Chapter 9 Menu Planning and Food Safety in

Chapter 9: Menu Planning and Food Safety in Early Childhood Education Environments © 2007 by Thomson Delmar Learning

Nutritional Policies Needed • Five million children eat in child care settings every day • Early childhood education environments often do not meet the nutritional needs of children • About 2/3 of food preparers have no knowledge of nutrition or food sanitation and safety • ADA recommends 2/3 of nutrition for full-time child be offered in early childhood education settings © 2007 by Thomson Delmar Learning

Nutritional Policies for: • • Guidelines for food programs Menu planning Food sanitation and safety Implications for teachers © 2007 by Thomson Delmar Learning

Guidelines for Food Programs • Child and Adult Care Food Program (CACFP) • Other programs Food Distribution Program – Summer Food Service Program – School Milk Program – Expanded Food and Nutrition Education Program – © 2007 by Thomson Delmar Learning

Guidelines for Food Programs (continued) • For children and families WIC – Food Stamps – National School Lunch Program – School Breakfast Program – © 2007 by Thomson Delmar Learning

CACFP • Available to: nonprofit licensed or approved public or private early childhood education centers – family child care homes that belong to a sponsoring agency, such as Red Cross – for-profit private programs that received funding through Title XX – • 25, 000 early childhood education centers • 126, 400 family child care homes • 2. 9 million children served daily – 2 meals and 1 snack © 2007 by Thomson Delmar Learning

Other Programs • USDA Food Distribution—members of CACFP automatically receive applications • Summer Food Service Program—school aged children in care over summer may make caregiver eligible • The School Milk Program is available to nonprofit private residential child care centers if they participate in no other federal food program © 2007 by Thomson Delmar Learning

Menu Planning for Early Childhood Education Environments—Building a Menu • Level One – Knowledge • • children’s nutritional needs developmental stages dietary guidelines My. Pyramid Food Guidance System © 2007 by Thomson Delmar Learning

Menu Planning for Early Childhood Education Environments—Building a Menu (continued) • Level Two – Accessibility • • • cost convenience storage culinary skills economy seasonal foods © 2007 by Thomson Delmar Learning

Menu Planning for Early Childhood Education Environments—Building a Menu (continued) • Level Three – Environment • • goal of care personal history cultural diversity perceptions of children’s food choices © 2007 by Thomson Delmar Learning

Menu Planning for Early Childhood Education Environments—Building a Menu (continued) • Considering the differences at every level, the caregiver can begin to plan the menu All prejudices, preferences, perceptions and other barriers removed – Must have nutritional knowledge needed to plan balanced, healthy menus – Menu planning should occur with regularity – © 2007 by Thomson Delmar Learning

Breakfast • USDA recommends 25% of RDI be offered • Critical meal—effects helps cognition, strength, attitude, endurance – less likely to be obese – skipping can result in poor nutrition – © 2007 by Thomson Delmar Learning

Breakfast (continued) • Should consist of minimum of – milk, bread or cereal, and fruit • Cold cereal fortified with iron is an easy way to increase consumption of carbohydrates and iron can be optional or nontraditional foods – may be culturally driven – © 2007 by Thomson Delmar Learning

Snacks • Should provide adequate nutrition • Should be served at sufficient intervals between meals • Good time for cultural diversity • Should consist of milk or meat/meat alternate, and bread/grain or fruit – may be typical or nontraditional – © 2007 by Thomson Delmar Learning

Lunches • Provide greatest nutrition in care • Should consist of milk, meat/meat alternative, fruits and or veggies (2 minimum), and a bread or grain • Often contain too much fat/saturated fats – Should consider cutting back on fat and offering greater variety • From home—less nutritional © 2007 by Thomson Delmar Learning

Children on Vegetarian Diets • Vegan—nuts, seeds, legumes, fruits, and vegetables • Lacto-vegetarian, in addition dairy products • Ovo-vegetarian, in addition egg products • Lacto-ovo vegetarian, in addition both dairy and egg products © 2007 by Thomson Delmar Learning

Children on Vegetarian Diets (continued) • Caregiver needs to understand what type of vegetarian the child is and how to provide the needs of the child in a balanced way • Can be a challenge, especially for vegan – Ask parents for suggestions and help © 2007 by Thomson Delmar Learning

Food Safety Early Childhood Education Environments • Important to prevent foodborne illness • Involves food purchasing – food storage – handling – preparation/cooking – © 2007 by Thomson Delmar Learning

Food Purchasing • • Food = good quality, fresh, undamaged Buy from reputable places Buy by “sell by” or “use by” dates Avoid fresh products that have been frozen/defrosted • Keep meats and poultry away from fresh foods • Buy perishables last, put away first • No dented cans © 2007 by Thomson Delmar Learning

Food Storage • Key to keeping food safe Temperature control, labeling, and arrangement – Protect from contamination—insects and people – Proper temperature maintenance is critical – • Refrigerated foods Wrap meats, poultry, and fish well and label them – Refrigerated products = refrigerate immediately (see Table 9 -5) – © 2007 by Thomson Delmar Learning

Food Storage (continued) • Unrefrigerated foods – – – Store in clean, rodent-free areas Have doors to cover storage Keep 8 inches off the floor Order of use is first in, first out Nonperishables should be stored in airtight containers once opened © 2007 by Thomson Delmar Learning

Food Handling • Never handle food if you are ill or have infectious skin sores that cannot be covered • Preferable that food handler not be a diaper changer • Key to sanitation is good handwashing habits (accounts for 85% of foodborne illness) © 2007 by Thomson Delmar Learning

Food Handling (continued) • Use sanitary practices and healthy habits • Never thaw food at room temperature • Wear clean clothing covered by an apron • Should be certified food handler © 2007 by Thomson Delmar Learning

Cooking Foods • Use safe, sanitary and healthy practices (see Table 9 -6) • Use thermometer to check proper temperatures – even with microwaved foods • If using crock pot, take precautions for protection less than 2/3 full – small uniform pieces of meat – • Check internal temperature (160°F) © 2007 by Thomson Delmar Learning

Realty Check—E. coli and Children • As many as 20, 000 cases per year and children most vulnerable – Incidences have gone down 43% from 1996 to 2003 • Found in rare or uncooked ground meat, unpasteurized fruit juices, alfalfa sprouts, dry-cured salami, lettuce, raw milk, fresh cheese curds, and game meat © 2007 by Thomson Delmar Learning

Realty Check—E. coli and Children (continued) • E. coli = Escherichia coli Most abundant species of bacteria in our environment – Lives in intestines of humans and animals – • Strains from animals are different and can be harmful to humans, especially E. coli 0157: H 7 • E. coli 0157: H 7 has been infected with a strain of toxin-producing virus © 2007 by Thomson Delmar Learning

Realty Check—E. coli and Children (continued) • Most common place to find E. coli 0157: H 7 is in ground beef • Preventative measures have been taken in the meat packing industry © 2007 by Thomson Delmar Learning

Realty Check—E. coli and Children (continued) • To prevent in early childhood education settings, cook all ground meat to a temperature of 160°F and other meats to 155°F – – – Avoid cross contamination Wash all fruits and vegetables Wash hands Do not serve raw milk or unfiltered apple juice Always handle diarrhea under strict universal hygiene conditions © 2007 by Thomson Delmar Learning

Implications for Teachers • Education Use CACFP guidelines – Get training for food safety/sanitation – Know basics of nutrition – Teach children better nutrition – • • • trying new foods, eating a variety of foods, and adding more fruits and vegetables cook with children field trips © 2007 by Thomson Delmar Learning

Implications for Teachers (continued) • For Families – Help parents—involve in menu planning • Share resources, provide information • Cultural Competence – Ask families to share recipes and information on foods of their culture • food restrictions, food preferences, setting Have potluck dinners – Offer a variety of fruits and vegetables to help those less likely to get them at home – Provide resource information to families – © 2007 by Thomson Delmar Learning

Implications for Teachers (continued) • Supervision Make sure guidelines followed for any food programs – Menu planning – Food safety – Observe children’s reaction to menus – © 2007 by Thomson Delmar Learning