’ unique foods (such as vegeta-
bles or fruit, dried beans or grains), special cooking equipment, dishes, utensils or
table coverings.
9. Share family recipes for meals and snacks and make a cookbook.

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Healthy eating
Healthy eating means providing nutritious foods in a relaxed and social environment.
! Plan and provide a variety of healthy foods. Offer colourful vegetables and fruit,
grain products, milk and alternatives, and meat and alternatives from Canada’s Food
Guide.
! Offer new foods often. It may take 15 to 20 tries before a child accepts a new
food. Allow a child to taste a new food with no pressure to eat any number of bites.
! Offer meals and snacks at the same times each day. Children need the routine
of regular eating. Children will eat better if they do not nibble on food or drink
beverages other than water between meal and snack times.
! Make time to eat together. Be good company. Take the time to sit down to model
healthy eating and talking with children. Enjoy relaxed and social eating with no
toys, TV or phone calls.
! Help children build healthy eating habits. Help infants and toddlers to progress
from foods that are smooth to foods that are more difficult to chew. Use child-
sized plates, bowls, spoons and forks and child-friendly dishes to help children learn
to serve themselves.
! Let a child’s hunger and fullness cues guide you. Appetites vary from day to day
so offer small amounts and allow children to ask for more. Try not to play games or
force children to eat.
! Involve children in cooking and gardening. Children who help to choose, prepare
and grow food are more likely to eat well. Books, rhymes, songs and play activities
can increase children’s awareness of food and interest in healthy eating.

20 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

Healthy food and

beverages
Supporting breastfeeding
Breast milk is ideal for babies and toddlers up to two years of age or more. Breastfeeding
can provide comfort and stability during the transition to childcare.
How can we support breastfeeding?
! Offer mom a comfortable chair in a cozy place for breastfeeding.
! Encourage families to continue breastfeeding their toddlers.
When feeding baby from a bottle:
! Feed baby when he is hungry—signs include bringing his hands to his mouth, sucking,
rooting (turning his head toward you with his mouth open), irritability and crying.
! Hold baby while feeding her. This gives her the warm, comforting relationship so
important for her well-being.
! Stop feeding when baby shows signs of fullness—he closes his mouth or turns away
from the bottle, pushes away from the bottle or you, or seems very relaxed. Don’t
be too concerned about amounts and don’t coax baby to finish the bottle if he’s not
interested.

Planning healthy meals and snacks

Use Canada’s Food Guide to plan healthy choices that are tasty and appealing. Foods
served every day, as well as for birthdays, celebrations and holidays, can be healthy and
fun. With careful planning, children will get all the energy and nutrients they need.

Quick meal and snack ideas

! Make a “dip-it” lunch using dips such as hummus,
QUICK TIP
bean dip, cottage cheese or peanut and nut
butters with a variety of cut-up vegetables, fruit, Families and caregivers are
responsible for providing food and
tortilla triangles, bagel rounds or bread strips. how it is presented. Children are
responsible for whether to eat and
how much.

21
 ! Make wraps filled with scrambled eggs, cheese and broccoli, peanut butter and
bananas, tuna salad and cucumbers, or shredded chicken and coleslaw.
! Bake small potatoes and let children choose fillings, such as broccoli, cheese, ham,
spinach, salsa, or chili.
! Serve breakfast foods such as eggs, French toast or pancakes for lunch.

Ensuring menus meet children’s food needs

! Use Canada’s Food Guide to plan your menu:
# Offer foods from at least two food groups for each snack.
# Offer foods from three or four food groups at each meal.
# Offer healthy choices from Canada’s Food Guide most of the time.
! Limit foods and beverages high in calories, fat, sugar or salt (sodium). Limit these
choices: cakes and pastries, chocolate and candies, cookies and granola bars,
doughnuts and muffins, ice cream and frozen desserts, French fries, potato chips,
nachos and other salty snacks, fruit flavoured drinks, soft drinks and sweetened hot
or cold drinks.

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Food Guide servings may be larger than a young child can eat at one time. Children
between two and eight years of age need one Food Guide serving per day from the meat
and alternatives category.
For a preschooler this could be:
one hard-cooked egg (! Food Guide serving)

+
60 mL (! cup) fish, poultry or lean meat (" Food Guide serving)
= 1 Food Guide serving from the meat and alternatives category

Featuring vegetables and fruit

Vegetables and fruit provide the vitamins, minerals and
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antioxidants that help keep us healthy. Many toddlers
and preschoolers do not eat enough vegetables and fruit. Have extra food available in case
children arrive hungry, come
Choose local and seasonal foods when possible. without food or stay longer than
planned.
" Seasonally available B.C. vegetables and fruit
(pp.44-45)

22
 HEALTHY FOOD & BEVERAGES

Young children should have vegetables and fruit more

QUICK TIP
often than juice. Juice contains vitamins and minerals, but
not the fibre found in fruit or vegetables. If you choose Help children learn about healthy
foods through books, songs and
to serve juice, limit servings to !-" cup (125-175 mL) each play as well as preparing and tasting
foods and growing vegetables.
day. Offer only pasteurized, 100 per cent vegetable or
fruit juice.
For more ways to eat vegetables and fruit visit the ActNow BC website at
www.actnowbc.ca.

Vegetable and fruit ideas

! Offer raw vegetables to dip into salad dressing or a dip made with plain yogurt.
! Serve broccoli, carrot, squash, vegetable or minestrone soup.
! Grate carrots, beets or zucchini to add to salads, pasta sauce, pita, wraps, muffins
or sandwiches.
! Add frozen green peas or sliced baby carrots to chicken noodle soup.
! Cut up melon cubes or cut up grapes for a snack.
! Add berries or cut-up fruit to cereal or yogurt.
! Use frozen berries, ripe bananas or canned peaches in smoothies.
! Help families explore options in your community to have fresh produce at a lower
cost, such as a Good Food Box or Harvest Box.

Offering whole grain products

Whole grain products are naturally high in fibre, minerals
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and antioxidants that protect our health. Many young
children do not eat enough whole grain foods. Choose Foods labeled with the words
bran, cracked wheat, multi-grain,
whole grain breads, cereals, crackers and pastas by 100% wheat, seven-grain or stone-
ground may not be whole grain
reading the ingredient list on the food label. Whole grain
products. Check the ingredient
foods will have the words “whole” or “whole grain” followed list.
by the name of the grain as one of the first ingredients.
The beginning of the list could say “whole grain wheat” or “whole grain oats.”

Whole grain product ideas

! Bake bread, bannock, pizza, muffins or scones with whole wheat flour. In most
recipes, you can replace half of the white flour with whole wheat flour.
! Use 100 per cent whole grain pita bread to dip in hummus or vegetable dips.

23
 ! Offer whole grain cereals such as oatmeal, shredded wheat, bran flakes or toasted
oat rings.
! Serve whole grain pasta, whole grain couscous, brown rice, pot barley in soups and
bulgur in tabouli salad.
! Offer crackers or crisp-breads with a whole grain as the first ingredient.

Including milk each day

Children need milk and alternatives for calcium and other nutrients. Children over 12
months need 500 mL (2 cups) every 24 hours to meet their need for vitamin D unless they
are receiving vitamin D drops while breastfeeding or formula feeding.

Including iron-rich foods each day

Many infants and toddlers are at risk for iron-deficiency anemia. Iron is especially
important for growth and brain development. To get enough iron, children need one Food
Guide serving of meat and alternatives plus a variety of vegetables and fruit, as well as
whole grain and enriched grain products each day.

Iron-rich foods children enjoy

! Hamburgers made with lean beef
! Meatball sandwiches
! Mild chili with beef
! Boiled eggs
! Burritos (refried beans, cheese and tomatoes wrapped in a whole grain flour
tortilla)
! Whole grain cereals with less than 8 g of sugar per serving
! Chopped, dried apricots or raisins served in cereal or as a cookie ingredient
! Gingerbread cookies made with blackstrap molasses
! Split pea soup with whole grain crackers
! Whole grain or enriched bread with smooth peanut butter or chickpea butter and
jelly

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 HEALTHY FOOD & BEVERAGES

Choosing healthy oils and fats

Young children need fat for their brains, bones and bodies to grow. For young children,
nutritious foods that contain fat should not be restricted. Healthy foods that are
naturally high in fat include:
! Avocado
! Salmon
! Finely-chopped, unsalted nuts and seeds
! Peanut or nut butters
Use small amounts of vegetable oils in salad dressings, mayonnaise, baking and cooking.
Choose canola, olive, and soybean oils or non-hydrogenated margarine made from these oils.
Look at the Nutrition Facts table on packaged foods to choose products with less
saturated and trans fat. Eating too much of these fats increases the chance of heart
disease later in life.
Follow these tips to limit saturated fat:
! Use less butter, hard margarine, lard, cream and cream cheese.
! Limit foods high in saturated fat such as fatty meats, bacon, sausage and high-fat
wieners, deli or processed meats.
Follow these tips to limit trans fat:
! Read food labels and avoid food products that contain hydrogenated oil, partially
hydrogenated oil, margarine or shortening.
! Buy margarine with the word “non-hydrogenated” on the label.
! Choose only trans-fat-free packaged foods. Check the Nutrition Facts table before
selecting frozen dinners, pizza, muffins, pancake and cake mixes, pastries, pie
crusts, cookies, crackers, chips, crisps and microwave popcorn.
! Use oil or non-hydrogenated margarine to cook or bake rather than vegetable
shortening.
! Avoid deep fried and battered foods, such as French fries, breaded chicken, fish or
vegetables.

25
 Promoting dental health
What children eat and how often they eat affects their dental health. Sugars and
starches feed the bacteria in the mouth that produce an acid that breaks down the tooth
enamel, causing cavities.
Sources of these sugars and starches include:
! Soft drinks (pop), milk, juice and other sweet QUICK TIP

drinks Do not give children candy or

sweet foods as a reward for good
! Sticky foods such as dried fruit (fruit roll-ups and behaviour.
raisins) and candy
! Sweet foods such as cookies, granola bars, chocolate, cake, pastries, doughnuts,
muffins and sweetened gum
! Starchy foods, such as crackers, cereal and chips, that stick to the teeth
For further information about preschoolers’ dental health, contact the dental staff at
your local health authority or search BC HealthFiles on the Internet.
Infant dental care:
www.bchealthguide.org/healthfiles/hfile19a.stm
Dental care for toddlers:
www.bchealthguide.org/healthfiles/hfile19b.stm

Tooth friendly suggestions

! Offer healthy snacks one to two hours before a meal. Do not let children nibble on
food throughout the day.
! Serve milk or water to drink with meals and snacks. If children are thirsty at other
times, offer water.
! Offer sticky/sweet foods only at a meal or have children brush their teeth right
away.

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 HEALTHY FOOD & BEVERAGES

Ensuring menus reflect a variety of foods & cultures

Choose a variety of ingredients, combinations and cooking methods. Vary your food
choices day to day and week to week.
Introduce children to a world of healthy foods. Prepare foods that children regularly eat
at home. When your menu reflects the backgrounds of all the children, each child will be
able to say, “My family makes this.”
Encourage families to share food experiences from their own ethnic or cultural
background. Combine food preparation with other activities, such as reading books and
dancing, to help children learn about cultures different from their own. Learning to value
foods prepared by other ethnic and cultural groups can add to the interest children
already have in food and eating. Families are usually pleased to be asked to share food and
recipes, as well as food practices associated with religious traditions and holidays.

Adapting menus for children with special needs

Adapt menus to meet the nutrition and feeding
QUICK TIP
requirements of children with special needs. Include
children with special dietary needs as fully as possible in CREATING A FEEDING PLAN
FOR CHILDREN WITH SPECIAL
all mealtime activities. NUTRITION NEEDS:
$ Identify food restrictions.
Have plans for handling special dietary needs such as $ Describe necessary changes to
food texture.
food restrictions and allergies. Communicate these plans $ Identify goals for eating and
to all care providers and volunteers. self-feeding.
$ Describe special feeding equip-
" Food allergies (p.50) ment or routines to use.

For help understanding children’s special nutrition

needs, call Dial-a-Dietitian in Greater Vancouver at QUICK TIP
604-732-9191 or 1-800-667-3438 toll free in B.C. Talk with children to explain why
some children need different foods
and beverages.

27
 Food and nutrition checklist
This checklist can help you develop a written food and nutrition philosophy, policy or guide
to help you handle food and nutrition issues.
Involve all the members of your child care community when you develop or update your
food and nutrition guidelines. Use the checklists below to see how well you are doing and to
identify food and nutrition topics that need attention.

When food is served at the centre:

COMMUNICATING WITH FAMILIES
Goal: To build relationships with families and promote healthy
eating.
! Care providers learn about the food customs of children’s families.
! Families of children on special diets provide details of special food needs.
! Care providers talk with families about their child’s eating skills and when their
child is not eating well.
! Care providers make resources about healthy eating available to families.
! Recipes for food served are available to families.
! Menus are posted.
! Families are given a copy of the most recent food and nutrition policy.

HEALTHY FOOD AND BEVERAGES

Goal: To plan and provide appealing, tasty and nutritious meals
and snacks.
! Support breastfeeding mothers and breast milk feeding.
! Plan menus to meet children’s food needs, with a variety of food offered from day
to day.
! Provide tasty and healthy choices for meals, snacks, learning activities and special
occasions.
! Offer familiar and popular foods along with unfamiliar foods.
! Make extra food available for children who are hungry when they arrive, forget
their snack or lunch, or stay longer than eight hours.
! Offer cold water as the primary drink – available at all times.
! If you choose to offer juice, serve 100% fruit juice (125 to 175 mL) no more than
once a day.

28
 HEALTHY FOOD & BEVERAGES

SAFE FOOD AND EATING

Goal: To provide food that has been stored, prepared and
served safely to prevent food-related illness, accidents, or
harm.
! Document correct storing/thawing/warming procedures for expressed breast milk
and formula.
! Prevent accidental exposure to foods that trigger food allergies. Families may
choose to provide all meals and snacks for children with severe food allergies, in
order to limit the risk of exposure to a food allergen.
! Care providers know how to recognize and treat severe allergic reactions.
! Children and adults wash their hands before handling or eating food.
! Ready-to-eat food is not served with bare hands. Gloves or tongs are used.
! Work surfaces, equipment, utensils and food storage areas are clean.
! Separate cutting boards are used for raw and cooked meat and chicken. Utensils and
hands are washed before touching other foods.
! Foods are cooked thoroughly and tested with thermometers.
! Perishable food, prepared food and leftovers are refrigerated or frozen within two
hours. Food is stored at safe temperatures.
! Unrefrigerated foods are stored in clean, covered, insect- and rodent-proof
containers made of glass, metal or hard plastic. Containers are kept on shelves at
least 15 cm (6 inches) off the floor.
! Children are taught how to pass foods safely at the table.
! Care providers monitor activities to prevent contamination of food and utensils.
! Care providers know how to prevent and manage choking.
! Food that was served at the table and not eaten is thrown away.
! Leftovers that were not served at the table are refrigerated in small, covered
containers with the date, and used within 24 hours.
! Choose reusable items over disposable items as well as minimal packaging whenever
possible.
! Set up recycling and composting that children can use.

29
 SOCIAL ASPECTS OF FOOD
Goal: To provide pleasant and social eating experiences.
! Eating routines are established.
! Before-eating activities help to calm and quiet the children.
! Distractions are removed while children are eating.
! Children use child-sized furniture with appropriate utensils for eating and serving.
! Care providers sit with the children and share the same food as often as possible.
! When possible children serve themselves and decide how much they will eat.
! People talk and smile at mealtimes. Adults talk about daily events and positive food
experiences.
! Food is not used to reward, punish or pacify children.
! Special occasions are celebrated with culturally appropriate foods or no food at all.
! Families are invited to at least one food occasion each year.

LEARNING ABOUT FOOD

Goal: To make healthy eating activities part of everyday
learning.
! Children learn that eating is an important activity.
! Children know they can choose whether or not to eat and how much.
! Children are encouraged to eat and try new foods. Children are not pressured to eat
certain foods or certain amounts of food.
! Learning activities help children accept and enjoy new foods.
! Recipes and food awareness activities are chosen from a variety of cultures.
! Children are active participants in food preparation and food-related activities.
! Foods that children are eating are discussed with them in positive ways.

When food is brought from home:

The same points apply, with these additions:
! Provide families with a list of healthy food and beverages and encourage them to
send only healthy choices.
! Remove food from carrying containers to store in a fridge set at 4˚C (or lower) as
soon as possible after a child arrives.
! At the table, take food out of containers and set onto plates. Children have place
mats and napkins as well as utensils.
! Send home any uneaten food unless families have said not to.

30
 HEALTHY FOOD & BEVERAGES

Steps in menu planning

These steps are for serving lunch as well as morning and afternoon snack.
! Consider a four-week menu to include a good variety of choices.
! Make a list of the foods from each group of Canada’s Food Guide and include mixed
dishes that reflect the cultural and ethnic diversity of your families.
! Choose children’s favourites and new foods you would like to introduce.
! Use fresh produce in season when available.
" Seasonally available B.C. vegetables and fruit (pp.44-45)
! Copy the menu planner and fill it in.
" Menu planner (p.33)
! Plan three or four food groups for each lunch - for example:

LUNCH

Monday Tuesday Wednesday Thursday Friday

Select meat and alternatives:

Fish and veggie Egg sandwich Chili Chicken sandwich Hummus

wrap

Select from vegetables and fruits:

Romaine lettuce, Celery and Tomatoes and Sliced pepper Vegetable soup
shredded carrots cucumber with corn in chili sticks
in wrap ranch dressing dip

Select grain products (if not included in the main dish):

Tortilla wrap 100% whole grain Cornmeal muffin 100% whole wheat 100% whole grain
bread bread pita bread
triangles

Select a healthy dessert (optional):

Yogurt Melon slices Canned peaches Milk pudding Oatmeal cookie

Select Milk and Alternatives (if not included in the main dish or desert):

— Milk Milk — Milk

I N F O R M A T I O N S H E ET 31
 Plan at least two food groups for each SNACK.
! Include a second choice from the milk and alternatives group during the day.
! Make the afternoon snack more filling if children will not eat for another three
hours.
! Serve water if milk is not on the menu.

MORNING SNACK
Whole grain Applesauce Toasted cheese Orange sections Fruit yogurt
crackers Fig bars sandwich (whole Raisin bran muffin popsicle
Sliced cheese Water grain bread) Water Water
Water Water

AFTERNOON SNACK
Apple slices Oatmeal muffin Carrot sticks Kiwi slices Banana bread
Multi-grain bagel Milk Bread sticks Graham crackers Sliced cheese
Cream cheese Ham slices Yogurt Water
Water Water Water

Check that the foods you serve vary from day to day and week to week. Plan a variety of
colours, flavours and textures. If your menu reads something like “Meatball Monday/Taco
Tuesday” each week, children who only attend certain days will not get a variety of food.
For more information on menu planning and recipe choices go to:
! The City of Vancouver website (www.vancouver.ca/commsvcs/socialplanning/
initiatives/childcare/tools.htm) for its Healthy Start Model Menu and Recipe Book.
! The Dietitians of Canada website (www.dietitians.ca/healthystart/) for an online
course that includes menu planning and related topics.

32 I N F O R M A T I O N S H EE T
 Menu planner
Week:______________

Monday Tuesday Wednesday Thursday Friday

Morning snack
Serve at least 2 food groups

Lunch

I N F O R M A T I O N
Serve 3-4 food groups
HEALTHY FOOD & BEVERAGES

S H E ET
Afternoon snack
Serve at least 2 food groups

33
 Packing meals and snacks
Does your child’s bag contain foods from all the food groups?
VEGTABLES AND GRAIN PRODUCTS MILK AND MEAT AND
FRUIT ALTERNATIVES ALTERNATIVES
% 2 or more % 2 or more % 1 or more % ! or more
ONE CANADA FOOD GUIDE SERVING

Vegtables—125 mL Bagel, muffin, pita, roti Milk or fortified soy Fish, poultry or lean
(! cup) or tortilla—! beverage—250 mL meat—125 mL (! cup)
(1 cup)
Leafy vegetables, Cooked rices, pasta or Yogurt—175 g (" cup) Cooked legumes or
cooked—125 mL (! cup), couscous—125 mL hummus—175 mL
raw—250 mL (1 cup) (! cup) (" cup)
Fruit—1 fruit or 125 mL Roll—1 small Cheese—50 g (1! oz.) Tofu—175 mL (" cup)
(! cup)
Cereal, cold—30 g Eggs—2
Bread—1 slice Peanut or nut
butters—30 mL
(2 tbsp.)

For example: 125 mL (! cup) milk + 80 mL ( cup) yogurt = 1 Food Guide serving of milk and
alternatives

Monday Tuesday Wednesday Thursday Friday

MORNING SNACK
Small bran muffin Applesauce Flat bread Cottage cheese Cold cereal
Milk Milk Yogurt Sliced banana Milk
LUNCH
Rice Hummus Hard cooked egg Tortilla wedges Sweet potato coins
Cubes of chicken Whole grain pita Whole grain bread Bean dip Fish cakes
sandwich
Mixed stir-fry Snow peas Cherry tomato Jicama sticks Zucchini and green
vegetables halves pepper sticks

Orange sections Carrot sticks Milk Pineapple tidbits

Milk
AFTERNOON SNACK
Sliced cheese Banana bread Apple slices Pumpkin bread Yogurt
Kiwi slices Milk Mini bagel with Pears Fruit salad
peanut or nut
butter
Whole grain
crackers

34 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

Healthy eating on the run with

young ones
Families with toddlers and preschoolers lead active and busy lives. Eating away from home
is a reality. Plan to eat well whether you have a meal out, a snack when you are ‘out and
about’ or a family picnic.

When to eat
Plan on three meals and two or three snacks at about the QUICK TIP
same times each day. Offer toddlers and preschoolers Day-long nibbling on food or sipping
food every two to three hours. To help children eat well on beverages can cause cavities and
can upset healthy eating routines.
at meal times, serve snacks one to two hours before
lunch or dinner.

What to eat
! Make a snack from two or more food groups and a meal with foods from three or
four food groups.
! The best snacks are tooth friendly. Do not serve sweet or starchy foods, such as
candy, dried fruit and crackers, that can stick to their teeth.

Where to eat
! Stop to sit down together to enjoy food and chatting, whether you are in a park or
waiting for a brother or sister to finish a game or lesson.
! Prevent choking. Do not feed young children while traveling in a car or bus, or while
they are being pushed in a stroller.

Fast and easy meal ideas

! At the grocery store, buy a roasted chicken, QUICK TIP
bagged salad, baby carrots and whole grain rolls. Be aware of choking hazards
including hot dogs and grapes. Cut
! At a fast-food restaurant, order milk with your these lengthwise into quarters.
meal and share a salad or cut-up veggies you
brought from home instead of fries.

Snack ideas
! Applesauce and whole grain toast strips
! Apple or pear slices to dip in peanut or nut butter
! Bean dip and toast fingers
! Cheese strings and fruit pieces

I N F O R M A T I O N S H E ET 35
 ! Cold cereal and yogurt
! Cold vegetable pizza
! Fruit cup and graham crackers
! Hard cooked egg on whole grain bread
! Hummus with pita and bell pepper sticks to dip
! Mini bagel with cream cheese and apple slices
! Nori-maki rolls (sushi) and tangerines
! Shredded wheat cereal mixed with fruit pieces and yogurt
! Sliced meat on bread rolled up and cut into pinwheels
! Tuna salad and celery stick dippers
! Whole grain mini muffin and yogurt
! Whole grain tortilla spread with peanut butter, rolled around a banana and cut into
circles

What to drink
! Everyone needs to drink water regularly. If children are very active or if the
weather is hot, they need to drink more water. Take along your own water bottles
for family outings and hikes.
! Milk and watery vegetables and fruit such as celery, cucumbers, lettuce, tomatoes,
oranges and watermelon also satisfy thirst.

Keep foods safe to eat

! Start clean. Make sure hands and all food preparation areas, utensils and containers
are clean and dry before making a meal or snack.
! Keep refrigerated foods cold. Pack foods that spoil quickly (salad dressings,
mayonnaise, meat, fish, milk and yogurt) in insulated bags with freezer packs.
! Freeze bottles of water to use as freezer packs to keep food cold and provide a
refreshing drink when partly thawed.
! In cold weather, use a thermos to keep soups and stews hot.

36 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

Reading labels to make healthy

food choices
Together, the ingredient list, nutrition claims and Nutrition Facts panel on a food label can
help you make informed food choices.

INGREDIENT LIST
! Most packaged foods must include a list of ingredients.
! Ingredients are listed on the food label in descending order of proportion by weight
(the ingredient present in the greatest quantity is listed first).
! The ingredient list is a source of information for people with allergies. Some people
want to avoid certain ingredients or confirm the presence of an ingredient in a food.
! You can use the ingredient list together with the Nutrition Facts table to get a
nutritional overview of the food.

NUTRITION FACTS

NUTRITION CLAIMS
We often see claims such as “cholesterol-free” and “reduced in calories” on the front of
food packages. This is eye-catching information, but it does not tell the whole story. Also
read the new Nutrition Facts table to find out what a claim is really telling you.

I N F O R M A T I O N S H E ET 37
 CHOOSING CONVENIENCE FOODS
If you choose frozen or prepared foods:
! Choose only trans-fat-free packaged foods—be especially careful to read labels
when selecting frozen dinners, pizza, pie crusts and frozen items/mixes for cakes,
cookies, muffins, pancakes, waffles and other pastries.
! Avoid deep fried and battered foods—French fries, vegetables, breaded chicken or
fish.
! Choose frozen vegetables without added butter or sauces.

Look for mixed entrée foods:

! If you choose frozen or prepared foods, check ingredient lists to ensure
vegetables or fruit are within the first three ingredients (not counting water).
# Burritos (bean or meat)
# Chili
# Curry
# Falafel in pita with tomatoes and tzatziki
# Pasta with vegetable-based sauce
# Perogies
# Pilaf with vegetables
# Pizza with vegetables
# Stews
# Stir fries

38 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

About juice
Most children love juice because it tastes sweet. Fruit is a better choice than juice for
toddlers and preschoolers. This is because juice contains vitamins and minerals, but not
the fibre found in fruit.
A child who drinks too many sweet drinks, such as fruit
QUICK TIP
juice, pop and fruit drinks, is filling up on sugar. He or
she might not have enough room for healthy meals and JUICE
Look for these words on the
snacks. package:
$ 100% juice
Sipping sweet drinks all day from a bottle or sip cup can $ Unsweetened
$ Pure fruit juice from concen-
lead to tooth decay. trate
$ No artificial flavours or colours
Offer milk or water at meals and snacks. Offer water added
any time a child is thirsty.
Offer vegetables and fruit more often than juice.
Offer no more than 125-175 mL (! to " cup) juice per day at meal or snack time.
Serve juice in a cup, not a sippy cup.
Choose 100% juice, NOT a vegetable or fruit drink.
Many fruit drink packages look like they contain juice. If the package says: “contains real
juice,” “drink,” “punch,” “splash,” “blend,” “cocktail,” “beverage” or “_______ade,” it is not
100 per cent juice.

I N F O R M A T I O N S H E ET 39
 Introducing new foods
Children learn to accept food when it is offered
QUICK TIP
to them with no pressure. Children like to see others
enjoying a food before they will try it. A child may need Some children have taste buds that
make it harder for them to like
to see a food 15-20 times before accepting it. certain flavours and textures.

CREATE INTEREST IN FOODS

Use books and songs to increase children’s interest in new foods. Check your library for
Eating the Alphabet by Lois Ehlert for your toddler, or I Will Never Not Eat a Tomato by
Lauren Child for your preschooler. Preschoolers can learn to spell the names of vegetables
and fruit.

INVOLVE CHILDREN IN CHOOSING NEW FOODS

At the store or farmers’ market, talk about the names, shapes, colours and sizes of
vegetables and fruit.
Ask preschoolers to help choose a vegetable or fruit to buy. For example, they might
choose broccoli or cauliflower, or red or green apples. They can help put the food into bags
and count the number you need.
Involve children in preparing the new food. Toddlers can help scrub vegetables and fruit.
Preschoolers can help tear greens for a salad and cut soft fruits with a table knife.

INTRODUCE ONLY ONE NEW FOOD AT A TIME AFTER

CHILDREN HAVE LEARNED ABOUT IT
Offer a new food when children are hungry. Allow
TRY THIS
them time to look at and examine the food.
This is a turnip. It has a strong
Offer a very small amount (one or two bites) of the new taste. If you try it and don’t want
food at first, so the child learns new flavours and to swallow, ask me for a tissue so
you can politely spit into it.
textures.

BE POSITIVE…
Introduce a new food in an upbeat way. Expect that
TRY THIS
the new food will be liked.
Today I made the broccoli with
lemon juice and a little butter. It
is a bit different. See what you
think.

40 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

SIT AND EAT WITH CHILDREN AND SHOW THEM HOW YOU
ENJOY THE FOOD
Enlist the help of an eager child. It often helps to
TRY THIS
have a child, one who is open to trying new foods, taste
the new food first. Other children will be more willing to This is a burrito. Children in Mexico
like eating these. See what you
try if a peer has tried and likes it. think.

Serve a new food with a familiar food. This can help

reduce anxiety about the new food.
Point out how a new food is similar to a food that is
TRY THIS
already a favourite.
This is asparagus. It tastes a bit
Use non-demanding language when introducing a new like broccoli.
food.
Make an unusual food seem like a fun food. For example, introduce tapioca pudding as a
special pudding that has bubbles in it.

KEEP TRYING…
If a child rejects a food, do not make a big deal about it.
Simply serve the same food again another day. The more familiar children become with a
food, the more likely it is they will accept it. Young children may need to see a new food 20
times before they decide to like it.
If a food is not popular after several tries, change the way it is prepared and served, e.g.
steam, roast or grate vegetables.
If children accept a new food, serve it again soon so they will become used to it.

I N F O R M A T I O N S H E ET 41
 Picky or choosy eating
It is normal for a child to eat very well one day and eat very little the next.
After the first year of life, children do not grow as quickly. If a child is in a growth spurt
or has been physically active, you can expect a bigger appetite.
Most children go through periods when they are picky
QUICK TI P
eaters or are choosy about the foods they eat. Some
children have a short list of foods they will eat. Children who are more active have
healthier appetites.
Other children simply refuse to try new foods. Expect
some picky eating and times when a child wants the same
food day after day.

Children may not want to eat if they are:

! Tired
! Distracted
! Not hungry
! Not feeling well
! Not familiar with a new food
! Not able to have their favourite food
! In a slow growth period
Preschoolers are beginning to learn about independence and power as well as cooperation
and sharing. Choosy or picky eating may be children’s way of showing they can make their
own choices. They know that their decision to eat or not to eat can get lots of attention.

CARE GIVERS PROVIDE—CHILDREN DECIDE

! Make every bite count by offering healthy, tasty and appealing food. It is up to the
child to decide which foods to like and how much to eat.
! Avoid nagging or making deals with a child such as: “Just two more bites” or “If you
eat your vegetables, you will get dessert.” Let the child’s fullness cues guide you.
! There is no need to reward a child for eating, just as you do not reward a child for
everyday activities such as brushing his teeth or putting on his shoes.

42 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

SUGGESTIONS TO HELP CHILDREN EAT WELL

Try this: Rather than:
Set regular meal and snack times. Letting your child eat whenever he or she
Remind your child when the next meal or wants food.
snack will be.

Offer healthy foods that are tasty and Letting your child choose from less healthy
appealing. Give food fun names, such as “fun” foods that are higher in fat, sugar or
apple moons, broccoli trees, or cheese salt.
building blocks.

Offer water to satisfy thirst without Letting your child drink juice or milk
spoiling their appetite. between meals and snacks.

Give hugs, attention or gold stars instead Using food as a reward.

of food.

Respect tiny tummies. Serve small amounts Nagging or making deals with your child to
and allow for seconds. eat or “clean their plate.”

Serve one meal for everybody with at least Preparing special food for the picky eater.
one food your child enjoys at each meal.

Offer new foods often. Even if your child Serving a limited variety of foods or
wants the same sandwich for lunch, change giving up after you offer a new food once
the vegetables, fruit or soup you serve with or twice.
it.

Let your child help you make meals and Making a food your child is not familiar with
snacks to learn about what they are eating. and is less likely to eat.

Sit and eat with your child to show you Expecting children to eat healthy foods if
enjoy healthy foods. they don’t see you eating them.

I N F O R M A T I O N S H E ET 43
 Seasonally available B.C.
vegetables
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Beans
Beets
Broccoli
Brussels sprouts
Cabbage—red
Cabbage—green
Carrots
Cauliflower
Celery
Chinese vegetables
Corn
Cucumbers—field
Kale
Leeks
Lettuce
Mushrooms
Onions—red/yellow
Parsnips
Peas
Peppers—field
Potatoes
Radishes
Rutabagas
Snow peas
Spinach
Tomatoes—field
Turnips—white
Zucchini

44 I N F O R M A T I O N S H EE T
 HEALTHY FOOD & BEVERAGES

Seasonally available B.C. fruit

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Apples
Apricots
Blackberries
Cantaloupe
Cherries
Currants
Gooseberries
Grapes
Honeydew
Kiwi
Nectarines
Peaches
Pears
Plums
Prunes
Raspberries
Rhubarb
Saskatoon berries
Strawberries
Watermelon

I N F O R M A T I O N S H E ET 45
46
 FOOD SAFETY

Food safety

W hether food is prepared on-site or brought from home, safe food handling practices
help to prevent food poisoning. Have you taken the FOODSAFE course? Go to
www.foodsafe.ca for information.

Use safe food sources

! Buy food from approved sources such as commercial retail suppliers.
! Check packages and use food before the “best
QUICK TIP
before” date.
If parents are responsible for
! Accept donated food only if it is in sealed group snacks, encourage them
containers or unopened packages from commercial to bring in packaged food with
labels.
sources. DO NOT accept any food left over from
catered events such as church suppers or wedding
receptions.

Keep food safe

Keep food safe from harmful bacteria as well as insect and rodent infestation.
Bacteria can be spread throughout the kitchen and get onto hands, cutting boards,
utensils, dish cloths, sponges, counter tops and food. Four steps to reduce the risk of food
poisoning are:
CLEAN: Wash your hands before, during and after cooking.
Clean all surfaces that come into contact with food.
SEPARATE: Keep raw meat, poultry and seafood and their juices separate from one
another and from other foods. Do not use tools or dishes that touched raw meat for
cooked meat or other foods.
CHILL: Return foods to the fridge or freezer promptly after using.

47
COOK: Cook foods well. Use a food thermometer to check the temperature inside the
food.
Find more information on food safety at www.canfightbac.org.

Hand washing
Children need clean hands before they eat and handle food.
! Place posters by the hand washing sink and practice the steps.
" How to wash your hands (p.49)
! Supervise hand washing to avoid the risk of burns from hot water.
! Wash hands under running water. Do not use a single damp cloth to wash a group of
children’s hands.
! Use paper towels for drying. Do not share a common hand towel.
! Alcohol-based hand sanitizers work well if hands are not visibly dirty. Wash hands
as soon as you can after using these sanitizers.

48
 FOOD SAFETY

How to wash your hands

Adults turn off the tap

49
Food allergies
Food allergies are reactions that involve the immune system. The part of the food that
causes the reaction is called an allergen. Allergic reactions to food can range from very
mild to life threatening.
Life threatening allergic reactions, or anaphylaxis, can occur within minutes of exposure to
a food allergen; usually within two hours. The warning signs of anaphylaxis and the severity
of the symptoms can vary from child to child and from one reaction to the next. The most
serious signs of an allergic reaction include trouble breathing or a drop in blood pressure.
Both can lead to death if not treated. For more information about severe food allergies
visit www.allergysafecommunities.ca.
Other children may not be able to digest gluten (a protein found in wheat, rye and barley)
because they have celiac disease.
Children with food allergies and celiac disease need to avoid all traces of the foods that
cause reactions.
Create an allergy-aware environment to help prevent harmful reactions to otherwise
healthy food.
Other harmful reactions to food (that do not involve the immune system) can be confused
with allergies. Some children have low levels of the enzymes needed to digest food. For
children with low lactaid levels, drinking too much milk can cause bloating and diarrhea.

Creating an allergy-aware environment

GATHERING INFORMATION
! Ask new families if their child has food allergies or has ever eaten eggs, peanuts,
tree nuts, fish or shellfish.
! Collect information about each child’s allergic condition and specific needs, such as a
letter from the doctor. Request an update from parents at least once a year.
! Ask families to provide a list of foods that are unsafe.
! Complete an anaphylaxis emergency plan for each child with severe food allergies.
A sample plan can be downloaded from www.allergysafecommunities.ca.

COMMUNICATING
! Make sure all staff and volunteers are aware of children’s food allergies and know
where further information is kept.
! Post this information in an easy-to-see place such as the fridge door.
! Make sure new staff and volunteers are informed about food allergies.

50
 FOOD SAFETY

! Keep the anaphylaxis emergency plans handy.

! Let all families know that there are children in the centre with food allergies.
! Talk with children about allergies if they are at an age to understand.

AVOIDING ALLERGENS
Exposure to very small amounts of an allergen can cause a
QUICK TIP
reaction. Children with allergies can be exposed to the
foods they are allergic to in many different ways. A cheese sandwich can get
contaminated with peanut butter
Contamination of safe foods and objects, such as utensils if it is cut using the same knife
used to make a peanut butter
and toys, can lead to an allergic reaction. Avoid exposing
sandwich.
the child with food allergies to allergens during
preparation and cooking. Here are some suggestions for
avoiding allergens and helping to prevent contamination.
! Have a policy in place, such as “No Peanuts Please.”
! Ask parents of children with severe food allergies to provide food for their child
for meals, snacks and special events, such as birthdays and Hallowe’en.
! Ensure all foods brought in have ingredient labels.
! Make sure all staff and children wash hands before and after handling and eating
food.
! Sit near children with food allergies during meals and snacks to supervise.
! Never share food, drinks, straws, utensils, containers and napkins.
! Thoroughly clean tables and toys and other objects
QUICK TIP
to remove food residue.
For training to deal with severe
! When preparing for art activities, choose allergic reactions, talk to the
alternatives to allergen-containing food. Make sure Allergy/Asthma Information
Association BC/Yukon Regional
products such as play dough are not contaminated Office or a public health nurse at
with allergens. Avoid activities involving birdseed or your nearest health unit.

peanut shells.

TREATING ALLERGIC REACTIONS

! Ensure an anaphylaxis emergency plan is in place for each child with allergies.
! Ensure epinephrine is kept in locations that are easily accessible and not in locked
cupboards or drawers.
! Ensure all staff and care providers know where the epinephrine is kept.
! Ensure all care providers are trained to recognize the signs of a severe allergic
reaction and know what to do in an emergency situation, including how to give
epinephrine.

51
FURTHER INFORMATION ABOUT ALLERGENS
! The Allergy/Asthma Information Association provides educational pamphlets and
products (including videos, posters and buttons) on allergies and asthma. Visit
www.aaia.ca or call the BC/Yukon Regional office at 1-877-500-2242.
! For more information on dealing with food allergies and special diets, contact Dial-a-
Dietitian. In Greater Vancouver call 604-732-9191 or call 1-800-667-3438 toll free.
! For information on severe food allergies in children, visit
www.bchealthguide.org/healthfiles/hfile100.stm.

52
 FOOD SAFETY

Recipe substitutions for food

allergies and sensitivities
Common foods that trigger allergies in children are
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cow’s milk, eggs, peanuts, wheat, soy, tree nuts (such as
almonds and walnuts) and shellfish (such as shrimp, crab The Allergy Asthma Information
Association (www.aaia.com) offers
and clams). Children with food allergies should only eat posters and brochures for dealing
with asthma and allergies, including
foods brought from home.
peanut and nut allergies, milk
allergies and egg allergies.
Some children are sensitive to foods such as milk, eggs
and wheat. You will need to experiment to see what
works best for each recipe. Here are some common substitutes for baking.

MILK
In baking, substitute:
! Fortified rice beverage
! Fortified soy beverage

EGGS
When baking with recipes that use one or two eggs, substitute each egg in the recipe with
one of the following:
! 5 mL (1 tsp.) baking powder, with 25 mL (1! tbsp.) water and 25 mL (1! tbsp.) oil
! 5 mL (1 tsp.) baking powder, with 15 mL (1 tbsp.) water and 15 mL (1 tbsp.) vinegar
! 5 mL (1 tsp.) yeast dissolved in 50 mL (# cup) warm water
! 1 packet of unflavoured gelatin and 30 mL (2 tbsp.) of warm water
! Half a large mashed banana

WHEAT FLOUR
For 250 mL (1 cup) wheat flour, substitute one of the following:
! 220 mL ( cup) rice flour (white or brown) and 440mL (1 cup) potato starch flour
! 250 mL (1 cup) corn flour (maize or masa)

I N F O R M A T I O N S H E ET 53
Prevent choking
Young children who are building their chewing skills are
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at risk for choking. Foods that are hard, tough, round or
sticky can block a child’s small airway. Do not allow children to eat or drink
in a moving car or bus or stroller.
Young children gag. Food slips to the back of their
tongue before they are ready to swallow. Gagging shoves the food back out again and is a
normal part of learning to eat. If a child can cough, this is gagging, not choking. Encourage
the child to try to cough out the food.
If a child is gagging because he/she has too much in his/her mouth, tell him/her to “spit it
out.” After the child recovers from gagging, talk about taking small bites and chewing well
before swallowing.
If a child is not able to cough or spit out the food, then he/she is choking. All care
providers should have training in infant CPR, which provides information on what to do
if a child does choke. Contact your local public health nurse or St. John Ambulance for
information on infant CPR training.
Never feed babies using propped bottles. Feed babies foods only when they are sitting up.
Insist that children sit down to eat and drink. Never feed a child who is laughing or crying.
Always supervise young children when they are eating. As a role model, encourage children
to take small bites, chew food well and eat at a relaxed pace.
Cut food into small pieces that are safe for the smallest child. For children less than 12
months, pieces should be around 0.5 cm (# inch). For children up to the age of four, pieces
should be around 1 cm (! inch).

54 I N F O R M A T I O N S H EE T
 FOOD SAFETY

Choking hazards
WARNING: Do not give whole nuts, whole peanuts, popcorn, gum, cough drops, or hard
candy to children under four. Do not use toothpicks and skewers.

Watch out for food that is: Make food safer:

ROUND
Whole grapes, small tomatoes, large Slice lengthwise and then into small pieces
berries, hot dogs, sausages
HARD
Fruit with pits or seeds Remove pits and seeds
Raw vegetables that can break into chunks, Grate or chop finely, cook and slice into thin
such as carrots sticks
Whole nuts or peanuts Chop finely
Seeds Chop finely
Candies Do not serve

STICKY
Globs of peanut butter Spread thinly on toast or crackers
Raisins and other dried fruit, marshmallows Cut into small pieces
Gum Do not serve

STRINGY
Celery and citrus fruits, such as oranges Remove large stringy sections
and grapefruit
Leafy vegetables Cut into small pieces

CHUNKY
Chunky peanut butter or nut and seed Choose smooth nut butters or seed butters
butters and spread thinly on toast or crackers
Large chunks of meat or cheese Cut into small cubes
EASY TO EAT BY HANDFULS WITHOUT
CHEWING
Pretzels, chips Serve small amounts on a plate or in a bowl
to prevent eating out of the bag
BONY
Chicken and whole fish Remove bones from chicken and fish; flake
fish before serving. Rub fish between
fingers to feel for bones.

I N F O R M A T I O N S H E ET 55
Tips for choosing child-sized
furniture and dishes
Help children learn to serve themselves and eat safely
and well at meal and snack times by providing child-sized TRY THIS
furniture and dishes. Include children with special
dietary needs as fully as possible in
CHILD-FRIENDLY FURNITURE all mealtime activities.

! Babies that can sit up need a high chair.

! Older children need small tables and chairs to feel comfortable with no danger of
falling. Does the chair allow children’s feet to rest on the floor or a firm surface?
When seated, does the tabletop come between waist and mid-chest level?
! Seat children facing each other. Do not allow children to stand or kneel to eat.
! Keep extra eating and serving utensils and clean-up materials near the table.

CHILD-FRIENDLY SERVING DISHES AND UTENSILS

! Non-porous, unbreakable serving bowls with rims
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! Small platters
Choose utensils that are the size
! Short-handled scoops or serving spoons or and weight children can easily
measuring cups handle.

! Small plastic tongs (rather than the metal tongs

with springs that can pinch fingers)
! Small pitchers with lids and stable bases so children can pour beverages

CHILD-FRIENDLY EATING TOOLS

! Dishes that are non-porous and unbreakable, or
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heavyweight single-use paper
Foam plates and cups are a choking
! Child-sized glasses and cups that are durable and hazard since children might bite
easy to hold off pieces.

! Child-sized bowls and plates with curved lips for

scooping food
! Short-handled spoons and forks made from stainless steel or non-porous, heavy-
duty plastic
! Napkins for children to clean their faces and hands.

56 I N F O R M A T I O N S H EE T
 SOCIAL ASPECTS OF FOOD

Social aspects of
food
H elp create meal and snack times that are relaxed
and happy times for everyone. You are a role model
to show children how to enjoy healthy food and
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Preparing healthy food and eating

together help children learn new
conversation. Help children pay attention to eating. When words as they cooperate and
socialize.
you serve healthy, appealing foods in a pleasant setting
with child-sized tables, chairs, dishes and utensils,
children will be more likely to enjoy foods and eat what they need.

Family-style dining

To encourage family-style dining, offer a variety of foods and ask children to serve
themselves (possibly with help from an adult). Adults sit and eat with children.
When children bring food from home to child care, the meal can still be family-style. Set
out placemats, plates and cups. Take food out of boxes. Seat children who need more help
near an adult.

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 CHILDREN
! Serve themselves when they are able. They can start by taking small amounts,
knowing they can have more if they like. This gives them control over the amount of
food on their plate.
! Need enough time to eat until they are no longer hungry.
! Are able to look, feel, mash, smell and taste to explore food.
! Are not required to try or taste a food they refuse.
! Learn to help set the table and clean up.

ADULTS
! Help children pay attention to eating.
! Respect toddlers’ messiness and slowness with eating.
! Acknowledge children’s individual food likes and dislikes. This promotes their self-
esteem.
! Do not pressure a child to taste a new food, eat any number of bites or clean their
plate.
! Do not praise or scold children for the amount of food they eat, or for the type of
food parents have provided.
! Do not make deals using food. Using food as a bribe, pacifier or punishment sends
children the wrong message. Depriving children of food is never acceptable.
Pre-meal activities can help calm children and get them ready for eating. Do not expect
children to eat immediately after very active playing. Small group and quiet activities help
with the transition to meals and snacks. For example:
! Listening to a story or singing
! Helping make food to eat
! Washing hands
! Setting tables
At the table, you are a role model for healthy eating and pleasant conversation. Promote
positive talk and do not use the terms ‘good’ and ‘bad’ foods. Children learn to cooperate at
the table by watching and talking with adults sitting with them. Children are interested in
the food that you eat.
! If your centre serves food—eat the same foods as the children.
! If you bring your own food—children may be curious about what you are eating
(consider offering this kind of food at another time).

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 SOCIAL ASPECTS OF FOOD

Eat the same foods, whenever possible. Present new foods in an enthusiastic manner. For
example, model eating broccoli with your fork and show you enjoy eating it. Ask children if
they would like “little trees” (broccoli).
Allow children to serve themselves small portions. Help those who need help and offer
more food if children are hungry. Let children feed themselves even if they do it slowly
and make a mess. Expect children to spill and drop food and respond calmly.
Older children can mop up their own spills.
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Adults are at the table to:
Do not make desserts the reward
! Eat with the children and show them how to enjoy for eating the rest of the meal.

eating a wide variety of foods.

! Keep children safe and prevent accidents.
! Be ready to respond if a child starts choking.
! Gently remind children to eat if they seem to be forgetting.
! Explain how to do things (e.g. not touching other
people’s food at the table by talking about “yours,” “mine” and “ours”).
! Model good manners and let children know in
advance what kind of behaviour you expect.
! Start chatting and guide the conversation by adding descriptive and action words
and by asking open-ended questions.
! Keep mealtime pleasant—with no criticism, fighting or rudeness.
! Respond to children’s questions and comments with
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information and interest.
Do not drink hot liquids near
! Talk about children’s feelings and ideas. Talking children. Do not place items,
about your feelings and ideas encourages children especially hot ones, where a child
could pull them down.
to do the same.
! Help children negotiate when conflicts arise or let
them solve their own challenges.
After meals, plan a relaxed transition to the next activity by having time for:
! Clearing and cleaning the table
! Washing hands
! Brushing teeth

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 Talking during meals and snacks
Meal and snack times are important times to eat and talk together. Plan to make eating a
relaxed and social time that helps children enjoy healthy food.

ENCOURAGING TODDLERS TO TALK ABOUT FOOD AND

EATING
Toddlers communicate with a combination of gestures
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and words. Toddlers may point to a food they want or
knock away a food they do not want. The role of the Talk less if children are having a
hard time focusing on eating and
adult is to be patient and try to understand what the talking at the same time.
toddler is communicating.
! Expand on toddlers’ one and two-word communications and build sentences around
their words.
! Give toddlers one direction at a time. For example, “You can sit in the chair next to
me.”
! Make the most of daily routines and talk through the sequence in which they will
happen. For example, for hand washing before and after meals: “First I’ll turn on the
water. We will add the soap. Rub your hands together to get rid of all the germs.”
! Reinforce with word labels what the toddler is doing.
! Label toddler emotions.

ENCOURAGING PRESCHOOLERS TO TALK ABOUT FOOD AND

EATING
Preschoolers talk in sentences. They often talk to themselves when they are alone or
working on tasks. They like to talk about their experiences and have imaginary friends.
! Ask questions about past events and probe for details. For example, “Tell me about a
meal you had with your family. Who was there? Where did you eat?”
! Use explanations when you correct behaviour or offer alternatives, such as, “When
you use the serving spoon, it is easier to scoop the mashed potatoes.”
! Encourage talk about feelings, both positive and negative. Discuss possible causes
for emotions.
! Create opportunities to engage in fantasy and
TRY THIS
pretend play about food and mealtimes, either
alone or with friends. For example, “Let’s pretend “Why do you like pears better than
apples?”
you are going to plan a meal for a firefighter/

60 I N F O R M A T I O N S H EE T
 SOCIAL ASPECTS OF FOOD

princess. What would you serve? What foods do you think he/she likes? Where
would you have the meal?”
! Offer choices when you can, such as, “Would you like apple or pear slices?”
! Encourage more advanced communications.

OFFERING HEALTHY CHOICES AND HELPING CHILDREN

RECOGNIZE HUNGER AND FULLNESS
Phrases that help: TRY THIS
! “Yes, these pea pods are crunchy!”
“This is a kiwi fruit. It’s sweet like
! “These are ___ (A new food such as asparagus a strawberry.”
spears). See what you think.”
! “Do you like that?”
! “Would you like more?”
! “Is your stomach telling you that you’re full?”
! “Use your napkin.”
! “Please move the serving bowl closer to your plate.”
! “These oven fries are different looking, aren’t they? I made them from potatoes
and baked them in the oven.”

Table talk topics:

! “What did you do on the playground today?”
! “Tell me the best part of the story your teacher read today.”
! “What is the best thing that happened today?”
! “If I lived on a tropical island, I’d eat___”
! “Talk about a good thing you or someone else did.”

Inappropriate comments:
! “Eat that for me.”
! “I wish you were a good eater like Sally.”
! “You’re such a big boy—you finished all your carrots.”
! “See, that didn’t taste so bad, did it?”
! “You have to take one more bite before you leave the table.”
! “Sam, look at Nathan. He ate all of his bananas.”
! “How do you know you don’t like them if you haven’t even tried them?”

I N F O R M A T I O N S H E ET 61
62
 FUN & LEARNING ABOUT HEALTHY EATING

Fun and learning

about healthy eating
H elping children learn about healthy eating is a big
job. You are “feeding young imaginations” while you
are helping children learn important things about food
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Meal and snack time is the primary

way children learn about food and
and eating. The messages you send to children about healthy eating.
food and eating will stick with them the rest of their
lives.
Food-based activities, planned activities with food themes, and toys/places to play can
support healthy eating at meals and snack time.
As you plan, think about what a child might learn from each activity. Choose activities
that match children’s abilities and interests. Sorting foods into the groups described by
Canada’s Food Guide is not a good theme to use with young children. At this age, children
can easily learn food colours and shapes but may not understand abstract concepts such as
food groups.
Make it interesting and fun to learn about a wide variety of foods. Learning about healthy
eating can be lively and varied, and take place in a variety of settings along with other
activities. Learning can happen:
! While eating meals and snacks together.
! At circle time—talking about food and eating, and participating in activities using
rhymes, stories, books, puppets, felt boards and pictures.
! During play time—using food and eating as ideas for activities.
! In the kitchen when children are helping to prepare food.
! While setting the table.
! While exploring food through growing food and participating in tasting parties.
! When using cooking and serving utensils to play with sand, water, clay or play-dough.
! When you are talking to parents about activities and sending home information,
menus or recipes.

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Good activities emphasize learning about healthy foods. Activities around vegetables and
fruit could include:
! Counting—e.g. how many people a watermelon feeds.
! Drying food in a food dehydrator (e.g. drying grapes, apple rings or cherry
tomatoes).
! Exploring and tasting vegetables or fruit prepared in different ways (tomatoes in
spaghetti sauce, sun dried and in tomato juice).
! Helping to prepare a fruit or vegetable for a snack.
! Engaging in imaginary play, e.g. digging vegetables or picking fruit.
! Learning about vegetables and fruit from different countries/cultures.
! Learning colours and shapes.
! Learning about texture: smooth like an apple, bumpy like an orange, fuzzy like a kiwi.
! Making a collage of pictures of vegetables and fruit a child likes.
! Planting seeds or seedlings.
! Playing guessing games (What vegetables are red?
TRY THIS
What is the mystery food in the bag?).
“How does this taste—sweet or
! Reading a book about growing food. sour? Crunchy or chewy? How does
! Shopping for food at a grocery store, farmers’ it sound?”

market or shop specializing in ethnic foods.

! Singing a song or rhyming a rhyme.
! Talking about tastes, textures and sounds.
! Touring a garden or orchard.
! Washing off dirt before cooking or eating (and washing hands).
Show children that vegetables and fruit come in a variety of colours, tastes, and textures.
And they’re fun!

Food-based activities
Choosing and preparing food, gardening and tasting activities are the best ways to engage
children’s five senses, teach them about healthy eating, and increase the variety of food
they will eat. Give every child chances to learn about food and where healthy food comes
from. Food-based activities help children extend their language skills as they talk about
colours, smells, shapes and numbers, and their motor skills as they are doing tasks such as
spreading and dipping.

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 FUN & LEARNING ABOUT HEALTHY EATING

Preparing food with children

Preschool-aged children love to help in the kitchen and are often more willing to eat foods
they have helped to prepare. Child care settings are places to model, and teach about,
healthy eating and safe food preparation.
Involving children in food preparation can be messy and take a bit of time. It is worth the
effort, since helping to make meals and snacks increases children’s willingness to eat a
variety of foods. Children can learn a lot about food by helping to prepare it.
Help children learn about healthy foods they can enjoy with their families. Unfortunately,
many children’s cookbooks focus on sweet treats. See the Let’s Make section (p.123) for
some healthier alternatives.

Guidelines for involving children in food preparation in early

learning settings
Children over the age of three can be routinely involved in age-appropriate food
preparation activities for educational purposes with adult guidance and supervision for
hand washing, personal safety and food safety. Activities can include preparing simple
snack and meal items from relatively low-risk foods, as well as setting and clearing tables.

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It is recommended that:
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! The supervisor is FOODSAFE trained.
Your Health Authority may have
! Children prepare their own individual foods and additional information—contact the
Environmental Health Officer.
beverages.
! Serve cooked, rather than raw food to others, e.g.
muffins rather than salad.

Gardening with children

It is exciting for children to watch a seed grow into
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food they can eat. Gardens are a great way to help
children be active, and to help them learn about nature One book that uses easy-to-find
materials is Green Thumbs: A
and how plants grow food. Preschoolers can help with Kid’s Activity Guide to Indoor
and Outdoor Gardening by Laurie
most gardening tasks and take pride in what they do.
Carlson.
Vegetable gardening can increase children’s willingness to
eat new vegetables.
! Create a garden indoors or outdoors.
! Visit a nearby nursery and select seeds or seedlings for potting.
! Choose plants that are easy to grow, such as sunflowers, tomatoes, beans, radishes,
snow peas and herbs.

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 FUN & LEARNING ABOUT HEALTHY EATING

If you are a gardener—you may have to relax your

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standards. Remember that children’s ideas about
gardening may be different than yours. Crooked rows Provide every chance for success—
use good soil and fresh seeds.
and pet weeds are fine.
If you are not a gardener—start small, perhaps planting seeds in an empty egg carton.
One of the best things you ever grow may be a gardener! A trip to the library can be part
of the project.
Take your time, and enjoy watching children digging
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holes, looking for worms, interacting with ladybugs or
toads and making mud pies. Teach them the difference Get some red wiggler worms to
make compost from kitchen scraps.
between good pests and bad pests. Using dish soap on
bad pests is safer and healthier than harsh chemicals.
Show them how to weed, so plants grow strong and healthy. You may need to help keep
children’s gardens weeded and free of pests.
" How does your garden grow? (p.97)

Tasting activities
Taste testing is a fun way to get to know foods.
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Tasting parties enable small groups to sample foods and
explore their smell, taste, colour and texture. Children Do not force children to eat foods
they do not wish to try.
who learn to try new foods are more likely to accept and
enjoy different foods later in life.
" The five senses (p.88)

Toys and play that support learning

Toys and play activities support mealtime learning to help children develop healthy eating
practices. Give children opportunities outside of meal or snack time to explore equipment
for serving and eating.

PROP BOXES
Prop boxes filled with materials based on a theme give
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children a chance to act out what they are learning.
Items can include gardening or kitchen gear and empty Choose educational materials, such
as books and empty food packages,
food packages. that show healthy food rather than
junk food or fast food.
Ask families for ideas and contributions that promote

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healthy choices and represent the different cultures of the community. Community
businesses may contribute items (e.g. old menus with pictures) for prop boxes. Check that
items are clean and safe for use.

PUZZLES
Puzzles help children identify shapes and name new objects, and provide a manipulative
activity. Buy or make wooden or thick cardboard puzzles depicting food, farm animals and
people.

PLAY CENTRES
! Sand and water tables with pitchers and cups for pouring practice
! Art centres with clay or play dough, rolling pins, cookie cutters and plastic knives
for cutting
! Tables for exploring foods such as grains and seeds. (Carefully watch young children
who might try to eat these and choke.)

Play restaurant
Play restaurant using household items or pretend props. Items you might use include:
! Bread baskets
! Cash register
! Cook’s hats
! Phone
! Pens and pads
! Table settings—place mat, plate, cup, knife, fork and spoon
! Empty salt, pepper and Parmesan cheese shakers

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 FUN & LEARNING ABOUT HEALTHY EATING

! Table cloth and cloth napkins

! Tables and chairs
! Menus—ask restaurants for old menus

Play kitchen or bakery

Play kitchen or bakery using household items or pretend
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props. Items you might use include:
Plastic food pieces need to be large
! Baker’s hats enough so they are not a choking
hazard.
! Bowls
! Cash register
! Empty boxes that contained packaged foods
! Empty egg cartons
! Measuring cups
! Mixing spoons
! Muffin tins
! Oven mitts or pot holders
! Pans
! Plastic or box oven
! Play dough
! Posters/pictures of baked goods
! Rolling pins

Play grocery shopping

Play grocery shopping using household items or pretend props. Items you might use include:
! Cardboard boxes for the store, shelves and fridges
! Cash register
! Empty food cartons and cans of healthy foods (clean and with no sharp edges)
! Paper or cloth shopping bags
! Play money
! Shopping list with picture of foods
! Toy shopping carts

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 Play feeding animals
! Play feeding animals using household items or pretend props. Things you might do
include:
! Talk about what toy animals and real animals eat.
! Show pictures of animals eating.
! Talk about foods that animals, birds and humans eat—such as oats, carrots, corn,
seeds and apples.

Planning activities with a food theme

Young children learn by physically manipulating their environment. Activity-based programs
with food themes help them learn about healthy eating and can help change their food
habits.
Effective, activity-based learning about healthy eating is developmentally and age
appropriate and can include stories, pictures, puppets, art projects, felt boards, cloth food
models, puzzles, songs, rhymes, role playing, games, dramatic presentations, field trips and
visitors to class.
Use your imagination or ask children for ideas for healthy eating activities.

ART
Art activities can introduce food-related concepts or
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enable children to tell stories and express their ideas.
The best art projects encourage each child’s creativity. Do not use food as art materials.

Use materials that allow young ones to dabble and allow

older children to think of their own creations. Free-form art is a better choice than
colouring sheets or copying something an adult thinks up.
Write children’s words to accompany their works of art.
! Create a collage with pictures of food from flyers or magazines.
! Decorate or design mini pizzas, muffins or salads for special events.
! Mold clay or play dough to look like different foods to use for a table centre piece.
! Finger paint, make collages from pictures, and draw pictures or make murals to
display new foods, a field trip or a special event.
Many foods lend themselves to collages, jewelry, finger painting, dyes, prints and stamping.
However, do not use food as art materials.

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 FUN & LEARNING ABOUT HEALTHY EATING

This is not a good idea because:

! Children become confused when told to eat a food at a meal or snack and not to eat
it during playtime—for example, pudding used for finger painting.
! Food is wasted to create collages and art projects.
! Food may no longer be clean.
! Food, such as macaroni and instant pudding, can attract insects and rodents.

BOOKS
Books are an excellent way to introduce children to new foods and ideas about eating.
Children are often more willing to try a food that is familiar. Many children’s books have a
food theme, such as The Very Hungry Caterpillar by Eric Carle. The activities listed in the
Bundles of Fun section (p.83) contain literacy links, which recommend books that promote
literacy, as well as healthy eating and being active.

Books selection checklist

When selecting books to introduce children to new foods and ideas about healthy eating,
check that they:
! Are age appropriate.
! Use engaging language and visuals with good balance between text and pictures.
! Promote healthy eating/movement/literacy and provide ideas for learning activities.
! Provide positive images and messages about cultural diversity, gender equity and
body size.
! Are Canadian whenever possible.
! Are widely available in B.C. libraries.

Books on choosing, growing, cooking and eating food

Green Thumbs—A Kid’s Activity Guide to Indoor and Outdoor (adult reading)
Gardening by Laurie Carlson
From the Garden—A Counting Book About Growing Food by (preschool—Grade 3)
Michael Dahl
Our Community Garden by Barbara Pollak (preschool-Grade 3)
Market Day by Lois Ehlert (ages 3-7)
Farming by Gail Gibbons (ages 4-8)
Let’s Cook by Robert Crowther (ages 2-5)
Soup by Cathy Goldberg Fishman (ages 4-8)
Daddy Makes the Best Spaghetti by Anna G. Hines (preschool-Grade 2)

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Books that feature fruit and vegetables
Baby Food by Saxton Freymann (infants-preschool)
Eating the Alphabet by Lois Ehlertl (ages 1-3)
Growing Colors by Bruce McMillan (ages 2-4)
Lunch by Denise Fleming (ages 2-7)
Fast Food by Saxton Freymann (ages 4-8)

Books about picky eaters

Bread and Jam for Frances by Russell Hoban (ages 4-8)
I Will Never Not Ever Eat a Tomato by Lauren Child (ages 4-8)
Rabbit Food by Susanna Gretz (ages 5-8)

Books about cooking

Choose cookbooks that help children learn to make healthy foods (rather than just sugary
treats), such as those from the Dietitians of Canada and the Heart and Stroke Foundation.
Simply Great Food by Dietitians of Canada (Robert Rose, 2007) includes “kid-approved”
recipes. Other good books about cooking include:

The Cooking Book: Fostering Young Children’s Learning and De-

light by Laura J. Colker
The Kids’ Multicultural Cookbook: Food & Fun Around the World
by Deanna F. Cook
Cooking (Learning Through Play) by Lisa Feeney
Pretend Soup and Other Real Recipes by Mollie Katzen (preschoolers and up)
Salad People and More Real Recipes by Mollie Katzen (preschoolers and up)

Consider tasting, or making up recipes for, foods mentioned in a book such as Ugly
Vegetables by Grace Lin (ages 4-8).

Making books
Help children make their own photo books about healthy eating, or create tasting
passports. Book ideas can include a “Children’s Favourite Foods” book or a “What We Ate
for Breakfast” book.

FIELD TRIPS
In the past, most Canadian children lived on farms or QUICK TIP
visited their families and friends on farms. Today, field At the store or farmers’ market,
trips are a good way to help children learn where food talk about the names, shapes,
colors, and sizes of vegetables and
comes from. Field trips related to foods are a good way fruit.

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 FUN & LEARNING ABOUT HEALTHY EATING

to involve families in healthy eating activities. Family members may be able to talk about
where food is grown or processed. They can help to supervise children and talk about what
children have learned.
Ask older people or elders in your community to talk about traditional harvesting. They
may be able to help you arrange berry picking trips or other foraging activities.
Before you go, read books and talk about field trips.

Books on field trips

Out and About at the Bakery by Jennifer Ericsson (ages 4-8)
Out and About at the Dairy Farm by Andy Murphy (ages 4-8)
Out and About at the Supermarket by Kitty Shea (ages 4-9)
Our Community Garden by Barbara Pollak (preschool-Grade 3)

Encourage further discovery after the field trip by:

! Cooking and tasting foods.
! Growing plants.
! Making up stories or drawing pictures.
! Using props for dramatic play (such as pots and pans, big boxes, empty food
packages, plastic dishes).

Field trip checklist

! The activity is developmentally appropriate and safe.
! Children are active learners, not just observers.
! The activity promotes healthy eating, physical activity and learning.
! Children and adults wash hands after touching animals or animal products.

Where does food come from?

Discover your local food system by visiting a farm, farmers’ market, U-pick garden,
community garden, dairy, fisherman’s wharf or food production facility, such as a cannery,
flour mill, cheese maker, or honey bee hives.
Find a list of farm tours in B.C. at www.aitc.ca/bc/ (B.C. Agriculture in the Classroom).

Where do we buy foods?

Visit your local stores and markets: grocery stores, fruit and vegetable stands, bake
shops, butcher shops, natural foods stores, and fisherman’s wharves.
! Look at the variety of foods available. Talk about food names, colours, shapes and
textures.
! If possible, choose a new vegetable or fruit for tasting/cooking.

73
GAMES
Children love to play games. Here are some food-related
TRY THIS
games:
“I am thinking of a food that begins
! I Am Thinking: Describe the colour, shape and with the letter (or sound) ___.”
form until someone can guess the answer.
! Riddles: Make up riddles.

Physical activity
Many children do not play vigorously. Link active play
TRY THIS
with healthy eating activities. Moving more is healthy and
helps increase appetites. After a busy time playing with I am orange and long
I rhyme with “parrot”
bean bags, make a recipe using beans such as Black and I grow in the ground
I am a ___ (carrot).
Orange Salad (p.137) or Bean Bag Chowder (p.167) or
Hummus Dip (p.170).

Rhymes
Rhymes help children have fun while learning new words and ideas. Use well-known nursery
rhymes about food or make up your own. After rhyming Miss Muffet, taste cheese curds
and move around like spiders or sit on “tuffets” (small stools or mounds).

Songs, music and dance

Songs and rhymes about brushing teeth, growing foods or daily routines are fun for
children. Some popular Canadian CDs for young children with songs about food and eating
are:
! Mealtime Fun featuring Fred Penner and Sharon, Lois and Bram
! Country Grocery, Singable Songs for the Very Young, and More Singable Songs for
the Very Young by Raffi
! 10 Carrot Diamond by Charlotte Diamond
Songs such as “The Muffin Man” go along with baking muffins. Use Raffi’s tune “Shake My
Sillies Out” while mixing instant pudding in a shaker jar, or “Popcorn” while popcorn is
popping.
Children enjoy dancing and pretending to be the wind blowing through the fields; water
drops falling, bouncing and rolling off food; and food bubbling or sizzling.

74
 FUN & LEARNING ABOUT HEALTHY EATING

Food for special days

Help children learn about foods from around the world and how food is tied to culture,
religion, special events and celebrations.
! Find out about children’s ethnic backgrounds and involve families in cooking food,
and sharing recipes and traditions.
! Read a story, sing a song, show a picture or experience something related to the
special day or theme, e.g. chopsticks, colouring hard cooked eggs, bannock.

BIRTHDAY AND PARTY FOODS

Today many celebrations feature candy and other less healthy foods. Plan other ways to
celebrate. Talk to families about birthdays since some cultures or groups do not celebrate
personal birthdays, and for others birthday cake may not be traditional. Include special
birthday foods besides sweets in your celebrations.
! Feature a food from the child’s heritage, such as dried salmon or dim sum dumplings.
! Children enjoy foods that match the colour of a celebration, such as eating red and
pink vegetables and fruit for Valentine’s Day while everyone wears red or pink.
! Make fruit or veggie pizzas in holiday shapes (e.g. pumpkin or Christmas tree) and
decorate them for the occasion.
! Choose alternatives to candy at Hallowe’en, such as stickers.
" Try Pumpkin Possibilities (p.107).

75
CALENDAR OF EVENTS AND FESTIVALS
There are many food-related festivals, and some involve feasting and fasting. Common
themes are the New Year, spring and harvest festivals, festivals of light and masquerades.
Below you will find a calendar containing special days and potential themes for celebrations.
Talk with families about celebrating events that are important for their children. Be aware
of children who cannot eat certain foods at certain times due to religious practices.

January February March April

New Year’s Day Valentine’s Day Nutrition Month Oral Health Month
Chinese New Year Mardi Gras (Christian) St. Patrick’s Day Library Week
(sometimes in early Flag Day (Mexico) Doll Festival (Japan) Easter (Christian)
February) Lantern Festival Spring equinox Passover (Jewish)
Christmas (Orthodox) (Taiwan) Earth Day

May June July August

May Day Dairy Month Canada Day B.C. Day
Mother’s Day Summer fruits Food we barbecue Camping foods
First Salmon Ceremony Father’s Day
(First Nations) Aboriginal Day
Planting a vegetable Summer solstice
garden

September October November December

Fall equinox Thanksgiving Remembrance Day Chanukah (Jewish)
Harvest time World Food Day National Child Day Winter solstice
Ramadan (Muslim) Rosh Hashanah Christmas (Christian)
Diwali (Buddhist, (Jewish) Kwanzaa (African
Hindu; sometimes in American)
early November)
Hallowe’en

76
 FUN & LEARNING ABOUT HEALTHY EATING

Cooking to learn
Children who “cook” take pride in what they make and are more likely to try new foods. A
cooking program that emphasizes healthy foods and safety first sets a good example.

MORE THAN COOKING…

Food preparation also gives you chances to:

Use words
! As you show “how to,” and as you talk and answer questions, you are helping children
learn new words and concepts.
! Teach the names of different foods, cooking activities and equipment.
! Talk about the shapes you are cutting food into—circles, cubes, squares and
triangles.
! Use pictures on food containers and recipe books to help children identify foods,
letters and words.
! Play with words to give recipes fun names. We already know food names that aren’t
what they say they are, such as “hot dogs,” “Toad in a Hole,” or “Ants on a Log.” You
could cook broccoli, sprinkle it with Parmesan cheese, and call it “Snowstorm
Broccoli.” Other ideas?

Use numbers
! Practice numbers and measuring as you make a recipe.
! Sharing and eating pear slices teaches division and subtraction.

Learn about kitchen science

! As you add each ingredient, talk about what is changing. Talk about what the
mixture feels or smells like. Talk about the changes you see as you cook food.
! Change ingredients and discover which tastes best—blueberry or blackberry
pancakes?

Work together
! Giving step-by-step instructions or using picture recipe books helps children learn
sequences.
! Children learn to cooperate and work as a group on a cooking project.
! Draw recipe steps or use measuring cup and spoon cut-outs to help children learn.

I N F O R M A T I O N S H EE T 77
Plan ahead QUICK TIP
! Cook with children on days you have help—ask
PREVENT CUTS AND BURNS
families to volunteer. If possible, take a field trip $ Talk about sources of danger.
to the grocery store to buy what you need for What is sharp? What is hot?
$ Make it clear that cooking is
cooking. serious business and fooling
around is not allowed.
! Work with small groups of children – up to four $ Practice using the fire extin-
toddlers or up to six preschoolers at a time. guisher. Have children practice
what to do if their clothes catch
! Plan out the learning connections you hope to make fire—STOP, DROP and ROLL.
$ Discuss safety in simple terms.
with each cooking activity. “We are turning on the heat
now. The pan will get very hot
! Read the recipe to make sure you have what you and could burn you if you touch
need. it.”

! Decide which parts of the recipe children of

different ages can safely do.

Before cooking
! Tie long hair back.
! Clear a workspace—using a low table makes it easier for children to work.
! Assemble all the equipment and ingredients that you will need. Gather materials and
ingredients in advance so children won’t have to wait too long.
! Place measuring cup and spoon cut-outs beside each ingredient to show the number
of cups or spoons of each food to measure.
! Choose plastic measuring cups for liquids. They are lighter and safer for small
hands.
! Talk about what you are going to do. Read the recipe through with the children
before you start so that everyone knows what you are doing.
! Make sure children’s clothing is appropriate. Short sleeves are best—rolled up
sleeves and aprons help to keep clothes clean.
! Wash your hands and have the children wash theirs.
! Wash all fruits and vegetables before handling.

While cooking
! Never leave children alone in the kitchen.
! Describe and talk about what you and the children are doing. Encourage children to
explain in their words what is happening as they beat eggs, or wait for cookies to
bake.
! Consider letting the youngest children go first on a task that will be easy to do.

78 I N F O R M A T I O N S H EE T
 FUN & LEARNING ABOUT HEALTHY EATING

! Have children listen to cooking sounds and try to copy them (for example, the
sizzling sound of pancake batter on a hot fry pan). This enhances children’s
awareness of the sounds of language, which is key to learning to read and write.
! Take pictures showing children’s cooking efforts.
! Show children how to clean up spills and where to put dirty dishes.

While eating QUICK TIP

! Have children talk about the food experience. How
RULES FOR CHILDREN
does the food look, smell, sound, feel and taste? $ Wash your hands before pre-
paring food.
After the activity $ Never reuse a spoon that has
been used for tasting.
! Remind children about what they have experienced $ No nibbling during cooking.
$ If you cough or sneeze—use
and learned. your sleeve, arm or elbow.
! Find out what children liked best about doing the $ If you wipe your nose—wash
your hands again.
recipe. Was there a part they didn’t enjoy? $ Keep your fingers and cooking
utensils out of your mouth.
! Plan a field trip to a neighbourhood farm or garden
to learn where food grows.
! Plant vegetable seeds to grow food to eat.
! Encourage children to re-create the cooking activity in the play area. They can
pretend to run a restaurant where this food is
served.
! Encourage children to talk to their families about
what they have done. Send home the recipe.
Encourage families to involve their children in age-
appropriate food activities at home.
" What can children do in the kitchen? (p.81)

I N F O R M A T I O N S H E ET 79
Kitchen safety
Make safe food handling an important part of learning. Young children need frequent
reminders. Always give cooking projects your complete attention.

FOOD SAFETY REMINDERS FOR EARLY LEARNING SETTINGS

! Serve only foods and beverages that are safe for children to eat.
! If children are not feeling well, or have colds or diarrhea, do not allow them to
prepare food or set the table.
! Wash the tops of cans before opening; wash the can opener after using.
! Wash dishes and utensils in a dishwasher using the sanitizer cycle. If you do not
have a dishwasher:
1. Wash in hot, soapy solution.
2. Rinse in clean, clear, hot water.
3. Immerse in sterilizing solution for two minutes, e.g. 30 mL (2 tbsp.) bleach in
4.5 litres (1 gallon) of water.
4. Allow dishes to air dry. Dish towels can
harbour bacteria.
WASH VEGETABLES AND FRUIT
! Wash fresh vegetables and fruit under running tap water just before cooking or
eating. This helps to remove dirt, insects, bacteria and pesticides.
! Scrub hard vegetables such as potatoes and carrots with a brush so you can eat the
skins.
! Wash all fruit even when you do not eat the skin, for example oranges and melons.
! Wash soft fruit, such as berries, in a colander by spraying with a kitchen sink
sprayer or dipping in and out of a large pot of water several times.
! Use paper towels to dry vegetables and fruit.
! Vegetable-fruit washes are safe to use, but these are no better than cold water and
a scrub brush.
! Do not use antibacterial soaps or dish detergents to wash vegetables and fruit.

SHARP OBJECTS
! Keep sharp objects out of sight and reach of toddlers.
! Under close supervision, preschoolers can use serrated dinner knives or strong
plastic picnic knives
! When cutting foods, limit groups to two or three children.

80 I N F O R M A T I O N S H EE T
 FUN & LEARNING ABOUT HEALTHY EATING

! Cut large fruits and vegetables into portions that children can easily cut into smaller
pieces.
! Use a large, stable cutting board.
! Do not leave children holding knives if they are not cutting. Offer other children
different tasks while they wait for a turn. When children are finished cutting,
remove the knives.

STOVES AND MICROWAVES

! Keep children away from the stove; keep pot and pan handles pointed away from the
edge of the stove.
! Only adults should put things in or take things out of the oven or microwave.
! Thoroughly mix food and beverages that have been heated in a microwave, and take
their temperature before tasting.

WHAT CAN CHILDREN DO IN THE KITCHEN?

Children over the age of two can learn to help based on
QUICK TIP
their physical ability and their ability to follow step-by-
step instructions. Use child-size tools. If the counter is All ages can learn the importance
of good hand washing.
too high, use a sturdy step stool or have children sit at
the kitchen table.
Food handling skills develop over time. Below you will find examples of skills children are
mastering at each age. Encourage children to learn words such as boil, broil, chop, dice,
grate, knead, sauté, stir-fry, etc.

Two-year-olds can:
! Break cauliflower into flowerettes.
! Dip foods into dressings and sauces.
! Move ingredients from one place to another.
! Play with utensils (not knives).
! Scrub vegetables and fruit with a brush.
! Snap green beans.
! Tear lettuce greens.

Three-year-olds can:
! Knead and shape yeast dough.
! Mash soft foods using a masher or fork.
! Mix pudding or cake batter in a bowl with a large spoon.
! Place things in the garbage.

I N F O R M A T I O N S H E ET 81
 ! Pour cold liquids from small jugs or measuring cups.
! Shake liquids in a jar to make instant pudding, salad dressing or butter (out of
cream).
! Spread soft spreads, such as cream cheese or nut butter, on crackers, bread or
celery sticks; top a pizza shell with tomato sauce, vegetables, cheese, etc.
! Stir to combine salad ingredients in a large bowl, using a large spoon or freshly
washed hands.
! Wrap potatoes in foil for baking.

Four-year-olds can:
! Cut soft foods such as bananas, boiled carrots or QUICK TIP
cooked potatoes with a serrated plastic knife or Whenever a child completes a
table knife. recipe, send the recipe home.
Encourage families to use cooking
! Measure using measuring cups and spoons. and eating experiences as times to
be together, talk and build skills.
! Peel oranges or hard cooked eggs.
! Use a rolling pin or hands to make cookie dough or
tortillas or roll bananas in cereal for a snack.
! Set the table and carry unbreakable items back to the kitchen.
! Use non-electric gadgets with adult supervision, such as an egg beater or a juice
reamer (to make orange or lemon juice).

Five-year-olds can:
! Core, hull and remove pits from fruit such as strawberries, cherries or apples.
! Cut harder fruit, such as apples, and place them in a dehydrator.
! Grate with a plastic grater, shredding apples, cheese or carrots.
! Move chopped vegetables into containers with large openings, such as colanders or
bowls.
! Push buttons on the blender, but not add or remove food from the blender or food
processor.
! Scoop seeds out of a squash or pumpkin.
! Shell peas.
! Wash dishes.
! Wipe up spills.

82 I N F O R M A T I O N S H EE T
 BUNDLES OF FUN

Bundles of fun

83
Ready, set, eat
Learning to get ready for eating and talking at the table
These activities help support pleasant meal and snack times. Try tea parties, buffets and
picnics for a change.

Literacy links

Eat Your Dinner, Please: A Pop-Up Book by Allia Zobel-Nolan (baby-preschool)

How Are You Peeling? Food with Moods by Saxton Freymann (ages 3-7)
How Do Dinosaurs Eat Their Food? By Jane Yolen (ages 4-8)

Sing

WASHING OUR HANDS

Ensure hand washing is fun and lasts long enough by
QUICK TIP
singing a song for at least 20 seconds, such as:
Encourage children to use their
! The Alphabet song table manners by modelling the use
of “please” and “thank you.”
! The Happy Birthday song
! Twinkle, Twinkle, Little Star
Make up songs about washing your hands and enjoying
TRY THIS
mealtimes, such as:
Have children copy you as you wash
Row, Row, Row Your Boat your hands and include friendly
Wash, wash, wash your hands, reminders.

Play our handy game. First I’ll turn on the water.

We will add the soap. Rub your
Rub and scrub, scrub and rub, hands together to get rid of
Germs go down the drain, hey! (Repeat) all the germs.

TALK ABOUT WASHING YOUR HANDS " Follow the steps on the poster
How To Wash Your Hands
When: Before and after you handle food or eat. Also (p.49).
after playing with animals or toys, or playing outside.
Why: Germs are everywhere. Washing your hands is the
QUICK TIP
easiest way to stop germs from spreading and making
people sick. Children can help clear the table by
putting food and containers back in
How: Talk toddlers through routines in the order in the kitchen.

which things will happen.

84
 BUNDLES OF FUN

Let’s make
Children can make centrepieces, menus and placemats.

CENTREPIECE
Children can decorate the centre of the table with items such as flowers, leaves or art.

PLACEMAT
What you need:
QUICK TIP
! Paper placemat for each child
Make a new “name” placemat every
! Crayons, markers or coloured pencils month or two or make a table tent
with each child’s name.
! Pictures of the child, colourful foods or the season
How to:
1. Give each child a paper placemat and materials to decorate.
2. Add their name and laminate or cover with a clear adhesive to use at the table.
PICTURE MENU
What you need:
! Cardboard
! Glue
! Pictures from magazines or grocery store flyers
! Crayons, markers or coloured pencils
How to:
Encourage children to make menus to use at meals and snacks or for a special party.

MEALTIME PHOTO ALBUM

What you need:
! Photo album with plastic pages to protect the photographs
! Photographs of each child at meal and snack times
How to:
1. Take photographs of children setting the table, serving themselves, using napkins,
eating healthy foods, tasting new foods, talking nicely to friends and clearing their
space. Ask parents to bring in pictures taken at home during mealtimes.
2. Put the photos into an album that has plastic pages to protect the photographs.
3. Look at the album together and learn what children have to say about the pictures.
What is Catrina doing in this picture? Can you tell what we had for lunch?

85
 Let’s play

GUESS WHAT’S FOR LUNCH GAME TRY THIS

When lunch is cooking, have children guess what they
$ Who has something red to eat?
will be eating by sniffing the food smells. Talk about the $ Can you find something that is
foods the children think they smell. round and small?
$ Who has a fruit that has a seed
inside?
I CAN FIND THE… (FOR TODDLERS) $ Can you find something that is
sticky?
Think of food that you can describe by its colour, shape $ Can you find a food your mommy
or other characteristic. Ask the children to find it. Then likes?
$ Who has a ____to eat? (e.g.
ask the toddler to say what it is or, if the child does not carrot, apple, etc.).
know the word, respond with, “Yes, that is a red fruit, it
is an apple.”

I EAT MY… (FOR PRESCHOOLERS) QUICK TIP

What you need:
If children show interest in a
! Knife, fork and spoon, chopsticks certain food, introduce it to the
whole group.
How to:
Ask children to fill in the word when you say:
# I eat my cereal with a ____.
# I eat my meat with a ____.
# I eat my peas with a ____.
# I eat my lettuce with a ____.
# I eat my rice with ____. TRY THIS

# I eat my yogurt with a ____. Make up a song with the children

about table manners.
# I spread my butter with a ____.
# I eat my soup with a ____.

TABLE TALK AND MANNERS TRY THIS

Young children need to explore food and learn how to
The book titled How Are You
feed and serve themselves. Expect some messiness. Peeling? Foods with Moods, by
Model and guide behaviour at the table as you eat and Saxton Freymann, uses “foods
with faces” to show feelings. This
talk together. Use positive phrases, such as: can help children know if they are
feeling hungry for food, or if they
! No, thank you. need something else such as a hug
or a talk if they are feeling sad,
! No more, thank you. I’m full. hurt or lonely.
! Could you please open this (container)?

86
 BUNDLES OF FUN

! Please, may I have more milk?

! Please put the food in your mouth.
! What’s another way you can ask for that?

PLAY RESTAURANT
Create a make-believe restaurant in the play area. Decide who will set the table, take
orders, serve the food and eat. Take turns. Switch for breakfast, lunch and dinner.
Encourage children to order vegetables and fruit as well as milk with each meal.

PRACTICE HAND WASHING

Fill the sensory table or basin with warm water. Provide small bars of soap, containers of
pump soap, scrub brushes, clothes and dry towels. Encourage children to wash their dolls’
hands and their own hands.

POURING PRACTICE
What you need:
! Water table or plastic dish pans
! Cups and pitchers
! Empty plastic milk jugs
! Old shower curtain to protect the floor
How to:
1. Set up water play where spills can be cleaned up easily.
2. Move the water play outdoors on nice days.
3. Talk with children as they practice pouring while they play.
4. Mark cups with lines at different levels and ask who can pour close to the line.

SERVING PRACTICE WITH SAND

What you need:
! Unbreakable serving spoons, serving bowls and plates
! Measuring cups
! Sand table or dishpans that contain sand
! Large boxes or trays to catch sand that spills
! Whisk broom and dustpan for clean-up

87
How to:
TRY THIS
1. Set out dishes at sand play areas.
Add some sponges to the water
2. Talk about how to use serving utensils at meals and table or dishpans for water play.
snacks. Allow children to experiment. Talk
about how sponges soak up water as
3. Let children play with things in their own way. you are wringing them out.
4. Talk about how to use serving utensils at meal and
snack time.
5. Talk about what foods you would serve with the spoons.
TABLE WASHING
Children can wash and dry tables before and after meals and snacks. Provide a bucket with
a little water and a sponge and paper towels. Show children how to wring out the sponge
over the bucket and collect scraps of food. After the children clean up, sanitize the table
with a bleach solution before it is used for eating.

SETTING THE TABLE

Show children where to put dishes at each place. Draw an outline of the plate, spoon, cup,
and glass on a paper placemat as a reminder.
" How to wash your hands (p.49)
" Talking during meals and snacks (p.60)

The five senses

Learning to choose, touch, taste, smell, name, observe and talk
about food
For young children, trying new things, including new foods,
QUICK TIP
can be scary. Use a book, story or song, or a food activity
(such as shopping or cooking), before the tasting activity Be aware of food allergies before
offering children a new food.
to make this easier.

88
 BUNDLES OF FUN

Literacy links

Crunch Munch by Jonathan London (baby-preschool)

Eating the Alphabet by Lois Ehlert (ages 1-3)
I Will Never Not Ever Eat a Tomato by Lauren Child (ages 4-8)
Rabbit Food by Susanna Gretz (ages 5-8)
Green Eggs and Ham by Dr. Seuss (ages 5-8)

Sing/dance/recite
What you need:
! Music with a good beat and, if possible, without singing
How to:
1. Ask the children if they go grocery shopping.
2. Explain that they are going on an imaginary grocery shopping trip with music and
dancing.
3. Make enough room for the children to move around. Start the music.
4. Give cues and actions, making a story about going
TRY THIS
to the grocery store. As the leader, be sure to
stay active and encourage lots of movement. Some Talk about how to act in a grocery
store, such as taking care to drive
suggested actions: the grocery cart safely.
# Drive to the grocery store (or take the bus).
# Get your shopping cart.
# Choose some ripe tomatoes. Squeeze them gently. Look for spots.
# Find some nice bananas. Yellow and green.
# Pick up some eggs. Medium size. Brown ones. Gently put them in the cart.
# Lift up a carton of milk. Watch, it’s heavy.
# Don’t forget cereal. Pick up the one that Mommy likes.
# Reach for a can of kidney beans. Put in
TRY THIS
some garbanzo beans and black beans, too.
What do you need:
# Unload the cart. $ For making pizza?
# Pay the cashier. $ For a long trek in the forest?
$ For a Teddy Bear’s picnic?
# Load the food into the bags. $ For making breakfast?

# Let’s go home (drive the car or ride the bus).

89
Try this way:
# Ask the children which items they want to
TRY THIS
put into their imaginary grocery cart.
If you have a food dryer, children
# Play and dance along to “Supermarket Tango” can explore changes to food and
from the Mealtime Fun CD, or Raffi’s “Corner taste the difference.
Grocery Store.”
# Sing “Old MacDonald Had a Farm” and give
vegetables and fruit “sounds” such as crunch, slurp, chomp, squish, MMMM.

Let’s make

TASTING PASSPORTS
What you need:
TRY THIS
! Small blank books (you can make books by
Themes such as trips to Italy, China,
punching holes in paper and tying the sheets Greece or India can involve tasting
together with ribbon) foods from those countries.

! Old magazines
! Old postage stamps
! Glue
! Children’s pictures (Polaroid, print or digital) or drawings
! Crayons or markers
! Stickers (optional)
How to:
1. Give each child a blank passport and let them decorate the cover using the items
listed above.
2. For each food they try or country they “visit,” children can decorate a new page
with drawings, pictures, stamps or stickers.
" Eating around the world (p.120)

Let’s play

MYSTERY FOOD GAME

What you need:
! Food to “discover,” such as a kiwi, rutabaga, snow peas, avocado, jicama, pear, string
beans, etc.

90
 BUNDLES OF FUN

! Mystery container (e.g. drawstring shoe bag, paper bag, shoe box with hole cut in
the lid or empty coffee tin with sock attached to the top).
! A dish of the food cooked if the mystery food
TRY THIS
cannot be eaten raw, e.g. squash, pasta, kidney
beans. Start with a familiar vegetable or
fruit.

! A picture of the food showing where it grows.

! A knife and cutting board (and a way to wash the mystery food).
How to:
1. Put the whole mystery food into the container
TRY THIS
without the children seeing.
2. Have the children sit in a circle. Tell them, “We For younger children, put three
foods outside the Mystery Bag,
are going to pass around a Mystery Bag (or Box or such as an apple, a pear and peach.
Tin). No peeking! Do not tell anyone what is inside.” Have another sample of one of
these foods (such as an apple)
Pass the container to the first child. “hiding” inside. Children feel inside
and guess the name of the hidden
3. Put one hand into the mystery bag without peeking food.
and feel the food. Pass the bag from child to child
until everyone has had a chance to feel the food. Then ask the children:
# How does it feel—rough or smooth?

91
 # What shape is it?
# What might it be?
4. Reveal the food. Ask:
# What is the name of this food?
# Have you eaten it before? How? Where?
5. Look at the food. Ask:
TRY THIS
# What colour is the food?
Talk about foods that children were
# Where does it grow? A nearby orchard or a shy to try, but liked after all.
plantation in Hawaii? (Show the picture.)
# How does it grow (on a tree or a vine, on the ground, underground)?
# What part of the plant is it—leaf, stem, flower, seed or root?
6. Wash and prepare the food. Cut it open and,
QUICK TIP
before you chop the food into bite-sized pieces,
ask: Water is always a good beverage
to serve anytime food is tasted.
# Does it have a skin, a core, seeds, a stone, a
pit, or sections? Is it moist or dry?
7. Taste the food. Offer each child a taste of the
TRY THIS
food. Ask:
# What does it smell like? Talk about fun names such as
“Snappy Vegetables” and “Dinosaur
# How does it feel in your mouth? (Smooth, Dip.”
soft, chewy, hard, bumpy, etc.).
# How does it sound when you eat it? (Slurpy, crunchy, etc.).
# What do you like about the taste of the food?
8. Talk about the taste adventure.

TASTING TIME
Setting up tasting tables, or organizing tasting parties, is a good way to introduce children
to foods that may be new or unfamiliar. Include a variety of choices that will expand
children’s world of food.
! Use some foods that are new to the children, as well as foods that they already
know and like. For example, use apple, banana and mango. Compare the foods. After
tasting a plain fruit or vegetable, dip it in yogurt, salad dressing or hummus.
! Introduce foods from the various cultures of the
TRY THIS
children and their families. For example, offer
Ask children which vegetable or
fruit makes the most sound when
they crunch it.

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 BUNDLES OF FUN

crystallized ginger, fennel or bok choy. Their names alone will be fun to learn.
! Try foods in different physical states so children can observe changes. For example,
present raw and cooked carrots; grapes and raisins; cherry tomatoes and sun-dried
tomatoes; bananas and frozen bananas; grated, raw beets and cooked beet cubes.
! To help children explore special foods that others with allergies or special diets eat,
consider a tasting party. For example, offer pea butter, soy beverage or a soup that
contains a special thickener.
! As children taste different foods, encourage
TRY THIS
them to describe their experiences and compare
and contrast foods by asking these types of Make a chart showing the crunch
range for different vegetables or
questions: fruit from quietest to loudest.
# Can you think of other foods that have a
similar smell?
# Is this food easy to chew? Does it stick to your mouth?
# How does it taste? Can you think of other foods that have a similar taste?
# How does it feel on your tongue? Does it taste different after you swallow it?
Pick a theme
! Foods that grow underground, such as potatoes,
TRY THIS
parsnips, turnips and carrots. Try roasting and
eating these winter vegetables. “Why do you think they call this
food ____?” (e.g. spaghetti squash,
! Foods that cool you off on a hot day, such as acorn squash, etc.).
watermelon, cantaloupe and honeydew.
! Foods with similar names, such as cooked spaghetti pasta and cooked spaghetti
squash, or sweet potatoes and Yukon gold potatoes.
! Compare drinking water that is plain with water
TRY THIS
that has a slice of lemon, a few berries or fresh
herbs in the jug. “Does this look like another food?
What does it smell like?”
" Introducing new foods (p.40)

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Going on a picnic
Learning how to plan a picnic and make food to take along

Literacy links

The Best Picnic Ever by Clare Jarrett (ages 2-5)

The Animal Picnic by Leslie D. Perkins (ages 4-8)

Sing/dance/recite
How to:
TRY THIS
Sing/dance to and recite:
Walk to a park, playground,
! Teddy Bear’s Picnic community centre or nature trail.
Bring a ball, Frisbee or jump rope,
! The Ants Go Marching… or explore with a nature scavenger
hunt. Think of ways to involve
! On a Picnic We Will Go (To the tune of: Farmer in everyone.
the Dell):
On a picnic we will go
On a picnic we will go
Let’s fill our basket
On a picnic we will go

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 BUNDLES OF FUN

(Child’s name) brings a ____ (food item, e.g. apple)

Let’s fill our basket up
On a picnic we will go.
REPEAT the verse for each child.
Try this way:
When the song is over, take the items out of the basket. Ask the children:
! What food would you take on a picnic?
! What food needs to go in a cooler? (Milk, meat, salad, etc.)

Let’s play

GOING ON A PICNIC
What you need:
! Picnic basket
! Picnic foods for each child—you can use pictures, plastic fruits and vegetables,
empty packages or real food

Let’s make
How to:
1. Have children sit in a circle with their picnic foods.
2. Place the picnic basket in the middle.
3. Ask children to sing and take turns skipping to the basket to put in their food.
Play picnic:
Using props, children can go on their own picnics with their dolls and stuffed animals.
! Picnic foods—children can bring pictures, empty food packages, plastic containers,
plastic vegetables and fruit, play dough foods, etc.
! Picnic basket or insulated bag and freezer packs.
! Picnic tablecloth or blanket and cloth napkins.
! Plastic plates, cups, knives, forks, spoons.

Picnic foods:
QUICK TIP
! Talk with children about what they can make and
Remember to use ice or cooler packs
eat at a picnic. if you take foods such as milk, salad
dressings or meat.
! Help children prepare snacks in advance (and pack
them in plastic containers).

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SNACK IDEAS
Banana crackerwiches
Children spread peanut or pea butter (if playmates are allergic to peanuts) on a graham
cracker, add sliced bananas and top with another cracker.

Ants on a log
Children spread peanut butter or cream cheese on pieces of celery and top with raisins or
crisp rice cereal.

Egg canoes TRY THIS

Children cut hard-cooked eggs into wedges.
Talk about food shapes and recipe
" Let’s Make: Crunchy trail mix (p.147) names in fun ways to add new words
and encourage creativity, such as
Try this way: broccoli trees and egg canoes.

! Bring along a large bottle of water and plastic

cups.
! Bring water and soap (or hand sanitizer gel or wipes) to wash hands before you eat.
! Set out a tablecloth or blanket. Let children
TRY THIS
hand out colourful napkins, plastic cups and plates
for each person. Have a theme picnic, such as “Teddy
Bear’s Picnic,” or an indoor picnic or
! Help children to pour water and pass around the a picnic for each season.
snacks.
! Eat and enjoy!
! Pack up your picnic, throw out your garbage and recycle what you can.

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 BUNDLES OF FUN

How does your garden grow?

Learning about growing food, the parts of plants we eat, and
making a salad

Food does not magically appear on the table. Talk about where vegetables and fruit come
from.
Some seeds take a long time to grow and others are quicker.
Plants need light and water to grow well.

Literacy links

From the Garden—A Counting Book about Growing Food by (baby-preschool)

Michael Dahl
The Carrot Seed by Ruth Krauss (ages 4-8)

Sing/dance/recite

Garden at Midnight from the Mealtime Fun CD

The Garden Song by Charlotte Diamond on 10 Crunchy Carrots CD
The Seed Cycle (see next page for lyrics) to the tune of Farmer
in the Dell

97
Did You Ever Mix a Salad? to the tune of Did You Ever See a
Lassie?
How to (The Seed Cycle):
TRY THIS
Have half of the children crouching in tight balls on the
WORDS
floor, all in a row (they are the seeds). The other Name some foods that grow in the
children are standing (they will be the water, the sun and garden:
$ On vines—grapes, kiwi, zucchini
the farmer). $ Pumpkins and beans
$ On trees—apples, pears, plums,
The farmer sows the seeds. (Children pat seeds cherries, oranges
$ On shrubs—blackberries,
crouched on the ground.) raspberries, blueberries
The farmer sows the seeds. $ On small plants—tomatoes,
strawberries, bell peppers,
Hi Ho the garden—oh, eggplants
The farmer sows the seeds $ Under the ground—carrots,
potatoes, onions
Other verses: Name parts of plants we eat:
$ Stem—celery
The rain begins to fall... (Children make raindrop $ Roots—turnips, potatoes,
carrots
motions with their hands.) $ Flowers—broccoli and
cauliflower
The sun begins to shine... (Children raise their $ Fruit—tomatoes, oranges,
hands above their heads like the sun.) berries
Name some gardening tools:
The seeds begin to grow… (Seeds start to grow $ Fork, spade, wheel-barrow, hoe,
from crouched balls to large balls.) rake
Name some gardening action
The plants grow big and tall... (Children stretch.) words:
The farmer picks the corn... (Children pick corn $ Digging, planting, watering,
growing
off tall plants.)
And now the harvest is on...
Sing again with different vegetables (beans, peas, tomatoes) and different farmers.
How to (Did You Ever Mix a Salad):
Demonstrate a mixing motion, or children can sway to the song as they sing. Ask children
to suggest other vegetables, fruits, or salad foods that they can add to the song.
Did you ever mix a salad, a salad, a salad,
Did you ever mix a salad
in this way or that?
With lettuce and tomatoes,
Cucumbers and potatoes,
Did you ever mix a salad
in this way or that?

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 BUNDLES OF FUN

How to (Five Fat Peas—rhyme/finger play):

Five fat peas in a pea pod pressed (Children hold a hand in a fist.)
One grew, two grew, so did all the rest (Put thumb and fingers up one by one.)
They grew and grew (Raise hand in the air very slowly.)
And did not stop,
Until one day
The pod went POP! (Children clap hands together.)

Let’s play

PLAY GARDEN TRY THIS

What you need:
Children can practice hoeing,
! Child-size gardening tools for children, such as a digging, raking and watering, as well
as picking vegetables and fruit.
wheelbarrow, trowels, forks, watering can, rake,
spade, and hoe
! Buckets
! Sun hats
! Gardening gloves
! Rubber boots
! Assorted baskets—wicker or plastic
MUD PIES
What you need:
! Soil from your garden
! Water
How to:
1. Add a little water to a handful of soil.
2. Make into a hamburger shape and let it dry.
3. Check your mud pie. If it:
# Is heavy and sticky and forms a solid clump, your soil has clay in it.
# Falls apart, and just will not keep its shape after you pat it, your soil is sandy.
# Is dark brown and keeps its mud pie shape, but is loose and crumbly, it is loam,
the best garden soil.

99
SEED STRIPS TRY THIS
What you need:
For carrots, space dots on paper
! Paper towels with dots marked on one half towel about 8 inches (20 cm) apart.
Bury to " inch (2 cm) depth. Wait
where seeds will go 15-20 days for plants to show.
! Packets of seeds, such as sunflower, peas, beans or
carrots
! Glue (1 cup flour and " cup water) in small dish or squeeze bottle
! Popsicle sticks and small plastic tubs or squeeze bottles for glue
! Hoes, trowels or digging sticks
! Watering cans
How to:
QUICK TIP
1. Give each child some seeds and glue.
Although alfalfa and mung bean
2. Cover dots on paper with spots of glue (using a seeds sprout easily, they are
Popsicle stick if you do not have a squeeze bottle). a source of bacteria. These sprouts
must be very well cooked for
3. Put a seed on each glue spot (two if small seeds). children to eat them safely.
4. Fold the paper towel over on itself. Press closed.
5. Let dry for a couple of hours.
6. Take the paper to the garden to bury it to the correct depth.
7. Water.
SCARECROWS
Ask families to bring things from home which the children could use to help build a
scarecrow. Suggest mismatched mittens, socks and shoes, a scarf, an old coat, plaid
pants, and a hat. Use crumpled-up newspapers, plastic grocery bags or cotton batting for
stuffing. Paint a face on an empty plastic milk jug.

COMPOST
What you need:
! Plastic bin with a lid
! Blocks or bricks
! Tray
! Shredded paper
! Red wigglers or earthworms
! Vegetable peelings, fruit peelings, coffee grounds and paper filters, tea bags, egg
shells

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 BUNDLES OF FUN

How to:
QUICK TIP
1. Punch holes around the side of the bin to let
WORMS AND COMPOSTING
air circulate.
2. Place the bin on blocks with a tray underneath. Does your neighbourhood have a
composting project as part of a
3. Dampen shredded paper so it feels like a wrung- recycling or gardening program?
out sponge. Fill the bin with the paper. For the location of Lower Mainland
4. Add worms. composting demonstration gardens,
call the Compost Hotline at (604)
5. Add compostable scraps. 736-2250.
6. Remove the contents of the bin when you no longer
Composting demonstration gardens
see any paper. can be found in Comox, Enderby,
Gibsons, Kelowna, Kamloops, Mayne
Note: Worms will eat their weight in paper and Island, Prince George, Salt Spring
scraps every day. Island and Victoria. Call the Greater
Victoria Compost Education Centre
EGG CARTON TOMATO GARDEN at (250) 386-worm.

What you need: For more information, call B.C.’s

Recycling Hotline at 1-800-667-
! Half of a clean egg carton with a cover for each 4321.
child
! Spoons
! Bucket of potting mix
! Bucket of dirt
! Water
! Sticks for digging
! Tomato seeds
! Plastic wrap
How to:
TRY THIS
1. Give each child half an egg carton to fill with equal
Children can paint their flower pots
parts of dirt and potting mix. before adding soil and tomatoes.
2. Put 1 tbsp. water in each section.
3. Use a stick to poke a hole in the centre of the dirt in each section.
4. Drop one tomato seed in each hole.
5. Push dirt over to cover the seeds.
6. Water the covered seeds.
7. Cover the holes with plastic wrap.
8. Close the cover of the box.
9. Two days later, open the carton, lift off the plastic wrap and add a little water.
10. When the green sprouts show, remove the plastic wrap. Put the egg cartons where
the plants will get sunlight.

101
 11. When seedlings are about three inches (8 cm) high, they need more room. If the
weather is not warm enough outside, transfer them to flower pots. Use a spoon to
scoop out all the soil.
12. Water the seedlings in their new pots.
Try this way:
! Make a Pizza Garden—plant bell peppers (orange, yellow, purple, red, green) and
a few hotter peppers, such as chile, along with some herbs (sweet basil, oregano,
parsley), zucchini, onions, broccoli and cauliflower.
! Grow a Citrus Garden—save seeds from oranges, tangerines, lemons or grapefruit
and soak them overnight. Plant two or three seeds about one-inch (2.5 cm) deep in
containers with drainage holes (egg cartons, milk cartons, peat pots). Keep them in a
warm, sunny spot.

CONTAINER GARDENING QUICK TIP

Use good soil and fresh seeds. For good drainage, drill
Starting seeds indoors instead
or punch holes in the bottom or around the sides of the of outdoors gives plants a better
container (! inch, or 1 cm, from the bottom), and set it start.

on bricks or flat rocks.

Depth needed To grow these veggies In these containers

10 cm (4 inches) Leaf lettuce, arugula, radishes, beet, Old baby bath tub
spinach Rickety wagon
15 cm (6 inches) Short carrots, kohlrabi, turnip, swiss Old drawer
chard Old kitchen colander
20 cm (8 inches) Bush beans, peppers, eggplant, Buckets
cucumbers, squash Restaurant-size cans
25 cm (10 inches) Cauliflower, broccoli, brussels sprouts Old car tires stacked up or old
tractor tires
30 cm (12 inches) Tomatoes, long carrots, parsnips Old bathtub or barrel

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 BUNDLES OF FUN

Harvest veggies and soup

Learning about growing seeds and making vegetable soup

Literacy links

Growing Vegetable Soup by Louise Ehlert (ages 2-7)

Stone Soup by Ann McGovern (ages 4-8)
Carrot Soup by John Segal (ages 5-6)

Sing/dance/recite
How to:
Sing/dance to and recite:
! We Are Making Veggie Soup (to the tune of London Bridge is Falling Down):
We are making veggie soup, veggie soup, veggie soup
We are making vegetable soup, now put in the ____ (vegetable of choice).
Take the ____ and stir it up, stir it up, stir it up,
Take the ____ and stir it up while making veggie soup.

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 Let’s play

VEGGIE SOUP GAME TRY THIS

How to:
As a sensory activity for older
1. Sit/stand in a circle. children, handle and sort vegetable
seeds.
2. Each child chooses the name of a vegetable.
3. The leader then pretends to be stirring a large pot
in the centre of the circle.
4. Each child calls out the name of a vegetable as he/she adds to the pot.
5. The child with that vegetable name joins in stirring the pot.
6. Continue until all vegetables are in the pot.
7. Keep stirring and moving and making sounds to show the soup is boiling.

Let’s make

BEAN BAGS
What you need:
! Small beans, lentils or popcorn kernels
! Funnel
! Balloons
How to:
1. Use the funnel to fill one balloon with beans, lentils or popcorn kernels.
2. Cut the neck off the balloon.
3. Cut the neck off a second balloon and stretch it over the first balloon so that no
beans can come out.
4. Repeat, adding several layers of balloons so the bean bag is stronger.

HARVEST CALENDAR COLLAGE

How to:
Make a collage for each month with pictures of vegetables and fruit that are in season.
" Seasonally available B.C. vegetables and fruit (pp.44-45)
" LET’S MAKE: Stone soup (p.146)

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 BUNDLES OF FUN

One potato, two potato

Learning about growing potatoes and foods made from potatoes

Literacy links

One Potato: A Counting Book of Potato Prints by Diana Pomeroy (ages 3-8)

Let’s play

POTATO HOP
What you need:
! 10 large potato shapes cut out of brown construction paper and numbered from 1
through 10. (If you have carpet, use felt potato shapes).
How to:
1. Tape the shapes to the floor in the proper sequence.
2. Let the children take turns hopping from one potato to the other as everyone
recites the rhyme:
One potato, two potato, three potato, four,
Five potato, six potato, seven potato more.

105
 Eight potato, nine potato, here is ten,
Now let’s start all over again.

HOME GROWN MR. POTATO HEAD TRY THIS

What you need:
Make baked potatoes topped with
! Large pot or bucket leftover chili, salsa or chopped
broccoli with shredded cheese.
! Potting soil
Make mashed potatoes and mix with
! Seed potato chopped, cooked spinach or mashed
carrots to change the colour.
! Calendar
Have a tasting party for different
How to: potatoes: sweet, old, new, mashed,
roasted, boiled, and baked
1. Plant a seed potato together. potatoes.
2. Mark on the calendar when the potato shoot will
appear.
3. Talk about what might be happening below the surface as you watch the first shoot
appear, then the leaves and the flowers. Harvest your crop together.

SPROUT A SWEET POTATO

What you need:
! Sweet potato
! Jar and water
! Toothpicks
! Calendar
How to:
1. Fill a jar halfway with water.
2. Submerge a sweet potato in the water.
3. Add toothpicks to the sides of the sweet potato to keep it afloat.
4. Ask children to guess how long it will take for the sweet potato to sprout.
5. Invite children to observe the sweet potato each day.
" LET’S MAKE: One potato, two potato salad (p.135)
" LET’S MAKE: Oven-baked potato wedges (p.142)
" LET’S MAKE: Yummy yams (p.143)

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 BUNDLES OF FUN

Pumpkin possibilities
Learning about growing pumpkins and foods made from pumpkin

Literacy links

It’s Pumpkin Time! by Zoe Hall and Shari Halpern (ages 3-7)
From Seed to Pumpkin by Wendy Pfeffer (preschool-Grade 2)
Pumpkin Soup by Helen Cooper (ages 4-8)

Sing/dance/recite
How to:
TRY THIS
Sing/dance to and recite:
Tour a Pumpkin Patch in October.
! Pumpkin Song (to the tune of I’m a Little Teapot):
I’m a little pumpkin
Orange and round.
Here is my stem,
There is the ground.
When I get all cut up,
Don’t you shout!
Just open me up
And scoop me out!

Let’s play

PUMPKIN VOLLEYBALL QUICK TIP

What you need:
SAFETY SUGGESTION
! Orange balloons (one per child)
Use balloon covers (made from
! Knee-high nylons (one per balloon) knee-high nylons) so that when
balloons burst children are less
! Extra-large garbage bags likely to put balloon debris in their
mouth and choke.
How to:
1. Put each balloon inside a knee-high nylon. Inflate and knot the balloon.
2. Tie a knot in the knee-high so it forms a “balloon cover.”
3. Place all the balloons in garbage bags and have the children stand in an open area.

107
 4. An adult pulls balloons out of the bag and taps the balloons into the air above the
children’s heads.
5. Children try to keep all the balloons OFF the floor.

Let’s make
! Children can create a collage or picture of things
TRY THIS
that are orange including vegetables and fruit.
What other vegetables and
" LET’S MAKE: Pumpkin soup (p.144) fruit start with the letter “P”?
" LET’S MAKE: Roasted pumpkin seeds (Pineapple, peach, plum, papaya,
pomegranate, and potato.)
(p.145)
What vegetables and fruit are
" LET’S MAKE: Squashy muffins using pumpkin orange? (Pumpkins, carrots,
(p.160) oranges, cantaloupe, peaches, and
sweet potato.)

Fruit in trees
Learning about where fruit grows, exploring fruit and preparing
a snack
Go on a field trip to learn more about fruit in trees. Visit an orchard or farmers’ market or
grocery store.

Literacy links

What’s for Lunch? A Play-And-Read Book by Eric Carle (ages 1-4)

Handa’s Surprise by Eileen Browne (ages 3-7)
Apple Pie Tree by Zoe Hall (ages 4-8)

Sing/dance/recite
How to:
TRY THIS
Sing:
This activity uses apples but feel
! Two Red Apples: free to adapt it for other fruit,
such as apricots, nectarines,
Way up high, in a tree (raise hands over peaches, pears, or plums.
head)
Two red apples smiled at me (form two circles with fingers)
So I shook that tree as h-a-r-d as I could (pretend to shake the tree)

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 BUNDLES OF FUN

Down came the apples (move hands from up high to the ground)
Ummmm, they were good!!! (rub tummy)

Let’s play

APPLES AND OUR SENSES

What you need:
! Several different varieties of apples
! Cutting board
! Plastic, serrated knives
! Picture of an apple tree
How to:
TRY THIS
Talk about exploring food:
“Where do apples come from?”
! Show a picture of an apple tree. “What do they smell like?”

! Explain that many fruits have seeds inside, which

can grow into trees.
! “We use all five senses to learn about foods. Today, we’ll learn about apples.”
Sight: Hold up an apple and ask the children to look at it.
! Are all apples red?
! Is this apple shiny or dull?
! What shape is an apple?
! What fruit is bigger than an apple?
! Name a fruit that is smaller than an apple.
Touch: Give everyone a chance to hold the apple.
TRY THIS
! What does it feel like?
What are different ways to eat
! Is the apple heavy or light? this fruit? (As juice, sliced, cut-up
in salad, mushed into a sauce, dried,
! Is it rough or smooth? in jam, baked into muffins or a pie?
On a fruit pizza? In a quesadilla or
! Is the apple cool or warm? other dish?)

Smell: Give everyone a chance to smell the apple.

! What does it smell like?

109
Hearing: Give everyone a chance to listen to the apple.
TRY THIS
! Does the apple make a noise when you shake it?
Where are different places
! What sound does an apple make when you eat it? that fruit grows? On vines
(e.g. kiwi), plants (e.g. rhubarb
Taste: Cut the apple in half across the middle, and ask and strawberries), bushes (e.g.
blackberries).
the children if they see any shapes (e.g. star). Count
the seeds. Now cut the apple into thins slices and give
everyone a chance to taste it.
! What does the apple taste like? Is it sweet, sour, salty or bitter?

TALKING ABOUT FRUIT

Look at different apples (or other fruit). Compare the colours, smells, shapes and textures
of different fruit—pears, bananas, oranges, kiwi. Make a graph or draw the different ways
to eat fruit.
Then try this:
! Choose, cut up and taste other fruit that grow on trees—pears, oranges, bananas.
! Draw or make a collage of the different kinds of fruit.
" LET’S MAKE: Crock pot applesauce (p.125)
" LET’S MAKE: Instant banana pudding (p.133)
" LET’S MAKE: Apple cheddar quesadillas (p.165)

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 BUNDLES OF FUN

Berries
Learning about berries and different ways to eat them

EXAMPLES OF LOCAL BERRIES

Alder berries, blueberries, blackberries, blackcap raspberries, bunchberries, currants
(black and red), gooseberries, huckleberries, Oregon-grape berries, salal berries, salmon
berries, Saskatoon berries, soap berries, thimble berries, and wild or beach strawberries.
Berries ripen at different times from May to October.
QUICK TIP
Wild berries are best from moist areas such as by the
side of a lake or river. Leave some berries for wildlife Change the activity to match the
berries that are in season.
and watch out for bears!

Literacy links

Jamberry by Bruce Degen (ages 3-6)

Blueberries for Sal by Robert McCloskey (ages 4-8)

111
 Let’s play

STRAWBERRY TOSS
Make three strawberry-shaped bean bags out of red felt. Dot them with a fine-tipped
marker or embroider with yellow thread speckles. Fill bean bags with small beans or lentils
before sewing them together. Find a bushel basket or bucket for the children to toss the
bags into.

Sing/dance/recite
How to:
Sing/dance:
! Pop Go the Berries (to the tune of Pop Goes the Weasel):
All around the strawberry patch,
We picked some juicy berries
We brought them home and
washed them off,
Pop!—go the berries! (Substitute the type of berries you are picking.)

Let’s make

BLUEBERRY ART
Put sponges, cut into small pieces, and blue paints in the art area to make blueberry
pictures.
" LET’S MAKE: Cool berry smoothie (p.132)
" LET’S MAKE: Baked bannock with berries (p.148)
" LET’S MAKE: Berry pancakes using the rabbit pancake recipe (p.155)

112
 BUNDLES OF FUN

Eggs
Learning about eggs and how to cook and eat them

Literacy links

Two Eggs, Please by Sarah Weeks (preschool-Grade 1)

Scrambled Eggs Super! by Dr. Seuss (ages 4-8)

Sing/dance/move/recite
Dance:
! Chicken or Birdie Dance
! Egg hunt for Easter
Sing:
TRY THIS
! Egg Salad Crackers (to the tune of Davy
TALK ABOUT
Crockett): Where do eggs come from?
What colour and shape are eggs?
Oh, yummy, yum, yum What recipes use eggs (e.g.
Peel the egg, then mush it. muffins, pancakes, cake, cookies,
French toast)?
You are sure to have some fun.
Add a dash of salt Where do you get your eggs (e.g.
roadside stand, farmers’ market,
And a dab of mayonnaise grocery store)?
Spread it on a cracker What are all the ways you can eat
And you will be amazed eggs (e.g. scrambled, hard cooked,
in omelets, poached, fried)? Which
Recite: ways do you like the best?

! Humpty Dumpty: What do chickens eat and drink?

Go on a field trip to a farm that has
Humpty Dumpty sat on a wall laying chickens.
Humpty Dumpty had a great fall.
All the King’s horses and all the King’s men
Couldn’t put Humpty together again.

Let’s make

EGG SALAD CRACKERS

Put onion skins in the water when you hard cook eggs to turn them a terra-cotta colour.
" LET’S MAKE: Egg salad crackers (p.173)

113
Bread
Learning about how bread is made and trying different types of
breads

Literacy links

Bread, Bread, Bread by Ann Morris (ages 4-8)

Sing/dance/move/recite
Sing:
! Sandwiches are Beautiful if you have the Mealtime Fun CD
Sing:
! Making Bread (to the tune of Frère Jacques):
Making bread, making bread.
Ummm, good, Ummm good.
Mix water, yeast and flour
And wait about an hour.
Ummm, good. Ummm good.
Kneading dough, here you go-oh.

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 BUNDLES OF FUN

Now give it a punch

And think about lunch.
That felt good. That felt good.
I can smell it baking.
I can smell it baking.
Smells so good
Smells so good
Making bread, making bread.
Ummm good, Ummm good.
Now it’s time for tasting.
Now it’s time for tasting.
Tastes so good.
Tastes so good.

Let’s play

PLAY BAKERY
Assemble props for a bakery where children can pretend to make breads and baked goods
to sell to their “customers.” Make products out of play dough using rolling pins, measuring
cups, bread pans, muffin tins and plastic knives.

SENSORY ACTIVITY
Place different types of grains on a sensory table for older children to explore. Examples
include corn, rice, wheat, barley and oats. Provide magnifying glasses, pails, scoops,
measuring cups, flour sifters and spoons to encourage active exploration.

BREAD TASTING PARTY

What you need:
! Three or four different types of bread: choose from whole grain, oatmeal, rye,
corn, raisin, pumpernickel, pita, bagels, chapattis, bread pretzel, hard rolls, bannock,
bread sticks, French bread (baguette), hamburger buns, naan, corn and flour
tortillas.
! Three or four plates, a bread knife and a cutting board.
How to:
1. Show the children the different types of bread.
2. Cut each type of bread into bite-size pieces and put on separate plates.
3. Children pass around the plates and try different types of bread.
4. Talk about different breads and how they are made.

115
 Let’s make

TOAST
Young children can push the lever on a toaster to toast the bread.

SANDWICHES
Older children can help put the sandwich together and put it on the table.
" LET’S MAKE: Bread dough pretzel (p.161)

Pizza pizza
Learning about pizza and how to make it

Literacy links

Pizza at Sally’s by Monica Wellington (preschool-kindergarten)

Sing/dance/move/recite
Sing:
! I Am a Pizza by Charlotte Diamond

116
 BUNDLES OF FUN

Let’s play

PIZZA DELIVERY
What you need:
! Box oven or play oven
! Empty pizza boxes
! Pizza menus
! Play dough or clay pizzas children have made
! Table and chairs
! Telephones
! Tricycle and/or wagon
How to:
1. Children can play “pizza delivery,” taking turns at ordering, delivering and eating the
pizza.

Let’s make

PIZZA ART
! Make pizza menus with pictures of foods that go on pizzas.
! Make play dough pizzas.
" LET’S MAKE: Participizza (p.163)
For special days, make pizza treats, such as:
TRY THIS
! Cookie cutter pizzas—for Hallowe’en cut pita
Use fresh oregano and basil to
bread or English muffins with a Jack-o-lantern flavour the pizza.
cookie cutter and top with peppers, mushrooms
and ham cut into shapes for eyes, nose and mouth.
! Holiday pizzas with dough shaped into a heart for Valentine’s Day or an evergreen
tree for a winter celebration.
! Fruit pizza—use slices of apple and banana, pineapple chunks, and seedless grapes
cut in half.
! Pretend pizza cookies—cut cookie dough into round shapes. Bake cookies, cool and
spread with yogurt and top with pieces of fruit and sprinkle with cinnamon.

117
Food from the land
Learning about local, traditional foods and food activities
If you are not familiar with local Aboriginal customs, check with elders or the cultural
worker at a Friendship Centre to make sure your activities respect the culture. Invite local
elders to tell stories about traditional foods and share recipes for snacks like Indian Ice
Cream, which is made from soap berries.

Aboriginal people’s traditional food

Aboriginal people have lived in British Columbia for thousands of years. Traditionally
they hunted, fished and gathered from the land around them. It is traditional to dry or
smoke food, such as salmon and berries, and store it in cedar boxes or in cold storage
underground.
Coastal people traditionally ate salmon and other seafood, including mussels, clams, crab,
abalone, sea cucumber, sea urchin and seaweed. From the land, they harvested berries,
mushrooms and wild greens, such as cow parsnip, sheep sorrel, lamb’s quarters and green
shoots from salmon berries, fireweed and thimbleberries. They also ate wild roots such as
camas bulbs.
Inland people traditionally ate salmon as well as deer, moose, water birds, roots, greens,
berries and the inner bark of evergreen and poplar trees. They made pemmican from dried
salmon mixed with salmon oil and Saskatoon berries.
Discover local traditions and food activities being practiced today.

Literacy links
A Salmon for Simon by Betty Waterton (preschool)
Lessons from Mother Earth by Elaine McLeod (preschool-Grade 3)

Let’s play

HOOP GAME QUICK TIP

What you need:
Traditionally, children rolled around
! Hoops or wheels hoops made of willow.

! Sticks

118
 BUNDLES OF FUN

How to:
1. Children roll the wheels using sticks and take turns following the leader around. If
the leader’s wheel falls over, he or she goes to the back of the line.
LACROSSE FOR LITTLE ONES
What you need:
! An empty one or two litre plastic bottle (well-washed) for each child
! Newspaper
! Towel
How to:
1. Using a pair of scissors, cut off the bottom of the bottle.
2. Make an opening slanting back toward the handle or top.
3. Cover the cut edges with duct tape so the edges are not sharp.
4. Crumple up newspaper to make a ball.
5. Children take a bottle and scoop up the newspaper ball and run over to toss it on a
towel on the floor.
Try this way:
! Children use the scoop to pick up small toys after they finish playing.
Topic for discussion:
! Lacrosse is the French name (la crosse or stick) for a game that Iroquois people in
Canada have played for thousands of years. The Coast Salish played a similar game
using a stick with a hook at each end, and a rawhide thong with big knots at each
end.

THE TALKING STICK

During circle time, young children often want to talk at the same time. One way to help
them take turns is to use a talking stick or eagle feather as a visual cue. This is a tradition
with some Aboriginal people. Decorate your talking stick. Hold your stick or feather while
you speak, and then pass it on when it is time for another person to talk. This helps young
children learn to wait and listen.

CORN, BEANS AND SQUASH

What you need:
! Corn, bean and squash seeds
! Corn, bean and squash plants
! Edible fresh vegetables: corn, beans and squash (or pictures of the edible
vegetables)

119
How to:
1. Show the fresh vegetables (or pictures) to the children. Name the vegetables.
Discuss the different types of squash, beans and corn.
2. Show the seeds. Explain how the vegetables grow from planting the seeds into the
ground. Identify which seeds are beans, which are squash and which are corn. Pass
the seeds around so the children can touch them.
3. Show the plants. Explain how the seeds grow to become the plants, which grow the
vegetables. Pass the plants around, encouraging the children to touch the differ-
ent parts of the plants. Explain the different parts of each plant: leaves, flowers,
stalks, roots, etc.
4. On the plains, Aboriginal people traditionally saved dry seeds in leather pouches for
the next year. Children can save seeds in small paper bags with colourful yarn.

HOW DO YOU LIKE YOUR SALMON?

Have a tasting party to try salmon two or three different ways: canned, smoked,
barbecued or baked. Children can talk about the look, smell, feel and taste of different
types of salmon.
" LET’S MAKE: Baked bannock and berries (p.148)
" LET’S MAKE: Salmon patties (p.176)

Eating around the world

Learning about different cultures and the ways they cook, serve
and eat foods
Include ethnic foods on the menu throughout the year,
TRY THIS
especially those eaten in children’s homes. Learn about
foods from around the world at the grocery store or Invite families to plan menus, help
with special days and go on field
speciality markets. Plan special days such as a “Trip to trips to places that grow or sell
specialty foods.
India” or “China Day” to enable children to taste new
foods and use different eating utensils, as well as learn
about stories, music, dances, toys, games, dolls and puppets.
" Food for special days (p.75)

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 BUNDLES OF FUN

Literacy links

A Salmon for Simon by Betty Waterton (ages 3-7)

How My Parents Learned to Eat by Ina R. Friedman (ages 4-8)
My Mom Loves Me More Than Sushi by Filomena Gomes (ages 4-8)
Yoko by Rosemary Wells (ages 4-6)

Sing/dance
Ask families to help you learn songs and dances from
QUICK TIP
different countries. Dress up and move around.
Make a centre cookbook filled with
children’s family recipes.

Let’s play

CHOP STIX PICK-UP

What you need:
! 1 pair of chopsticks for each person
! Plastic bowls with small cubes of cheese for each person
How to:
1. Explain that not everyone eats with forks and spoons. Pass around chopsticks and
bowls.

121
 2. Ask children how they could use chopsticks to pick up the cheese. Let children
experiment with ways to pick up the cheese.
3. Give children lots of time to try before you demonstrate how to eat with chopsticks.

TASTING PASSPORTS (see p.72)

Try this way:
For each country children visit using their tasting passport, they can draw or cut out
pictures of:
! Exotic fruit or vegetables such as mangoes, tangillo, avocado, Asian pears, eggplant.
! Breads from different countries, e.g. French stick, pita bread, tortillas, chapattis or
naan, Portuguese buns.
! Cooked grains from different regions, e.g. rice (Asia), couscous (North Africa),
bulgur (Middle East). Sample a bit of plain grain, then taste it when made into a
recipe, e.g. couscous and apricots.
! Cooked pulses (legumes) that play a role in Middle Eastern, Mediterranean and
Indian dishes, such as lentils, split peas, kidney and cannellini beans, or chick peas.
For families:
! Send home blank recipe cards for children to bring back a family recipe.
! Send home recipes for new foods.
" LET’S MAKE: Sunomono salad (Japan) (p.138)
" LET’S MAKE: Japanese rice balls - Onigiri (Japan) (p.149)
" LET’S MAKE: Terrific turkey taco (Mexico) (p.162)
" LET’S MAKE: Bean burrito (Mexico) (p.166)
" LET’S MAKE: Khichri (India) (p.169)
" LET’S MAKE: Hummus (Middle East) (p.170)
" LET’S MAKE: Crispy tofu lettuce wrap (Asia) (p.171)
" LET’S MAKE: Let’s try stir fry (China) (p.172)
" LET’S MAKE: Baked vegetable frittata (Italy) (p.174)

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 LET’S MAKE

Let’s make

H elping in the kitchen can be an adventure for children. Involve them regularly so they
do not get too excited about “cooking.” Repeat their favourites and send recipes
home for families.
Help children learn to prepare food that is healthy and
QUICK TIP
safe. We suggest recipes that the whole family would
like to eat. Studies show that making “cute snacks” (such Serving sizes in this section are
based on child-sized amounts of
as food shaped like people or animals) does not help food.
children eat well.

HEALTHY RECIPE CHECK

! A healthy recipe includes mostly healthy ingredients. Minimize choices that are not
in Canada’s Food Guide such as marshmallows or candy.
# Feature vegetables and fruit
# Enjoy whole grains
# Choose healthy oils and fats
! Ensure foods are simple to prepare so children can participate.
! Ensure food is safe to eat.
# Children under four are at risk for choking. If recipes include nuts or seeds,
these need to be chopped finely.
# Do not use foods that might trigger allergies.
" Food allergies (p.50)
! Have each child prepare only the food he or she will eat (or make sure food is
thoroughly cooked before it is eaten by other children).
For more ideas on healthy choices and involving children in food preparation, go to:
" Seasonally available B.C. vegetables and fruit (pp.44-45)
# Use this guide to choose when to enjoy the taste of B.C. produce from a local
farm, farmers’ market or grocery store.

123
 " Cooking to learn (p.77)
# This section suggests ways to help children learn while they are involved in
food preparation.
" Kitchen safety (p.80)
# Check this section for tips on keeping children safe while they help you with
food preparation.
The following pages contain fun and healthy recipes that children will enjoy eating and
helping to prepare. Look for these symbols:

Shows recipes children can make for themselves

Shows recipes using eggs

Please note: In all recipes you will find imperial measures on the left and metric
measures on the right.

WARNING
Do not include foods that pose a high risk to young children because of disease-causing
micro-organisms, including:
! Honey for children under 12 months of age
! Raw or partially cooked eggs or foods containing raw eggs, such as cookie dough and
cake batter
! Raw or under cooked meat, hamburger, chicken, fish or shellfish (including sushi)
! Raw or lightly cooked sprouts, such as alfalfa and mung bean sprouts
! Unpasteurized soft cheeses, such as Camembert, Brie, feta, Mexican-style cheese
(queso blanco fresco) or blue-veined cheese
! Uncooked or under cooked deli meats and hot dogs
! Unpasteurized juice or unpasteurized cider
! Unpasteurized milk
! Unwashed vegetables and fruit

124
 LET’S MAKE

FRUIT
Crock pot applesauce
Serves 10-12 children
What you need:
8-10 Large apples
1 tsp. Lemon juice 5 mL
! cup Water 125 mL
! tsp. Cinnamon 2 mL
# tsp. Nutmeg 0.5 mL
How to:
1. Choose naturally sweet apples such as Golden Delicious, Red Delicious or Gala.
2. Peel apples, core and slice thinly.
3. Combine apples, lemon juice and water in crock pot.
4. Cover and cook on low for four hours or until apples are very soft. (If you don’t have
a crock pot, simmer in an uncovered saucepan for about 10 minutes.)
5. Add cinnamon and nutmeg.
Topics for discussion:
& What does cooking do to the apple?
& What ingredient sweetens the taste?
& Cinnamon is from the bark of a tree found in India.
& Nutmeg is a seed from the fruit of the calabash tree, which grows in Africa.

125
Fruit kebab
What you need:
Choose a variety of ripe, fresh fruit to make into different bite-size shapes, such as:
! Apple half-circles
! Banana rounds
! Cantaloupe or honeydew melon cubes
! Grape halves
! Kiwi circles
! Orange moon shapes
! Watermelon triangles

How to:
1. Remove rinds and make fruit easy for children to cut.
2. Arrange fruit on a small plate and sprinkle with cinnamon.
3. Children can spear fruit with a fork. (This is less dangerous than a wooden skewer or
toothpick.)
Topics for discussion:
& What are the names of these fruit?
& What colours are the fruit?
& What shapes are the fruit pieces?
& How many pieces of fruit do you have?

126
 LET’S MAKE

Dip for fruit

Serves six children
What you need:
" cup Vanilla yogurt 175 mL
# cup Low-fat granola 50 mL
2 tbsp. Unsweetened, shredded coconut 30 ml

How to:
1. Mix yogurt, granola and coconut together in a bowl.
Topics for discussion:
& What are the different shapes of fruit pieces you dip? Apple slices? Orange sec-
tions? Pineapple spears?

127
Fruit yogurt parfait
Serves one child
What you need:
" cup Yogurt, any flavour 125 mL
cup Fruit—fresh, frozen or canned 80 mL
# cup Dry cereal or granola 60 mL
1 Tall, clear tumbler or cup

How to:
1. Show children how to layer yogurt, cereal and fruit. Let them fill their cup with
ingredients in any order.
Topics for discussion:
& What is your favourite fruit?
& What is your favourite cereal?
& In French, parfait means perfect. Parfaits are usually served in tall parfait glasses.
Other parfaits are made with ice cream and whipping cream. We are making parfaits
with yogurt.

128
 LET’S MAKE

Fruit pizza
Serves 30 children
What you need:
12 inch Prepared thin-crust pizza crust 30 cm
8 ounces Light cream cheese 250 grams
1 Banana, peeled and sliced
4 cups Assorted fresh fruit, such as pineapple chunks or 1,000 mL
slices, blueberries, strawberries, honeydew,
cantaloupe, pitted cherries, apricot, and apple,
peach or pear slices
Non-stick cooking spray

How to:
1. Coat pizza pan with cooking spray.
2. Place the crust on pizza pan and bake at 350°F for 8-10 minutes. Cool.
3. Spread light cream cheese over cooled crust.
4. Arrange banana slices and assorted fruit on pizza. Cut into 20 pieces.
Topics for discussion:
& The word pizza means pie.
& Does fruit pizza taste the same as pizza with vegetables?

129
Fro-yo on a stick
Serves four children
What you need:
1 cup Plain yogurt 250 ml
1 cup Fresh or frozen fruit—blueberries, strawberries, 250 mL
peaches, cherries
1-2 tbsp. Honey* 15-30 mL
4 Popsicle® sticks
4 5 oz/140 mL paper cups
Aluminum foil
* Do not serve to children younger than 12 months old. Substitute corn syrup for the
honey.

How to:
1. Slightly thaw the frozen fruit.
2. Place the yogurt, fruit, and honey in a blender. Blend to the desired consistency—
some children like chunky fruit and others like it smooth.
3. Pour into paper cups, filling them three-quarters full. Cover the cups with foil. Make
slits in the centre of the foil covers and insert Popsicle® sticks.
4. Put in the freezer for about five hours or until frozen solid. When ready, remove
the foil and peel the paper cup to eat.
Topics for discussion:
& Fro-yo is a fun name for frozen yogurt.
& Unlike many store-bought pops, this frozen yogurt is made with real fruit.

130
 LET’S MAKE

Counting fruit salad

Serves one or two children
TRY THIS
How to:
Children can help cut the fruit and
Count out the salad ingredients into a bowl. For example: cheese and count the pieces as they
are added to the salad.
! 1—spoonful toasted coconut
! 2—pieces orange
! 3—slices apple
! 4—small cubes of cheese
! 5—slices banana
! 6—pieces melon—cantaloupe, honeydew or watermelon cut into small pieces
! 7—grapes (cut in half and remove seeds)
! 8—stir 8 times

Topics for discussion:

& What different fruit could we put into a fruit salad?

131
Cool berry smoothies
Serves four children
What you need:
1 cup Frozen berries 250 mL
1 cup Milk 250 mL
1 cup Vanilla or lemon yogurt 250 mL
# tsp. Cinnamon 1 mL
2 tsp. Sugar 10 mL

How to:
TRY THIS
1. Place berries, milk, yogurt, cinnamon and sugar in
Frozen berries work best—choose
the blender. blueberries, raspberries,
2. Blend until smooth and creamy. blackberries or a combination. If
you have fresh berries, wash them
3. Serve into four tumblers or put in the fridge. first and then freeze them.

Topics for discussion:

& A smoothie is a drink made by blending fruit with yogurt, milk or ice cream (or a
non-dairy milk, such as soy) until it is thick and smooth.
& What are other fruits we could put into a smoothie?

132
 LET’S MAKE

Instant banana pudding

Serves four children
What you need:
1 Small banana
! cup Applesauce 125 mL
2 tsp. Plain yogurt 10 mL
! tsp. Cinnamon 2 mL

How to:
TRY THIS
1. Mash the banana in a bowl with a potato masher.
Make instant pudding in a shaker.
2. Add applesauce, yogurt and cinnamon.
3. Serve immediately.

133
SALAD AND VEGETABLES

Salad in a bag
Serves one child
What you need:
! cup Romaine lettuce or spinach leaves, chopped 125 mL
2 tbsp. Grated carrots 30 mL
3-4 Mandarin orange sections
2 tsp. Ranch or Italian salad dressing 10 mL
2 Whole grain crackers
1 Plastic, sealable sandwich bag

How to:
1. Set out bowls of prepared salad fixings.
2. Let each child each fill their own bag.
3. Pour in salad dressing and close the bag for them.
4. Children shake their salad then open it and eat with their forks as a snack (with
whole grain crackers) or to start a meal.
Topics for discussion:
& Does your family eat salads at home?
& What other vegetables could we use to make a salad next time?

134
 LET’S MAKE

One potato, two potato salad

Serves one child
What you need:
1-2 Small potatoes
1-2 tbsp. Mayonnaise 15-30mL
Dash Salt
QUICK TIP
Dash Pepper
Dash = 1 shake from a shaker jar.
Dash Cinnamon
Dash Ground nutmeg

How to:
TRY THIS
1. Cook potatoes until soft, then let them cool.
Children can scrub potatoes. While
2. Cut potatoes into small pieces and put in a cup. the vegetables are cooking, read
3. Measure mayonnaise into the cup. a story about potatoes. After
the potatoes are cooked and cool
4. Add a shake each of salt, pepper, cinnamon and enough to touch, children can cut
them with table knives and mix the
nutmeg. salad.
5. Mix well with a spoon.
Topics for discussion:
& What are different ways we eat potatoes? (Baked, boiled, mashed, scalloped, in
potato soup, potato pancakes, etc.)

135
Grate salad
Serves 16 children
What you need:
5 cups Cabbage, grated 1250 g
2 cups Apple, diced or grated 500 g
cup Plain yogurt 80 mL
cup Mayonnaise 80 mL
1 tbsp. Lemon juice 15 mL

How to:
TRY THIS
1. Grate cabbage and apple.
Add ! cup (125 mL) shredded
2. In a large bowl, mix together cabbage, apple and carrots, or chopped celery, or
lemon juice. cup (75 mL) finely cut-up raisins
or dates.
3. If you are not ready to serve, cover and keep in
the fridge so the cabbage stays crisp.
4. If you are ready to serve, mix mayonnaise and yogurt together, and add to the
cabbage mixture.
Topics for discussion:
& Coleslaw comes from the Dutch words that mean cool cabbage.
& Why do we use a grater?
& Does grating a vegetable or fruit make it taste different?

136
 LET’S MAKE

Black and orange salad

Serves eight children
What you need:
1 19 oz/540 mL can black beans, drained and rinsed
2 cups Diced carrots, fresh or frozen, cooked 500 mL
2 tbsp. Ketchup 30 mL
2 tbsp. Cider vinegar 30 mL
1 tbsp. Dijon mustard 15 mL
1 tbsp. Sugar 15 mL
# cup Vegetable oil 60 mL

How to:
1. In a large bowl, toss together the beans and the carrots.
2. In a small bowl, mix together the ketchup, vinegar, mustard and sugar. Gradually
whisk in the oil until smooth. Toss the dressing with the beans and carrots and re-
frigerate for several hours, to allow the dressing to soak in.
Topics for discussion:
TRY THIS
& Black beans are sometimes called turtle beans.
For Hallowe’en, serve the Black and
& Why do you think they have this name? Orange Salad spooned into
orange bell peppers that have been
& What is a salad dressing? cut around the top like a Jack-o-
lantern, with the seeds removed.
& What flavours of salad dressing do you like? If you have time, carve a face into
each one with a small, sharp knife.

137
Sunomono salad
Serves 12 children
What you need:
1 Cucumber
! cup Vinegar 125 mL
# cup Honey* or sugar 60 mL
1 tbsp. Soy sauce 15 mL
* Do not serve honey to children under 12 months.

How to:
TRY THIS
1. Slice cucumber as thin as possible; do not peel.
To eat in a traditional Japanese
Let children taste raw cucumber. manner, have children remove their
2. In a small bowl, mix vinegar, honey or sugar to shoes and sit on flat pillows or mats
at a low table.
taste, and soy sauce.
3. Add cucumber and marinate for 10 minutes,
stirring frequently.

Topics for discussion:

& Sunomono is a sugary-vinegary Japanese salad.
& Did you know many pickles are made from cucumbers?
& What are other ways to eat cucumbers? (Cut up for a snack, in a salad with lettuce
and tomatoes, or in a raita dip which is popular in India.)

138
 LET’S MAKE

Dinosaur dip
Serves six children
What you need:
" cup Plain yogurt 200 mL
3 tbsp. Mayonnaise 50 mL
4 tbsp. Dried vegetable soup mix 60 mL

How to:
1. In a bowl, mix together yogurt, mayonnaise and soup mix.
2. Refrigerate for at least one hour.
Topics for discussion:
& Why do we call this dinosaur dip? (Many dinosaurs ate plants. Both “dinosaur” and
“dip” start with the same sound.)
& What vegetables are good to eat with dip? (Broccoli or cauliflower “trees,” carrot or
celery “sticks,” bell pepper or turnip “strips,” or cherry tomatoes.)

139
Kermit’s dip
Serves 13 children
What you need:
1 Ripe avocado
! cup Plain yogurt 125 mL
2 tsp. Lemon juice 10 mL
! tsp. Ground cumin 2 mL
! tsp. Hot sauce 2 mL

How to:
1. Cut avocado in half, remove the pit and spoon out the pulp from the skin. Place it in a
medium-size bowl.
2. Add the yogurt, lemon juice, cumin and hot sauce.
3. Mash the avocado mixture with a fork or potato masher.
4. Cover with plastic wrap and put in the fridge for an hour so the flavours mix
together.
Topics for discussion:
& Avocados grow on trees in warm countries such as Mexico.
& Avocados are sometimes called avocado pear or alligator pear. Can you think why?

140
 LET’S MAKE

Spinach dip
Serves 13 children
What you need:
5 oz Fresh spinach (or ! package frozen spinach, chopped 150 g
and thawed)
1 cup Cottage cheese 250 mL
1 tbsp. Lemon juice 15 mL
! cup Sour cream or yogurt 125 mL
cup Fresh parsley, chopped 80 mL
1 tsp. Salt 5 mL
Pepper to taste

How to:
TRY THIS
1. If using fresh spinach, wash, trim and cook spinach
Children can spin spinach, measure
until wilted. There is no need to cook frozen ingredients and push buttons on the
spinach. food processor.

2. Thoroughly drain spinach. Use a salad spinner or

paper towels to squeeze out excess water. Chop coarsely.
3. In a food processor, blend cottage cheese and lemon juice.
4. Add the spinach, sour cream, parsley, salt and pepper. Mix well.
5. Cover and refrigerate before serving to blend flavours.
Topics for discussion:
& We eat the leaves of the spinach plant. What other leaves do we eat? For example,
we eat lettuce and cabbage leaves.
& Popeye likes to each spinach—who else?

141
Oven-baked potato wedges
Serves six to eight children
What you need:
4 Large potatoes (e.g. russet, Yukon Gold or sweet potatoes)
1 tbsp. Vegetable oil 15 mL
2 tsp. Mixed herbs or 2 tbsp. (30 mL) fresh herbs finely 10 mL
chopped
1 Sealable plastic container

How to:
TRY THIS
1. Preheat oven to 400°F (200°C).
Children can scrub potatoes and
2. Wash potatoes with scrub brush. count the number of pieces you
3. Cut the potatoes into wedges. are cutting. They can take turns
shaking the container.
4. Put oil into the plastic container with the herbs.
5. Add the potato wedges to the container.
6. Close tightly and shake.
7. Put potatoes onto a baking tray and place in the hot oven.
8. Bake for 15 minutes, then turn with flipper and bake another 15 minutes until brown.
Topics for discussion:
& What are other ways you can cook with potatoes? QUICK TIP

(You can make fish cakes, potato bread, scones or Baking potatoes with only a little
bit of oil is better than frying them
soup). in a lot of oil.

142
 LET’S MAKE

Yummy yams
Serves 16 children
What you need:
2 Medium sweet potatoes or yams
1 tbsp. Canola oil 15 mL
Salt and pepper to taste

How to:
TRY THIS
1. Preheat oven to 350°F (190°C).
Children can scrub and peel yams.
2. Peel potatoes and slice into rounds !-inch (1 cm)
thick.
3. Brush oil onto potatoes or dip them in oil.
4. Place on baking sheet and bake for 25 minutes. Loosen potatoes with flipper and
turn over. Continue baking until brown on the outside, but very tender inside—about
5 to 10 minutes.
5. Cool and eat.
Topics for discussion:
& Sweet potatoes are sometimes called yams—they can be orange or white-yellow
inside.
& Do these Yummy Yams taste like cookies?

143
Pumpkin soup
Serves 10 children
What you need:
1 16 oz/540 mL can solid pack pumpkin, unsweetened
(not pumpkin pie filling)
1 tbsp. Soy sauce 15 mL
2 tbsp. Honey* 30 mL
1 tsp. Garlic salt 5 mL
! tsp. Powdered ginger 2 mL
3 cups Milk or soy milk 750 mL
* Do not serve to children younger than 12 months old. Substitute corn syrup for the
honey.

How to:
1. Put the pumpkin, soy sauce, honey, garlic salt, ginger and milk into a saucepan.
2. Stir soup together well with a whisk.
3. Cook on low heat for 20 minutes, stirring occasionally with a wooden spoon.

Topics for discussion:

& Pumpkins are large, round orange fruit. Pumpkins are members of the gourd
family—so are honeydew, watermelon and squash. Gourds grow on vines.
& Some hollowed, dried gourds are used as musical instruments.

144
 LET’S MAKE

Roasted pumpkin seeds

Serves eight children
What you need:
2 cups Pumpkin with seeds 500 mL
2 tbsp. Salt 30 mL
2 tbsp. Melted non-hydrogenated margarine 30 mL
4 cups Water 1 litre
Cooking spray

How to:
1. Pull the pumpkin seeds out of the shell.
2. Rinse the seeds well.
3. In a large saucepan, pour in water and add salt. Add the seeds and bring to a boil.
Lower the heat and simmer for 10 minutes.
4. Drain well in colander. When cool, place the seeds on paper towels and pat dry.
5. In a large bowl, toss pumpkin seeds with melted margarine until seeds are coated.
6. Pre-heat the oven to 350°F (175°F).
7. Spray the roasting pan with cooking spray.
8. Spread the seeds over the tray.
9. Bake for 30 minutes, stirring occasionally until the seeds are golden brown.
10. Cool and chop the seeds into small pieces to taste.
Topics for discussion:
& What happens when we plant a pumpkin seed?
& What other foods can we make from pumpkin? (For example, muffins, loaves, soup or
stew.)

145
Stone soup
Serves 12 children
What you need:
1 Quartz stone
2 cups Assorted fresh or frozen vegetables: potatoes,
carrots, tomatoes, pepper, zucchini, corn, green
beans, peas, shredded cabbage, etc.
2 tbsp. Vegetable oil 30mL
Dash Salt
Dash Pepper
4 cups Chicken or vegetable broth (or water and bouillon) 1 litre
1 cup Cooked rice 250 mL
cup Parmesan cheese (optional) 80 mL

How to:
QUICK TIP
1. Place the stone in a pot.
Use a quartz stone that has been
2. Slice fresh vegetables. cleaned and boiled. Other stones
3. Add oil to a fry pan and sauté vegetables for 2-3 may explode when heated.

minutes on medium-high heat.

4. Add sautéed vegetables to pot.
5. Add broth to pot and bring to boil.
6. Lower heat and simmer soup.
7. Add rice and fresh/frozen vegetables and cook until tender. Season with salt and
pepper if needed.
8. Use slotted spoon to remove stone.
TRY THIS
9. Allow soup to cool.
10. Ladle soup into bowls. Help children wash or carefully cut
vegetables and simmer soup until
11. Sprinkle cheese over each bowl of soup. snack time.

Topics for discussion:

& Do you know the fable of the stone soup?
& What vegetables can we add to our soup?

146
 LET’S MAKE

GRAINS AND BAKING

Crunchy trail mix

Serves 16-24 children
What you need:
2 cups Toasted O cereal 500 mL
2 cups Rice square cereal 500 mL
2 cups Corn square cereal 500 mL
1 cup Raisins 250 mL
! cup Dried cranberries 125 mL

How to:
1. In a large bowl, measure together cereal and dried fruit.
2. Divide into re-sealable plastic bags or serving dishes. Shake to mix it up.
3. Help children use a measuring cup to scoop the trail mix into individual bags or
bowls.
Topics for discussion:
& What other cereal or fruit could go into the trail mix?
& What are the different shapes of cereal?
& What are the kinds of dried fruit we can eat? (Raisins, apricots, plums, apples...)
& Where could we go to eat the trail mix snack?

147
Baked bannock with berries
Serves 16 children
What you need:
3 cups Flour (use at least half whole wheat flour) 750 mL
3 tbsp. Sugar 45 mL
2 tbsp. Baking powder 30 mL
1 tsp. Salt 5 mL
1 cup Berries 250 mL
1 cup Water 250 mL
# cup Oil or melted margarine 60 mL

How to:
1. Preheat oven to 350°F (180°C).
2. In a large bowl, mix dry ingredients with a fork.
3. Stir in berries.
4. Stir together oil and water and add to the bowl with dry ingredients.
5. Work mixture together with hands to form a ball. Knead about 10 times.
6. With floured hands, pat into a circle on a greased cookie sheet.
7. Bake for 30 minutes.

148
 LET’S MAKE

Japanese rice balls (Onigiri)

Serves one child (makes two rice balls)
What you need:
# cup Cooked, enriched long grain rice 60 mL
2 pieces Diced, cooked carrot or plum (fresh or canned)
2 tbsp. Toasted sesame seeds 30 mL

How to:
QUICK TIP
1. Have children wash and dry their hands. Have
One cup of raw rice yields three
children wet hands again, then sprinkle salt on cups cooked.
their wet hands so they can form rice balls.
2. Shape rice into small balls about the size of a
ping-pong ball.
3. Push a bit of carrot or plum into the middle and re-shape.
4. Roll rice ball in toasted sesame seeds. (Caution: Possible allergen.)
5. Place balls on a dish covered with wax paper and refrigerate until ready to eat.
Topics for discussion:
& Rice grows in fields of water called rice paddies.
& In Japan, rice balls are a traditional lunch-time meal.
& Who likes to eat sushi rolls?

149
Flatbread
Makes four round breads
What you need:
1 cup Whole wheat flour 250 mL
! cup Water 125 mL
Flour for dusting
Non-stick vegetable spray

How to:
TRY THIS
1. Rub a bit of vegetable oil onto your hands to keep
Children can roll out balls of dough.
dough from sticking.
2. Combine ingredients by hand to form dough.
3. Knead dough well until it is elastic.
4. Let dough sit for 15 minutes.
5. Divide dough into four balls of equal size.
6. Press down on each ball, dust with flour and roll with a rolling pin. Roll into eight-inch
(20 cm) rounds.
7. Heat skillet over medium-high heat and cook one round at a time. When bubbles
start rising on top (about 40 seconds), turn over to cook the other side for about 30
seconds.
Topics for discussion:
& Flat breads are eaten in many countries.
& This recipe can be used to make a Mexican tortilla, an Indian chapatti or a roti from
Fiji or Jamaica.

150
 LET’S MAKE

Flatbread dippers
Makes four round breads
What you need:
2 Whole grain pita bread rounds
Non-stick vegetable spray or vegetable oil

How to:
1. Preheat oven to 400°F (200°C).
2. Cut pita bread rounds in half and separate top and bottom sections.
3. Cut pieces into wedges.
4. Place in a single layer on a lightly oiled baking sheet.
5. Bake six to 10 minutes until brown and crisp.
Topics for discussion:
& Pita is round bread made with yeast that may be flat or have a pocket.
& This bread is traditional in many Middle Eastern countries and Mediterranean cook-
ing. Let’s find these countries on a map or globe (Greece, Turkey, etc.).

151
Bagel dippers
Serves four children

How to:
1. Preheat oven to 350°F (105°C).
2. Slice bagel into quarter-inch (0.5 cm) coins and arrange on ungreased baking sheet.
3. Bake for 10 to 12 minutes or until crisp and light brown.
Topics for discussion:
& Bagels are made from wheat flour and yeast.
& The dough is made into a ring and boiled in water and then baked.

152
 LET’S MAKE

Tortilla triangles
Serves one or two children

How to:
1. Preheat oven to 400°F (200°C).
2. Cut each tortilla into six wedges using a knife or scissors.
3. Arrange on an ungreased baking sheet. Bake for 10-11 minutes or until crisp.
Topics for discussion:
& A tortilla is a kind of thin, flat bread (made with no yeast or baking powder) that is
traditionally eaten in Mexico or Central America. Let’s find these countries on a map
or globe.
& Corn tortillas are used for tacos, and flour tortillas are used to make
burritos.

153
Puffy pancake
Serves eight children
What you need:
# cup Non-hydrogenated margarine 60 mL
4 Eggs
1 cup Milk 250 mL
" cup All purpose flour 125 mL
" cup Whole wheat flour 125 mL
Favourite toppings: yogurt, berries or pieces of
fruit, apple sauce and/or syrup

How to:
1. Preheat the oven to 425°F (220°C).
2. Measure the margarine into a nine-inch (22 cm) cast iron fry pan or a pie plate and
place it in the oven to let the butter melt while the oven preheats.
3. In a large bowl, crack four eggs and whisk together. Stir in the milk.
4. Add the flour to the bowl and continue blending the mixture until smooth.
5. Remove the fry pan or pie plate from the oven and pour the batter carefully into
the hot pan.
6. Place the hot pan back in the oven and bake for 20 to 25 minutes or until puffed and
golden.
7. Serve with your favourite toppings.
Topics for discussion:
& These pancakes are sometimes called Dutch pancakes.
& Watch the batter puff up and make mountains and valleys.

154
 LET’S MAKE

Rabbit pancake
Makes 16, four-inch (10 cm) pancakes
What you need:
1# cup Milk 325 mL
5 tsp. Lemon juice or cider vinegar 25 mL
" cup Whole wheat flour 125 mL
! cup Oats 125 mL
1 tbsp. Sugar 15 mL
1 tsp. Baking powder 5 mL
! tsp. Baking soda 2 mL
! tsp. Salt 2 mL
1 tbsp. Vegetable oil 15 mL
1 Egg, lightly beaten
! cup Grated carrots 125 mL
Non-stick vegetable cooking spray

How to:
1. Make sour milk. Warm the milk slightly in the microwave or in a pot on the stove.
Add lemon juice or cider vinegar and stir well. Allow this mixture to rest while you
assemble the rest of the ingredients.
2. In a medium bowl, mix together the flour, oats, sugar, baking powder, baking soda
and salt. Stir well.
3. Add the vegetable oil, sour milk, egg and carrots.
4. Beat the mixture with a hand beater until smooth.
5. Spray griddle with non-stick cooking spray. Heat griddle to a medium heat. (To see
if the griddle is hot enough, sprinkle with a few drops of water. If bubbles skitter
around, the temperature is just right).
6. Using a measuring cup, pour about # cup of batter onto the hot griddle for each
pancake. Cook until pancakes are puffed and dry around edges. Turn and cook the
other side until golden brown.
7. Top with applesauce, fresh fruit or yogurt.

155
Topics for discussion:
& Why is this recipe called “Rabbit Pancakes”?
& What other foods do rabbits eat?
& If you made pancakes with berries, would you call them “Bear Pancakes” or “Berry
Pancakes?”

156
 LET’S MAKE

Oatmeal cookies
Makes sixteen, 4-inch (10 cm) pancakes
What you need:
1 cup Non-hydrogenated margarine 250 mL
1 cup Brown sugar 250 mL
2 cups Rolled oats 500 mL
1 cup Skim milk powder 250 mL
! cup Water 125 mL
2! cups Flour (use half whole wheat flour) 560 mL
3 tsp. Baking powder 15 mL
1 tsp. Salt 5 mL

How to:
1. Preheat oven to 325°F (165°C).
TRY THIS
2. In a large bowl, cream together margarine and
sugar. Children can roll out cookie dough.

3. Add rolled oats, milk powder and water. Beat well

with a spoon or hand mixer.
4. Sift together flour, baking powder and salt.
5. Stir flour mixture into the creamed mixture.
6. Divide dough into small portions and chill.
7. Sprinkle extra flour on a table and distribute pieces of dough to each child.
8. Roll dough to one-quarter-inch (0.5 cm) thickness and cut out cookies.
9. Transfer cookies to baking pans.
10. Bake cookies 10 to 15 minutes.
Topics for discussion:
& Oatmeal comes from the oat plant, which is a grain. Wheat is another grain.

157
Banana muffins
Makes 12 medium-sized muffins
What you need:
1 cup Whole wheat flour 250 mL
1 cup Quick-cooking oatmeal 250 mL
! cup Packed brown sugar 125 mL
2 tsp. Baking powder 10 mL
1 Egg
! cup Skim or 1% milk 125 mL
1 cup Mashed banana 250 mL
# cup Vegetable oil 60 mL
Non-stick cooking spray

How to:
TRY THIS
1. Preheat oven to 400°F (200°C).
Children can measure and mix.
2. Lightly spray a muffin tin with non-stick spray or
use paper baking cups.
3. In a large bowl, mix flour, oatmeal, sugar and baking powder.
4. In another bowl, beat the egg and mix in the mashed banana, milk and canola oil.
5. Stir the banana mixture into the dry ingredients and mix lightly.
6. Bake 18-20 minutes or until muffin tops are browned. Loosen muffins and serve
warm.
Topics for discussion:
& How do the ingredients change when we mix muffins?
& How does the batter change when we bake muffins?
& What are other fruit or vegetables that we use to make muffins?

158
 LET’S MAKE

Veggie fruit mini-muffins

Makes 24 mini-muffins
What you need:
# cup Vegetable oil 50 mL
! cup Brown sugar 125 mL
1 Egg
" cup Applesauce 175 mL
1 cup Grated carrots 250 mL
1 cup Grated zucchini 250 mL
1 cup Whole wheat flour 250 mL
$ cup All-purpose flour 175 mL
2 tsp. Baking powder 10 mL
1 tsp. Cinnamon 5 mL
! tsp. Nutmeg 2 mL
! tsp. Salt 2 mL

How to:
1. Preheat oven to 400°F (200°C).
2. Use non-stick mini-muffin trays or lightly spray trays with cooking spray.
3. In a large bowl, whisk together the oil and sugar. Beat in egg, then applesauce. Stir
in carrots and zucchini.
4. In another large bowl, mix together both kinds of flour, as well as the baking
powder, cinnamon, nutmeg and salt.
5. Fold dry ingredients into wet, until just mixed. Spoon batter into the trays, to the
very top of the muffin cups.
6. Bake for 15 to 18 minutes or until a toothpick or cake tester comes out clean when
inserted in a muffin.
Topics for discussion:
& Why do we grate vegetables? (Grating makes them easy to mix into muffins and the
vegtables make the muffins tasty.)

159
Squashy muffins
Makes 12 large or 36 mini muffins
What you need:
1! cups Whole wheat flour 300 mL
1 cup Cornmeal 250 mL
cup White sugar 80 mL
4 tsp. Baking powder 20 mL
! tsp. Salt 2 mL
2 Eggs
1# cups Leftover mashed squash (or sweet potato, or 300 mL
canned pumpkin)
cup Milk 80 mL
# cup Vegetable oil 60 mL

How to:
1. Preheat oven to 375°F (190°C).
2. Use 12 large or 36 mini non-stick muffin cups or paper-lined muffin tins.
3. In a large bowl, stir together the flour, cornmeal, sugar, baking powder and salt with
a whisk or wooden spoon.
4. In another bowl, beat together the eggs, squash (or sweet potato or pumpkin), milk
and oil.
5. Add the wet mixture to the dry mixture and stir, just until combined. Leave the
batter a little lumpy.
6. Spoon batter into muffin cups and bake for 20-25 minutes. If a toothpick stuck in
the middle comes out clean, they are done.
Topics for discussion:
& We can make muffins using squash, sweet potato or pumpkin.
& What are other ways to eat these foods? (Baked in a loaf, as a vegetable, in a stew
or soup.)

160
 LET’S MAKE

Bread dough pretzel shapes

Serves 12 children
What you need:
1 tbsp. Quick-acting yeast 15 mL
1 cups Very warm water 330 mL
1 tbsp. Sugar 15 mL
1 tsp. Salt 5 mL
3 cups Whole wheat flour 750 mL
3 tbsp. Canola or vegetable oil 45 mL
1 Egg
Sesame seeds (Note: Possible allergen)

How to:
1. Preheat oven to 400°F (200°F).
2. Measure the water, sugar and yeast into a bowl and mix. Wait two or three minutes
for the yeast to soften.
3. Stir in one cup of flour, then add the oil, salt and remaining flour. Sprinkle flour onto
a wooden breadboard and place the dough on it. Knead dough for about five minutes.
4. Place dough in a bowl and cover it, letting it rise for about 45 minutes in a warm
place away from drafts and open windows.
5. Punch the dough down and work it into a ball.
6. Divide dough into 12 pieces.
7. Use hands to roll the dough into ropes and then mold into different shapes—for
example, the first initial of a child’s name.
8. Place pretzels on baking trays.
9. Brush pretzels with a beaten egg and sprinkle sesame seeds.
10. Put baking trays in oven for about 11 minutes, until pretzels are light brown.
11. Cool and serve.
Topics for discussion:
& What letters and shapes can we make with dough ropes?
& Let’s watch to see how the bubbling of the yeast makes the dough puff up. How
does baking change the dough?

161
MAIN DISHES/MEAT AND
ALTERNATIVES

Terrific turkey taco

Serves one child
What you need:
1 Corn tortilla
2 tbsp. Cooked ground turkey, finely chopped 30 mL
1 tbsp. Shredded cheese 15 mL
2 tbsp. Shredded lettuce 30 mL
2 tbsp. Chopped tomatoes 30 mL
2 tsp. Salsa 10 mL

How to:
1. Wash tomatoes and lettuce. Spin lettuce or dry with towels.
2. Shred cheese.
3. Chop tomatoes.
4. Put turkey, cheese, lettuce, tomatoes and salsa on tortilla.
5. Fold soft tortilla in a U shape to eat.
Topics for discussion:
& Taco is a Mexican dish made from corn tortillas. Tacos are served flat or in a U
shape.

Try this way:

& Try making tortillas from masa (flour made from corn or maize) and water.

162
 LET’S MAKE

Participizza
Serves one child
What you need:
1 Small round of pizza dough
! cup each Mushrooms, bell peppers and onion 125 mL
1 Slice ham (optional)
6 Pineapple pieces
# cup Grated mozzarella cheese 60 mL
1 tbsp. Grated Parmesan cheese 15 ml
2 to 4 tbsp. Tomato sauce 30-60 mL
Small aluminum pie plate, labeled with the child’s name
Plate for veggies, ham, pineapple and cheeses
Cup for tomato sauce
Small paintbrush or teaspoon (or allow washed fingers)
to paint the pizza with sauce

How to:
1. Preheat oven to 500°F (250°C).
2. Cut up mushrooms, peppers, onion, ham and pineapple into bite-size pieces.
3. Flatten the dough into a round shape in the pie pan.
4. Paint the dough with tomato sauce.
5. Arrange vegetables, ham and pineapple on the pizza.
6. Sprinkle with two cheeses.
7. Bake in hot oven for about 10 minutes.
Topics for discussion:
& What happens when cheese and other foods are heated?

Try this way:

! Use crusts that are already baked – such as flatbreads, tortillas, Greek-style pita
without the pocket, English muffins or bagels. Reduce heat to 400°F (200°C) and
heat until the cheese melts and bubbles.
! Make Top Hat Pizza. Use a seven-inch round, whole-wheat pita with a pocket. Using
kitchen scissors, cut out a circle from the top layer of the pita bread, leaving one

163
 inch (2.5 cm) all around to form an edge or border. Put the ingredients on the pizza
and put the small circle on top to make a “top hat.”
! Children can help wash and cut up vegetables, ham and pineapple into small pieces.
Name the ingredients as you spread toppings on the pizza.
! Sing Charlotte Diamond’s “I am a Pizza” while you are waiting for the pizza to be
cool enough to eat.

164
 LET’S MAKE

Apple cheddar quesadillas

Serves six children
What you need:
1 or 2 Apples
6 Whole wheat tortillas
1! cups Cheddar cheese, shredded 375 mL
2 tbsp. Non-hydrogenated margarine 30 mL

How to:
1. Thinly slice apples into 24 slices, one-quarter-inch (0.5 cm) thick.
2. Sprinkle two tablespoons of cheese over one half of a tortilla.
3. Place four apple slices, carefully overlapping, on top of cheese.
4. Then sprinkle two more tablespoons of cheese on top of the apples and fold tortilla.
5. Heat one teaspoon of margarine in a large skillet over medium-high heat and cook
the quesadilla until the cheese melts and the tortilla is golden brown on both sides
(about two minutes per side).
6. Repeat with the other five tortillas.
Topics for discussion:
& Quesadilla (pronounced kaysah-DEE-yah) is a dish from Mexico. Queso is Spanish
for cheese and Quesadilla means cheesey little thing. What are other vegetables
and fruit we could put into quesadillas another time? (Pear slices, thinly sliced bell
peppers or tomatoes.)

165
Bean burritos
Serves 20 children
What you need:
1 cup Cooked rice (white or brown) 250 mL
1 14 oz/398 mL can kidney, black or pinto beans,
drained and rinsed
1 cup Corn kernels, canned or frozen 250 mL
" cup Mild salsa 175 mL
10 10-inch (25 cm) flour tortillas, warmed
1# cups Shredded Cheddar cheese 300mL

How to:
TRY THIS
1. In a non-stick pan over medium heat, stir together
Children can measure ingredients
rice, beans, corn and salsa. and sprinkle burritos with cheese.
2. Cook for three to four minutes or until warmed
through.
3. Divide mixture evenly between tortillas.
4. Sprinkle with cheese.
5. Roll up tortillas.
6. Cut in half to serve.
Topics for discussion:
& Burrito, which means little donkey in Spanish, is a rolled-up tortilla dish from
Mexico.
& The burrito can be filled with meat or beans and other ingredients such as rice,
beans, lettuce, tomatoes, salsa, guacamole, cheese and sour cream.
& What foods do you like in a burrito? What other vegetables can you put into a
burrito?

166
 LET’S MAKE

Bean bag chowder

Serves 12 children
What you need:
1 cup Dried navy beans 250 mL
! cup Chopped onion 125 mL
" cup Chopped celery 175 mL
2 tbsp. Non-hydrogenated margarine 30 mL
2 tbsp. Flour 30 mL
! tsp. Salt 2 mL
Pinch Pepper
1! cups Skim or 1% milk 375 mL
1 19 oz/540 mL can diced tomatoes
1 cup Frozen corn, thawed and drained 250 mL
! cup Grated old cheddar cheese 125 mL
Bottled hot sauce (optional)

How to:
1. Rinse and sort beans. Place in a pot and add eight cups of water. Bring to a boil. Turn
off heat, cover, and set aside for at least one hour.
2. After soaking, drain the beans and add four cups (1 litre) of fresh water and salt.
Cook beans at a slow boil until tender, approximately two hours. Do not drain again.
3. Sauté onion and celery in margarine in a separate saucepan. Blend in flour and
pepper. Stir in milk and bring the mixture to a boil.
4. Add the milk mixture to the beans, along with the corn, tomatoes and cheddar
cheese. Heat to boiling and serve.
5. If desired, add a few drops of hot sauce prior to eating.
Topics for discussion:
& Chowder is a type of soup that is thickened with flour.
& Who has eaten clam chowder? Who likes to eat fish chowder?

167
Black bean fuente
Serves 10 children
What you need:
2 28 oz/796 mL cans tomatoes
2 19 oz/540 mL cans black beans, drained and rinsed
1 12 oz/355 mL can kernel corn, drained
1 tsp. Pepper 2 mL
1 tsp. Chili powder 2 mL
1 tsp. Paprika 2 mL
3 cups Finely chopped cabbage 750 mL
! cup Plain yogurt 125 mL
! cup Shredded cheddar cheese 125 mL

How to:
1. Finely chop the cabbage and put in a bowl. Put the cheese in a second bowl and the
yogurt in a third bowl.
2. In a large saucepan, combine tomatoes (chop them up with a knife or scissors),
drained beans and corn.
3. Heat the saucepan over medium-high heat and let the mixture bubble for five to
eight minutes.
4. To serve, put about one-third of a cup of cabbage in each child’s bowl. Ladle in about
a half cup of the bean mixture. Stir in a large spoonful of yogurt, and top with a
large spoonful of cheese.
Topics for discussion:
& Black beans are also called turtle beans.
& They are popular in central and south America and the Caribbean.
& The beans have a sweet flavour and are tasty in soups.
& What do you think about putting red cabbage or lettuce or different greens in the
soup instead of green cabbage?

168
 LET’S MAKE

Khichri
Serves four to six children
What you need:
1 cup Basmati or long grain rice 250 mL
! cup Small yellow lentils 125 mL
1 Potato, diced
1 Carrot, diced
1 cup Chopped cauliflower 250 mL
1 cup Peas 250 mL
1 tsp. Salt 5 mL
1! tbsp. Non-hydrogenated margarine 45 mL

How to:
1. Wash rice and lentils together a few times until the water is clear. Soak for at least
an hour or overnight.
2. Wash rice and lentil mixture one more time and place in a large pot to boil with
three or four cups (750-1000 mL) of water.
3. Once the mixture boils, add vegetables and salt. Lower heat to medium and cook for
about 25 minutes, until soft. Add more water if needed.
4. Remove from heat and add margarine.
Topics for discussion:
& Khichri is a dish from India or Pakistan made from a mixture of rice and lentils.
What are other ways to eat lentils?

169
Hummus dip
Serves eight children
What you need:
1 19 oz/540 mL can garbanzo beans (chickpeas), drained
and rinsed
1 Lemon
1 Clove garlic
1 cup Plain yogurt 250 mL
1! tsp. Olive oil 7 mL
Tahini (optional) (Note: Possible allergen)

How to:
1. Drain and rinse the garbanzo beans.
2. Use a reamer to get the juice out of the lemon.
3. Mince or finely chop the garlic.
4. Put the garbanzo beans in a bowl and mash with a potato masher.
5. Stir in the lemon juice, garlic, yogurt and olive oil.
Topics for discussion:
& Hummus is a thick Middle Eastern sauce made from mashed chickpeas, seasoned
with lemon juice, garlic and olive oil. When tahini (sesame seed butter) is added, it
becomes hummus bi tahina. What are good foods to dip into hummus? (Cucumber and
carrot slices or warm pita bread).

170
 LET’S MAKE

Crispy tofu lettuce wrap

Serves 12 children
What you need:
2 cups Washed and chopped vegetables: carrot, celery, 500 mL
bell peppers, snow peas, water chestnuts, bamboo shoots
1 Clove garlic, minced
1 tsp. Ginger, minced 5 mL
5 tsp. Canola oil 25 mL
5 tsp. Oyster sauce 25 mL
1 tbsp. Soy sauce 15 mL
" package Extra firm tofu 175 g
12 Iceberg lettuce leaves, rinsed
cup Hoisin sauce 80 mL

How to:
1. Heat a wok or large frying pan, add oil and sauté garlic and ginger in oil.
2. Add vegetables and cook for two to three minutes.
3. Add oyster sauce and soy sauce.
4. Stir in crumbled tofu when vegetables are tender. Cool. Filling can be made ahead
and stored in the fridge.
5. Spoon filling and some hoisin sauce onto lettuce leaf and wrap.
Topics for discussion:
& This type of lettuce wrap is popular in Asian cooking.
& Tofu is also called bean curd.
& Tofu is like a cheese made from soybeans instead of milk.

171
Let’s try stir fry
Serves 12 children
What you need:
1 cup Firm tofu, diced into half-inch (1 cm) cubes 250 mL
! cup Teriyaki sauce 125 mL
1 tsp. Brown sugar 5 mL
1 Carrot, sliced
1 Medium green or red pepper, sliced
1 cup Broccoli florets 125 mL
1 tbsp. Vegetable oil 15 mL
1 8 oz/250 mL can pineapple chunks, drained
3 cups Cooked rice (white or brown basmati) 750 mL

How to:
1. In a medium bowl, gently toss tofu cubes with teriyaki sauce and brown sugar until
well coated. Cover and refrigerate for at least 10 minutes.
2. Cut up carrot, pepper and broccoli.
3. Heat oil for one minute in a large skillet over medium-high heat.
4. Carefully put the carrot and pepper into the skillet and cook for one minute, stirring
with a wooden spoon.
5. Add the tofu and sauce, broccoli and pineapple chunks. Stir and cook one minute
more or until broccoli is tender.
6. Serve over rice.
Topics for discussion:
& A stir-fry is a quick way to fry small pieces of food in a large pan over very high
heat while constantly and briskly stirring the food. For Asian cooking, a wok is used.
A small amount of oil is used and food is cooked until tender yet crisp.

172
 LET’S MAKE

Egg salad crackers

Serves one child
TRY THIS
What you need:
Choose whole grain crackers.
4 Crackers (or 1 slice bread)
1 Hard boiled egg
1 tbsp. Mayonnaise 15 mL
Dash Salt

How to:
1. Boil and cool eggs.
2. Crack and peel the eggs.
3. Crumble the egg into a cup.
4. Add the mayonnaise and a dash of salt.
5. Mix well.
6. Spread the egg salad on crackers. If using bread, cut into quarters to serve.
Topics for discussion:
& What are different ways to cook eggs? (Boiled, scrambled, poached, in omelets…)

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Baked vegetable frittata
Serves one child
What you need:
! cup Broccoli, cooked and chopped 125 mL
! cup Stale whole wheat bread, cubed 125 mL
4 Eggs
# cup Milk 60 mL
Pinch Salt
Pinch Pepper
Pinch Dried basil
! cup Cheddar cheese, grated 125 mL
Non-stick cooking spray

How to:
1. Preheat oven to 350°F or 180°C. Spray an eight-inch (20 cm) square baking pan with
cooking spray.
2. In a bowl, combine broccoli and bread cubes, then sprinkle the mixture evenly over
the bottom of the baking pan.
3. In a small bowl, whisk together eggs, milk, salt and pepper. Pour over broccoli-bread
mixture in the pan.
4. Sprinkle with cheese and basil.

5. Bake for 20 minutes or until knife inserted in the centre comes out clean.

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 LET’S MAKE

Easy cheesy macaroni tuna and

vegetables
Serves eight children
What you need:
2! cups Water 625 mL
2 Chicken or vegetable bouillon cubes, or
1 tbsp./15 mL bouillon powder
2 cups Whole wheat pasta spirals or elbows 500 mL
1 cup Milk 250 mL
2 cups Fresh, frozen or canned green beans, peas or broccoli, 500 mL
cut into half-inch (1 cm) pieces
# tsp. Black pepper 1 mL
1! cups Cheddar cheese, shredded 375 mL
1 6.5 oz/184 g can chunk tuna, drained

How to:
TRY THIS
1. In a medium saucepan, bring the water and
Use frozen mixed vegetables.
bouillon cubes or powder to a boil over high heat.
2. Add the pasta and bring back to a boil and keep
stirring.
3. Lower the heat to medium-low and cook for eight minutes or so, stirring occasionally
to prevent the pasta from sticking to the bottom of the pot.
4. Add the milk, veggies and pepper and continue to cook, partially covered, for
another five minutes, stirring frequently.
5. Remove from heat, add the cheese and tuna and stir until the cheese is melted.
Topics for discussion:
& We are making macaroni using whole grain pasta and grated cheese.
& Macaroni and cheese is called macaroni cheese in the United Kingdom or
mac’n’cheese in the United States.

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Salmon patties
Serves four children
What you need:
1 7.5 oz/213 g can salmon, drained
1 cup Mashed potatoes 250 mL
# cup Finely chopped green onion 60 mL
# cup Finely diced red bell pepper 60 mL
3 tbsp. Chopped fresh dill 45 mL
3 tbsp. Milk 45 mL
Salt and freshly ground pepper
1 Egg, beaten
Vegetable cooking spray

How to:
TRY THIS
1. In a medium bowl, combine salmon, potatoes, green
You can use leftover cooked salmon
onion, red pepper, dill and milk. Season to taste with the bones removed.
with salt and pepper.
2. Gently stir in the egg. Form the mixture into four, three-quarter-inch (1.5 cm) thick
patties.
3. Cover and refrigerate for at least 30 minutes or overnight to let flavour develop.
4. Heat a large non-stick skillet over medium heat. Spray with vegetable cooking spray.
Add patties and cook for about two minutes per side, or until browned on both sides
and hot in the centre.
Topics for discussion:
& Would you like to eat your salmon patties with a fork or in a bun like a hamburger?
& What are different ways to eat fish? (In patties or sandwiches; cooked in a pan, the
oven, or a barbecue; or in a soup.)

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 LET’S MAKE

Fish and veggie wrap

Serves six children
What you need:
1 7.5 oz/213 g can salmon
# cup Spreadable cream cheese 60 mL
1 tbsp. Green onion, chopped 15 mL
2 tsp. Lemon juice 10 mL
Salt and pepper to taste
2 10 in./25 cm flour tortillas
2 Romaine or leaf lettuce leaves
1 cup Raw vegetables: chopped or thinly sliced beets, 250 mL
broccoli, carrot, celery, bell pepper

How to:
1. In a bowl, mash together the salmon, cream cheese, green onion and lemon juice. Mix
with a fork until everything is combined, then season with salt and pepper.
2. Lay the tortillas out on the counter and, with a knife or spatula, spread the salmon
mixture evenly to within half an inch (1 cm) of the edges.
3. Cover the salmon layer with a lettuce leaf and put a row of vegetables down the
middle.
4. Roll as tightly as possible and tuck in the ends.
5. Cut into rounds about three-quarters of an inch (2 cm) wide.
Topics for discussion:
& Wraps were first made in California.
& What are other foods we wrap up? (Burritos, bananas in a tortilla, bread and meat
roll-ups…)

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178
 RESOURCES

Resources

Resources on healthy eating for

young children
With so much information about nutrition out there, how do you know what is reliable?
Here are some key resources that support healthy eating for young children.

INTERNET
BC HealthFiles—easy-to-understand factsheets on health and safety topics. A number
of factsheets have been translated into other languages, including Chinese, Farsi, French,
Punjabi, Spanish, and Vietnamese. Search for topics such as: Baby’s First Food, Helping
Your Toddler to Eat Well, Meal and Snack Ideas for Toddlers, Severe Food Allergies in
Children, etc.
www.bchealthguide.org/healthfiles/
Eating Well with Canada’s Food Guide and Eating Well with Canada’s Food Guide—First
Nations, Inuit and Métis are available from your health authority or Health Canada.
www.healthcanada.gc.ca/foodguide
Books and videos by Ellyn Satter—these resources about feeding children may be available
through your library or health authority, or you can order resources through the website.
www.ellynsatter.com
Foodbites: Nutrition Education through Food Exploration—resource available from
Western Canada Family Child Care Association of B.C.
www.wcfcca.ca
LEAP BC™—provides families and caregivers of children up to age five with tools and
resources to encourage physical activity, language learning and healthy eating through fun
activities and play.
www.2010LegaciesNow.com/LEAP_BC/

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ActNow BC—Healthy Eating section includes information for families.
www.actnowbc.gov.bc.ca
Healthy Start for Life: Promoting Healthy Eating and Physical Activity During the
Toddler and Preschool Years—online resource and course for families and caregivers.
www.dietitians.ca/healthystart
Nutrition for Kids—includes a free online newsletter written by Registered Dietitian
Connie Evers.
www.nutritionforkids.com
You can get more information on nutrition labelling by calling 1-800-O-Canada
(1-800-622-6232) or visiting:
www.healthcanada.ca/nutritionlabelling

AGENCIES/ORGANIZATIONS
Dial-a-Dietitian is a free nutrition information line for British Columbians. Translation
services are available in 130 languages. Greater Vancouver: 604-732-9191. Toll-free:
1-800-667-3438. Visit www.dialadietitian.org.
Health authorities provide a range of health care services, including community
nutritionists. Consult the blue pages of your phone book for contact information for your
local health authority.

BOOKS
Feeding Your Toddler—fact sheets and videos available in English, Cantonese, Vietnamese,
Punjabi and Spanish. Visit vch.eduhealth.ca/ to view the Vancouver Coastal Health
Authority’s Print Health Education Materials resource catalogue.
Meals Without Squeals: Child Care Feeding Guide and Cookbook by Christine Berman,
RD, and Jacki Fromer (Bull Publishing).
Toddler’s First Steps: Best Chance Guide to Parenting Your Six-Month to Three-
Year-Old—book available to parents from the B.C. Ministry of Health. Contact your local
health authority to obtain a copy.

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