NCFE CACHE LEVEL 3

Diploma for the Early Years

Workforce (Early Years Educator)
QRN:601/2629/2
UAE National
Agenda
Parameters
Why
Support LEARNING OBJECTIVE:

healthy Understand the impact of food and nutrition on children’s

health and development
lifestyles for Understand how food choices impact on health and
children development during pre-pregnancy, pregnancy and
breastfeeding.
through the Understand the nutritional needs of children.
provision of Understand the impact of poor diet on children’s health and
food and development
nutrition Understand individuals’ dietary requirements and
Unit Number : 1.1. preferences
Unit Ref :L/505/9300
Credits : 2 Be able to support healthy eating in own setting.
 Considering few years are crucial for the
child’s growth, how important is the role
of food / healthy diet?

Starter Activity
Why?
LO1
Understand
the impact of
food and
nutrition on
children’s
health and
development.
1.1
Explain what is
meant by
healthy eating.
 Research National and Local Initiatives, example-
 The School Fruits and Vegetable Scheme (SFVS)
1.2
 Food 4 Life / Change 4 Life
Evaluate
 The Governments plans for free school meals for all
national and Key Stage 1 students
local  Free milk in primary schools
initiatives
which promote What local initiatives can you find out about?
healthy eating.
Which initiatives would you suggest should be implemented
and why?
1.2
Evaluate
national and
local
initiatives
which promote
healthy eating.
 UN Convention on the Rights of the Child 1989
 Children were seen as a special case , as it was felt that
1.3 they could not stand up for themselves. So
Describe food Convention gives children and young people under the
and drink age of 18 their own special rights. Article 24 states
requirements that “ Children have the right to nutritious food”
in relation to The Early Years Foundation Stage (EYFS) 2012
current Under the Early Learning Goals, one of the prime areas
frameworks. is physical development and this includes health and
self care, and it states that “Children should know the
importance of a healthy diet”.
Does healthy eating means same for everyone? Think
of examples to support your answers.
LO2
Understand how Generally, a pregnant woman needs to add
food choices about 300 extra calories daily after the first
impact on health trimester to meet the needs of her body
and
development
and her developing foetus. But those
during pre- calories, as well as her entire diet, need to
pregnancy, be healthy, balanced, and nutritious.
pregnancy and MyPlate is available for pregnant and
breastfeeding
breastfeeding women.
 In preparing for pregnancy it is important that a
2.1 healthy diet is followed to ensure that the body has
Understand how adequate stores of vitamins and minerals.
food choices One would need to eat plenty of fibre, for example:
impact on health wholegrain bread; foods containing protein such as
and lean meat, fish and beans; dairy foods for the calcium
development and the 5 a day.
during pre- During pre-pregnancy and pregnancy one should
pregnancy, avoid foods which can increase the risk of food
pregnancy and poisoning and can cause toxoplasmosis and
breastfeeding listeriosis. What might this include?: • uncooked meat
• fish and eggs • unpasteurised milk • unripen soft
cheese • unwashed fruit and vegetables.
 During pregnancy
2.1 Too much vitamin A can harm the unborn
Understand how child so you should avoid liver, fish liver
food choices
impact on health oils and vitamin supplements that contain
and vitamin A.
development • Caffeine can lead to a low birth weight
during pre- and too much caffeine can cause a
pregnancy,
pregnancy and miscarriage. It is important to remember
breastfeeding that caffeine isn’t only present in coffee
but is also in other drinks such as tea, fizzy
drinks, high energy drinks and chocolate
2.1 Let’s Find out why:
Understand how Breastfeeding is always better than bottle
food choices feeding. Divide yourselves into two
impact on health groups.
and
development
•Group one will research the arguments in
during pre- favour of breastfeeding. •Group two will
pregnancy, research the arguments in favour of
pregnancy and formula feeding.
breastfeeding
•Each group will present their finding
 The principles of healthy eating for pregnancy
2.1
Understand how are also relevant during breastfeeding. Why
food choices might this be?
impact on health • Breastfeeding helps the mother to get back to
and her normal weight.
development • It is important to drink regularly, but not to
during pre- drink too much caffeine as this can aggravate
pregnancy, the baby and cause hyperactivity.
pregnancy and • Eating different foods whilst breastfeeding will
breastfeeding change the flavour of the milk and will introduce
the baby to different tastes, which may help
when weaning.
 1. Research the UNICEF UK Baby Friendly
2.1
Understand how Initiative.
food choices 2. Read the research on how breastfeeding
impact on health aids cognitive development and how it
and helps to develop the brain.
development • Make notes.
during pre-
pregnancy, 3. Research the Start4Life scheme
pregnancy and • Evaluate how useful you think this
breastfeeding scheme is to new mothers.

Note any sources you use.

 The best nutrition advice to keep your child healthy includes
encouraging him to:

LO3 •Eat a variety of foods.

Understand the
•Balance the food he eats with physical activity.
nutritional
needs of •Choose a diet with plenty of grain products, vegetables, and
children. fruits.

•Choose a diet low in fat, saturated fat, and cholesterol.

 Fruit and vegetables are source of vitamins and minerals,
especially vitamin C - should eat five portions a day.

Starchy foods (Bread, cereals and potatoes) should make up

3.1 about one third of everything we eat. Main nutrients –
carbohydrates, fibre, some calcium and iron, B group vitamins.
Understand the
nutritional Meat, fish, eggs and beans - good sources of protein and
needs of vitamins and minerals such as iron, zinc and B minerals.
children. Milk and dairy foods are good sources of protein and also contain
calcium.

Fat and sugar contain vitamins and essential fatty acids.

Explain the nutritional value of the main food groups

 Babies double their birth weight in the first six months of
3.2 life. A baby needs protein for this growth.
Use current Babies are born with nutrients that they have acquired
government while in the womb; these help to provide some of the
nutrients that they will need. The rest is provided by milk.
guidance to From 0–4 months the best form of nutrient is breast
identify the milk/formula-feed/or a combination of both.
nutritional The Department of Health currently recommends that
needs of babies infants should be breastfed (if possible) until they are six
months old. After this age, breast or formula milk alone will
until they are no longer be sufficient to meet the baby’s nutritional needs.
fully weaned. Babies should not be weaned until they are six months old.
Research current Government guidance on nutritional needs
of babies
3.2 Research current Government guidance on
Use current nutritional needs of babies
government
guidance to What vitamin supplements do babies need
identify the and why?
nutritional
needs of babies How and why do the nutritional
until they are requirements of children change?
fully weaned.
3.2 Babies need a lot of energy and nutrients as
Use current they grow very quickly in their first year –
government they will triple their birth weight and their
guidance to length will increase by 50%.
identify the
nutritional There are four stages to weaning :
needs of babies Stage 1 6 months
until they are Stage 2 6–9 months
fully weaned.
Stage 3 9–12 months
Stage 4 12 months and older
 Babies get the vitamins that they need from breast
milk or infant formula milk. But by the time they are
six months old their need for vitamins increases.
• Their birth store of iron will be depleting – so an
3.3
outside source will be necessary.
Explain how to Important points when planning a weaning
plan a weaning programme:
programme. • Be patient • Only introduce one food at a time •
Never leave the baby alone when feeding. • Liaise
with the baby’s parents or carers when planning a
weaning programme.

https://www.youtube .com/watch?v=JCQeA tLM7EE http://www.babyled weaning.com/

 Activity-
With a partner plan a weaning programme.
You will need to research the nutrient
3.3 requirements for:
Explain how to • 0–6 months
plan a weaning • 7–12 months
programme. • 9–12 months.
Find out about the suggested foods for each
stage and how to prepare them. Don’t forget
that you should liaise with the child’s parents or
carers.
 The nutritional requirements for children aged
3.4 1–2 years-Fruit – 1 cup Vegetables – ¾ cup Starchy
Discuss the foods (cereals) – 3 oz equivalents Meat/fish/eggs
nutritional and beans – 2 oz equivalents Milk and dairy foods –
requirements of 2 cups Fat and sugar – limit to ½–2 child size
children aged: portions
1-2 years 2–3 years Fruit and veg – 4 servings a day Starchy
2-3 years foods (cereals) – 4 servings a day, e.g. 1 slice of
3-5 years bread, ½ cup of porridge Meat/fish/eggs and beans
5-7 years – 1 serving from this food group per day Milk and
dairy foods – 2–3 servings a day Fat and sugar –
limit to ½–2 child size portions
3.4 The nutritional requirements for children aged:
Discuss the 3–5 years
nutritional Fruit and veg – 3 servings of veg and 2 of fruit a
requirements day Starchy foods (cereals) – 5 servings a day
of children Meat/fish/eggs and beans – at least 1 serving
every day Milk and dairy foods – 2–3 servings a
aged:
day Fat and sugar – limit to ½–2 child size portions
1-2 years 5–7 years Fruit and veg – 4–8 servings of veg and
2-3 years 2–4 of fruit a day Starchy foods (cereals) – at least
3-5 years 6 servings a day Meat/fish/eggs and beans – 1–2
5-7 years. servings every day Milk and dairy foods – 4–6
servings a day Fat and sugar – limit to 1–2 child
size portions
3.5
Explain In groups discuss how you, as practitioners,
strategies to can encourage healthy eating.
encourage • What strategies can you use?
healthy eating. • Share your ideas.
 • Find a book about healthy food
(Handa’s Surprise, or another similar book)
• How would you use the book with children?
3.5 What follow-on activities could you plan?
Explain Be as creative and imaginative as you can.
strategies to • List the activities and strategies that you
encourage would plan to encourage healthy eating using
healthy eating. the resource you have chosen.
• Consider the role of the practitioner in
encouraging healthy eating
Refer back to the ideas that you shared in the
previous discussion activity.
 To encourage healthy eating it is important to educate
the children, capture their imagination, involve them and
provide a good role model.
• Educate the children about what they are eating
3.5 • Involve children in making snacks – fruit salad, fruit
Explain smoothies
strategies to • A visit to the local shops to look at (and buy) fruit and veg
encourage for activities back at the setting
• Invite visitors to come in for a meal, or afternoon tea,
healthy eating. that the children have made
• Grow your own food – you can start off with cress,
children love to watch things that they have planted grow
• Invite parents in to make food with the children – good
opportunity to find out about different foods.
 Discussion:

LO4- With a partner, recap on what you defined as healthy

Understand the eating
impact of poor
diet on Now describe what a poor diet might be for a young
child.
children’s
health and How might this affect their health and development in
development the short term?

How might this affect their health and development in

the long term?
 In the short term a poor diet can lead to:
4.1
Explain the • Malnutrition can cause poor growth and
impacts of poor physical development – a failure to gain height
diet on children’s and weight
health and • Loss of concentration • Tiredness
development in • Increased susceptibility to infections
the: • Tooth decay – caused by sugary foods
short term • Bleeding gums
long term. • Poor skin and hair condition
• Obesity
 In the long term a poor diet can lead to:
4.1
Explain the • Heart conditions, diabetes, emotional and
impacts of poor social problems can all be caused by
diet on children’s obesity.
health and • Weak immune system, osteoporosis and
development in diabetes can be caused by malnutrition.
the: • Poor health may lead to a loss in income
short term as the adult may be unable to work.
long term. Remember: eating habits developed in
childhood set the foundations for the habits
of the adult.
 There are many reasons why children may need
LO5 special diets.
Understand
individuals’ These can vary from lifestyle preferences, to
disorders which may require special diets.
dietary
requirements
and preferences.
5.1 • Lifestyle choices If a parent wishes their child to
Identify reasons follow a vegetarian or vegan diet, the setting should
for: respect their wishes.
special dietary • Religious requirements: Some religions exclude
requirements certain sorts of meat, or stipulate how the meat should
keeping and be butchered
sharing coherent •Cultural requirements Many cultures have special
records with food for special festivals, e.g. pancakes on Shrove
regard to special Tuesday. Sort your given cultural variations in diet hand
dietary out produce a table
requirements. • Disorders Food allergies, food intolerances,
diabetes, overweight/underweight children, children
who have digestive or chewing difficulties.
5.1 • Lifestyle choices If a parent wishes their child to
Identify reasons follow a vegetarian or vegan diet, the setting should
for: respect their wishes.
special dietary • Religious requirements: Some religions exclude
requirements certain sorts of meat, or stipulate how the meat should
keeping and be butchered
sharing coherent •Cultural requirements Many cultures have special
records with food for special festivals, e.g. pancakes on Shrove
regard to special Tuesday. Sort your given cultural variations in diet hand
dietary out produce a table
requirements. • Disorders Food allergies, food intolerances,
diabetes, overweight/underweight children, children
who have digestive or chewing difficulties.
5.1 • Practitioners should have regard to all relevant
Identify reasons legislation.
for: • According to the EYFS, before admitting a child
special dietary to the setting, the practitioner should ask if the
requirements child has any special dietary needs or food
keeping and allergies and should ensure that they have an
sharing coherent emergency contact number. They will also need
records with to take account of parents’ wishes, e.g. cultural or
regard to special religious requirements.
dietary • Practitioners will need to ensure that this
requirements. information is regularly updated and should share
it with all adults who work with the children to
ensure their health and safety.
5.1 Discuss:
Identify reasons 1. What is the difference between a food
for: allergy and a food intolerance?
special dietary • Research the symptoms of an allergic reaction
requirements and what you, as a practitioner, should do if a
keeping and child has one.
sharing coherent 2. What is anaphylaxis?
records with • Research this and what to do if a child has an
regard to special
dietary anaphylactic shock.
requirements. 3. Why is gelatin banned in some religions?
• Research the use of gelatin in sweets
 • It is important to collect this information so that the
5.1 practitioner is fully informed. When providing snacks,
Identify reasons meals or carrying out food activities, the practitioner will
for: use this information to ensure the safety of all children, e.g.
special dietary if a child is lactose intolerant they will need to be given
requirements options other than milk to drink.
keeping and • If children bring in sweets for a birthday treat to share
sharing coherent with the class, practitioners may need to know of any
records with cultural requirements as some sweets containing gelatin
regard to special may not be allowed.
• A practitioner will need to know of any children who are
dietary allergic to peanuts, as this could result in anaphylactic
requirements. shock and the practitioner will need to know what to do in
this situation. Anyone who works with the children will
need to share this information.
 Practitioners need to liaise with parents in order
to be aware of any allergies or specific cultural
5.2
Explain the role of or religious requirements. They should ensure
the early years that they have regard for these when they are
practitioner in providing snacks or planning an activity
meeting children’s involving food.
individual dietary • Practitioners should always have regard for
requirements and the importance of diet to children’s
preferences. development.
• They should also ensure that they consider the
following: • Children’s rights • Welfare of
children • Long term effects of diet.
 Practitioners need to remember that the
5.3 parent/carer is the ‘expert’ on their child. It is,
Describe therefore, very important for practitioners to work
benefits of closely with parents or carers. An open door policy is
working in helpful in achieving this.
partnership with • Parents/carers can update practitioners on changing
parents/carers in dietary conditions, they can explain the child’s
condition to the practitioner and educate them about
relation to
the condition, they can suggest alternative foods.
special dietary • Parents could be invited into the setting to run food
requirements. activities with groups of children. This could introduce
children to foods from other cultures.
Make reference to the setting’s policy on nutrition and healthy eating.
 Starter Activity
In pairs
Discuss why is healthy eating important for young
LO6 children and share your ideas.
Be able to
support healthy • Consider the role of the practitioner.
eating in own Why should practitioners promote a healthy
setting. lifestyle for children?

• List at least five reasons.

 When planning an activity, practitioners need to
understand why they are teaching healthy eating.
They need to be aware of the legislation which supports
6.1 healthy lifestyles:
Plan an activity UNCRC • Article 6 – All children have the right to life.
to support • Article 24 – All children have the right to the enjoyment
of the highest attainable standard of health.
healthy eating in Points to be aware of when planning an activity
own setting. The Early Years Foundation Stage (EYFS) 2012 Under the
Early Learning Goals, one of the prime areas is physical
development and this includes health and self- care, and
states that ‘Children should know the importance of a
healthy diet.’
 Points to be aware of when planning an activity
• You will plan the activity on CACHE centre
approved format for activity planning?
6.1
Plan an activity • Are you aware of children’s interests and
to support abilities?
healthy eating in
own setting. • Does the activity cover the different learning
styles?

• If it is a cooking activity, ensure that you are

aware of any allergies.
 You are going to plan and implement an activity to
support healthy eating.
• It does not necessarily have to be a cooking activity –
6.2 but should encourage and teach children about healthy
Implement an eating.
activity to Points to consider: • Is the activity age appropriate? • Is it
appealing to children, for example is it attractive,
support healthy colourful? • What will they learn from this? For example,
eating in own social skills? • Are there any children that you may have to
setting. make modifications for (differentiation)?
You should: • Demonstrate an understanding of the
practitioner’s role. • Show how you have considered
equality and diversity. • Implement the activity in your
setting.
 The practitioner has a number of roles and
responsibilities when caring for children:
6.3 • The welfare of children is paramount and they must
Reflect on own be aware of relevant legislation.
role when • They should enable holistic development –
supporting encouraging independence and children making their
own informed choices.
healthy eating in • They should consider how children learn – VAK – and
own setting. plan accordingly.
• Staff should be aware of current government
initiatives , e.g. the School Fruit and Vegetable
Scheme (SFVS).
• What others can you think of?
 Reflective practice is learning from experience. It
allows the practitioner to learn about, evaluate,
develop and plan next steps. Skills needed to reflect on
6.3
your own practice:
Reflect on own • Self-awareness • Ability to view situations from a
role when number of perspectives
supporting • Ability to critically analyse and seek for alternatives •
healthy eating in Ability to use evidence in supporting and evaluating a
own setting. decision or position. Why reflect on your own practice?
• To identify your strengths and weaknesses
• Plan next steps
• Problem-solving
• Professional development.
 In making recommendations it is important to be
objective in your observations.
You could write a checklist of points you are looking for
6.4 in your observations.
Make • You will need to be sensitive in making your feedback.
It is always important to start with positive points and
recommendations then discuss areas for improvement.
for healthy eating • If you have identified areas for improvement you
in own setting. should always be able to make recommendations.

Your recommendations should be positive, practical

and achievable.