Section 1: Fruits
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Fruits available daily
|
|
Frequently
|
Sometimes
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Never
|
Ready to get started
|
|
Fruit options include fresh, frozen, and/or fruit packed in Water or juice (not packed in light or heavy syrup)
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Fruit options are accessible to Children for self-serving
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
All fruit names are introduced to the children prior to the meal or snack
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Fruit names are written and/or pictured near where children eat
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
Notes / Reflections:
Section 2: Vegetables
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Vegetables available daily
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Vegetable options include and/or labeled "reduced sodium" or “no salt added”
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Vegetables are available to children for self-serving
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
All vegetable names are introduced to the children prior to the meal or snack
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Vegetable names are written and/or pictured near where children eat
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
Notes / Reflections:
Section 3: Beverages
|
Fat free or 1% milk is provided daily for children
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Milk is available to children for self-serving
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Drinking water is available to children for self-serving
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
If juice is served it is either 100% fruit or vegetable juice
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
All beverage names are introduced to the children prior to the meal or snack
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Beverage names are written and/or pictured near where children eat
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
Notes / Reflections:
Section 4: Menu Selections
|
Menu boards featuring daily meals and snacks are available and visible near Where Children eat (e.g. classroom or space)
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
The menu includes a variety of foods which consider cultural and ethnic preferences
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
The menu is modified for children with food allergies / intolerances and children with disabilities
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
A monthly menu is provided to all families and staff
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
All beverage names are introduced to the children prior to the meal or snack
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
A monthly nutrition and/or physical activity message is included on the monthly menu
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
Notes / Reflections:
Section 4: ECE Providers Role During Meal/Snack Time
|
Mealtime takes place at regular scheduled time and is part of the children daily routine.
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for children have been trained and model appropriate mealtime behavior
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for children turn off all visible screens, including televisions, tablets, phones, etc. During meal time an engaging conversation with the children
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for children sit with children at the table during meal time
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
Adults caring for caring for children discuss if children stomachs feel full before serving a second helping of food
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
During meal time, adults caring for children encourage children to try new or less preferred foods
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
|
A transition activity (e.g. Reading a book, coloring activity, listening to quiet music, etc.) is offered to children when they're done with their meal
|
|
Frequently
|
Sometimes
|
Never
|
Ready to get started
|
Notes / Reflections:
Action Plan
Based on your self-assessment, create an action plan. Tips for completing your action plan:
-
Share ideas and planning with staff in your program to ensure clear expectations
-
Determine how many steps you think it will take to achieve a goal;
-
Define the steps and determine who is responsible for each step; and
-
Set a time-line for the completion of a goal and dates by which each step should be complete.
Action Plan Worksheet
Start Date:
ECE Program Name:
Goal:
|
Objective / Steps
|
Actions Items (Child, Family, Program, Staff)
|
Program Environment
|
Program Policies
|
|
Sample Objective Step
: Update menus over a 3 month period to integrate more fruits an vegetables
|
Discuss these changes with the children and how they help them grow strong and healthy
|
Update menu boards to share information about fresh fruits and vegetables.
|
Include healthy eating as a required topic at family orientation
|
|
Who is responsible?
|
Program Staff
|
Program Director, cook teachers
|
Program Director
|
|
Date
|
June 1
st
|
July 1
st
|
August 1
st
|
|
Objective Step
|
|
|
|
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Who is responsible?
|
|
|
|
|
Date
|
|
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