Website: http://TeachKidsNutrition.org
Version: 03-31-15
PREVENTING CHILDHOOD OBESITY THROUGH ACTIVE
PLAY AND NUTRITION EDUCATION
This workbook accompanies seven online videos that instruct early care providers and parents
to: a.) Promote physical activity through active play and b.) Teach children about nutrition
during meals. Each video lasts about two minutes. The videos are:
Active Play

Video 1: Movement and Motor Skills (p. 5)

Video 2: Encouraging Physical Activity (p. 11)
Nutrition Education

Video 3: Teaching Taste, Texture, and Color (p. 14)

Video 4: Teaching Nutritional Benefits of Eating Healthy
Foods (p. 19)

Video 5: Teaching Portion Size (p. 23)

Video 6: Teaching Verbal Praise (p. 26)

Video 7: Putting Nutrition Education All Together (p. 29)
These videos can be viewed at http://TeachKidsNutrition.org.
The purpose of this workbook is to help you gather your thoughts about what you saw in each
video and prepare you to encourage active play and to educate children about nutrition during
meals.
There are 41 questions throughout this workbook. Each question requires a written response.
Simply watch the videos and read the additional material in the workbook. Then, think about
how you could apply what you saw by answering each question.
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Each section has a “Practice and Reflect” question that has you apply what you have learned in
the videos. Then, it has you reflect upon your experience. The entire workbook (including
watching the seven videos) should take about 1-2 hours to complete (this does not include the
time it takes for you to practice what you have learned for the “Practice and Reflect” question).
You can learn more about the development of these videos by clicking on this link (or by
copying and pasting it into your browser): http://TeachKidsNutrition.org. Then, click on the
video Introduction to TeachKidsNutrition.org.
If you are completing this course for independent study in-service hours from the State of
Nebraska, please provide the following information listed in items A through I. Your information
will be kept confidential. Please complete this entire workbook electronically, typing your
responses into the grey boxes. Please save your work as you go! (File -> Save)
Nebraska Department of Education Form for Approving Independent Study
A.) First Name:
B.) Last Name:
C.) Organization:
Check only one box.
Family Child Care Home I
Family Child Care Home II
Child Care Center
School-Aged-Only Center
Preschool
Other:
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D.) Ages of children served in your program:
Check all that apply.
Infants
Toddlers
Preschoolers
Kindergartners
Primary School Age
E.) Email:
F.) Street Address 1:
G.) Street Address 2:
H.) City:
I.) Zip:
When you finish this workbook, you may email it to: [email protected] for review by
the Gretchen Swanson Center for Nutrition. Your responses will be reviewed for completion
and accuracy. Pending a successful review, staff from the Gretchen Swanson Center for
Nutrition will send your information to the Nebraska Department of Education for an
independent study in-service hour. If the review reveals you have not completed this workbook
fully and accurately, a member of the Gretchen Swanson Center for Nutrition will contact you.
4
PHYSICAL ACTIVITY
VIDEO 1: MOVEMENT AND MOTOR SKILLS
Let’s begin by watching the video: Movement and Motor Skills. You can watch the video by
clicking on this link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Movement and Motor Skills)
As the video mentioned, childcare providers and parents should be aware of movement and
motor skills that children are developing. It is important that children develop these movement
skills early in life, so they begin to adopt an active, healthy lifestyle. Let’s review the three
groups of movement skills that children should be developing.
The first type of movement skill is LOCOMOTOR SKILLS. Locomotor skills involve moving the
body from one point to another. Examples of locomotor skills include:
a. Hopping
b. Jumping
c. Galloping
The second type of movement skill is BODY MANAGEMENT SKILLS. These skills involve
balancing the body in stillness and in motion.1 Examples of body management skills include:
a. Balancing
b. Bending
c. Climbing
The third type of movement skill is OBJECT CONTROL SKILLS. Object control skills involve
children controlling objects such as rackets or balls by using either their hands or feet. Examples
of object control skills include:
a. Throwing
b. Catching
c. Kicking
5
To ensure that children are developing these movement skills during free play times, childcare
providers and parents should make a variety of equipment available, whether free play is
happening indoors or outdoors.
The table below provides examples of physical activities that children can do at ages 3, 4, and 5
years old. It is important to remember that children develop movement skills differently. For
example, the table says that a 4-year-old child can “Gallop 5 feet.” However, some perfectly
healthy 4-year-old children may not be able to gallop five feet, while others may be able to
gallop more than five feet. Therefore, the table below is meant to provide general guidelines on
developmentally appropriate movement skills.
Typical Developmental Skills for 3 to 5 Year Old Children 2-3
3-Year-Olds Can Typically:
Walk up stairs while placing one
foot on each step (alternating gait)
for 4 steps without holding on
Peddle a tricycle short distances
4-Year-Olds Can Typically:
Walk on a 2 inch line for 10 feet
without stepping off
5-Year-Olds Can Typically:
Run while pumping arms
Hop on one foot forward, 1-3 times
Hop 8 consecutive times on one
foot followed by 8 hops on the
other foot
Gallop 5 feet
Gallop 10 feet with weight
transferred smoothly and evenly
with arms moving freely in
opposition to legs
Peddle a tricycle for long distances,
turn corners, and make a U-turn
Catch a ball with hands and arms
extended
Catch a tennis ball with hands, from
5 feet away
Kick a ball with leg straight and little
body movement
Throw a tennis ball underhand 10
feet using upper trunk rotation with
arms and legs moving in opposition,
and initiate a throw by moving arm
down and back
Complete a mature overhand throw
(child begins with side facing the
target, rotating body and stepping
forward with leg on opposite side as
throwing arm)
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Another point that this video makes is the importance of making a variety of equipment
available. You should select a variety of equipment to help children develop LOCOMOTOR
SKILLS, BODY MANAGEMENT SKILLS, and OBJECT CONTROL SKILLS. Here are some types of
equipment or resources you might consider making available:
LOCOMOTOR SKILLS
a. Jump ropes
b. Chalk for hopscotch
c. Cones for marking boundaries
for tag games
BODY MANAGEMENT SKILLS
a. Balance beams
b. Hula hoops
c. Access to playground
equipment
OBJECT CONTROL SKILLS
a. Whiffle balls
b. Bats
c. Basketballs
If you don’t have access to this this specific equipment, you can improvise. For example, if you
don’t have balance beams, you could find lines on the playground or in the grass and challenge
children to balance on them. As long as the activity is safe and fun, you can promote the
development of movement skills.
Now, there are a few questions to test your understanding of the skills. Please check the box
that represents the accurate answer.
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1.) Which of these skills is a LOCOMOTOR SKILL?
Check only one box.
Rolling
Dribbling
Balancing
Skipping
Kicking
2.) Which of these skills is a BODY MANAGEMENT SKILL?
Check only one box.
Ball rolling
Throwing
Sliding
Galloping
Turning
3.) Which of these skills is an OBJECT CONTROL SKILL?
Check only one box.
Twisting
Striking
Running
Jumping
Bending
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4.) Please indicate whether the following statement is True or False: A 4-year old can typically
throw a tennis ball underhand, about 15 feet:
Check only one box.
True
False
5.) Please indicate whether the following statement is True or False: A 3-year old can typically
catch a tennis ball with his or her hands from 5 feet away:
Check only one box.
True
False
6.) Please indicate whether the following statement is True or False: A 5-year old can typically
hop on one foot 10 times followed by 10 hops on the other foot:
Check only one box.
True
False
7.) Practice and Reflect: Observe children using LOCOMOTOR SKILLS, BODY MANAGEMENT
SKILLS, and OBJECT CONTROL SKILLS. Then, use the space below to reflect on what you
noticed. Provide at least 5 complete sentences for full credit.
9
References
1. Department of Education, Western Australia. Fundamental movement skills: Learning,
teaching, and assessment: Preparing children for an active and healthy lifestyle.
2. BrooksSM Rehabilitation. A guide to your child’s gross & fine motor development. Available
at: http://www.brookshealth.org/motor-skills.pdf
3. Gallahue DL, Ozmun JC. Understanding Motor Development: Infants, Children, Adolescents,
Adults. Dubuque, IA: McGraw-Hill, 2002.
10
PHYSICAL ACTIVITY
VIDEO 2: ENCOURAGING PHYSICAL ACTIVITY
Now, let’s watch the video: Encouraging Physical Activity. You can watch the video by clicking
on this link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Encouraging Physical Activity)
As the video mentioned, childcare providers and parents can encourage physical activity during
free play times in a variety of ways.
To promote physical activity in children you can:
 Prompt the child or children by simply getting them started on a physical activity. For
example, you might say, “Kick this ball into the goal from here.”
 Ask questions or challenge the child or children. For example, you might ask, “Now, can
you try kicking that ball with your other foot?”
 Encourage the child or children. For example, you might say, “Wow, that’s a different
way of doing it; that’s really creative!”
The National Association for the Education of Young Children (NAEYC) provides details about
these three approaches, which they call: Effective Developmentally Appropriate Practice
Teaching Strategies.4
Although the video Encouraging Physical Activity names these three approaches slightly
differently than NAEYC, they involve the same principles. For example, NAEYC discusses
“encouraging persistence and effort rather than just praising and evaluating what the child had
done.” They provide the example, “You’re thinking of lots of words to describe the dog in the
story. Let’s keep going!” Encouraging persistence and effort is just another form of prompting,
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and although the example they use is an education-based example (rather than physical
activity-based), the same principle is at work.
Another one of the Developmentally Appropriate Strategies that NAEYC provides is Asking
Questions, which is done to “provoke children’s thinking.” Although your purpose in asking
questions is to promote physical activity, it is the same strategy. The questions you ask will
hopefully promote physical activity and provoke children’s thinking as well.
NAEYC also describes adding challenge so that a task goes a bit beyond what the child(ren) can
already do. NAEYC specifies that a challenge can be presented multiple times and made more
challenging or less challenging. This can also be the case for the physical activities that you
encourage. For example, in the video, the teacher asks the children, “See if you can do it [walk
in a line with a bean bag on your head] this time with you hands behind your back.” The teacher
could make this more challenging or less challenging, based on the skills of the group.
Finally, in the video, the teacher encourages a child when she catches a ball, “She caught it!
Yeah, Emily!” NAEYC also mentions encouragement as an effective teaching practice, focusing
on encouragement for persistence and effort. The example NAEYC provides is from education:
“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”
Now, let’s apply these concepts.
8.) First, write down a physical activity that the child(ren) that you are with might engage in:
Now, write down two ways to prompt less active children to be more active:
9.) Prompt 1:
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10.) Prompt 2:
Next, write down two questions you might ask to challenge the child(ren) to be more active:
11.) Question 1:
12.) Question 2:
Finally, write down two statements you might make to encourage children in the activities they
are performing.
13.) Encouragement 1:
14.) Encouragement 2:
15.) Practice and Reflect: Practice prompting, asking questions or challenging, and
encouraging children to be physically active. Then, use the space below to reflect on what you
noticed when you did these things. Provide at least 5 complete sentences for full credit.
Reference
4. NAEYC. 10 Effective DAP Teaching Strategies. Available at: http://www.naeyc.org/dap/10effective-dap-teaching-strategies
13
NUTRITION EDUCATION
VIDEO 3: TEACHING TASTE, TEXTURE, AND COLOR
Now let’s watch the video: Teaching Taste, Texture, and Color. You can watch the video by
clicking on this link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Teaching Taste, Texture, and Color)
As mentioned in the video, adults can educate children about the taste, texture, and color of
foods through conversations at meal times. Adults can ask questions and make statements
about the foods being eaten. Let’s review taste, texture, and color of foods.
Taste
There are 5 types of taste. They are:
1. Sweet – most pears taste sweet
2. Sour – most plain yogurt tastes sour
3. Salty – salted pretzels are salty
4. Bitter – unsweetened chocolate tastes bitter
5. Savory – salmon is an example of a savory food
The video you just watched talks about asking questions and making statements about taste.
Please read items 16, 17, and 18, and then write your answers in the blanks provided.
16.) Write down a food you typically eat with children:
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17.) Write down a question you might ask about this food’s taste (either a specific or general
question):
18.) Write down a statement you might make about this food’s taste (either a specific or
general statement):
Texture
There are many different words to describe the
texture of foods. Some of these words are:

Soft

Smooth

Thick

Firm

Slippery

Sticky

Hard

Rough

Spongy

Furry
The video you just watched talks about asking questions and making statements about texture.
Please read items 19, 20, and 21, and then write your answers in the blanks provided.
19.) Write down a food you typically eat with children:
15
20.) Write down a question you might ask about this food’s texture (either a specific or general
question):
21.) Write down a statement you might make about this food’s texture (either a specific or
general statement):
Color
There are 6 colors to consider when talking about food. You may also consider “white” a color.
These colors are:
1. RED
2. ORANGE
4. BLUE
5. PURPLE
6. GREEN
(the absence of color)
There have been a variety of health curricula focused on teaching people – adults and children
– to eat a variety of colors from the rainbow. One example is, What Color is Your Food: Taste a
rainbow of fruits and vegetables for better health.5 A few nutritional benefits of foods in each of
these food groups are listed in this section, for you (the adult). Remember, when you
communicate nutritional benefits to children, keep it simple! Video 4 provides additional
information on teaching nutritional benefits.

RED fruits and vegetables can prevent certain types of cancer and antioxidants protect
cells. These fruits and vegetables include:
o Red apples
o Beets
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o Pomegranates
o Strawberries
o Tomatoes

ORANGE and
fruits and vegetables can ensure a healthy immune system and
promote heart health. These fruits and vegetables include:
o Apricots
o Carrots
o Oranges
o Sweet potatoes
o Corn

BLUE and PURPLE fruits and vegetables can protect cells (like some RED fruits and
vegetables), improve memory, and reduce the risk of stroke. These fruits and vegetables
include:
o Blueberries
o Plums
o Eggplant
o Prunes

GREEN fruits and vegetables may protect against some forms of cancer, promote eye
health, and reduce the risk of birth defects among women who are pregnant. These
fruits and vegetables include:
o Green apples
o Asparagus
o Broccoli
o Lettuce
o Spinach
The video you just watched talks about asking questions and making statements about color.
Please read items 22, 23, and 24, and then write your answers in the blanks provided.
17
22.) Write down a food you typically eat with children:
23.) Write down a question you might ask about this food’s color (either a specific or general
question):
24.) Write down a statement you might make about this food’s color (either a specific or
general statement):
25.) Practice and Reflect: Practice making statements and asking questions about the taste,
texture, and color of foods. Then, use the space below to reflect on what you noticed when you
did this. Provide at least 5 complete sentences for full credit.
Reference
5. Garden-Robinson J. What Color is Your Food? Taste a rainbow of fruits and vegetables for
better health. Available at: http://www.ag.ndsu.edu/pubs/yf/foods/fn595.pdf
18
NUTRITION EDUCATION
VIDEO 4: TEACHING NUTRITIONAL BENEFITS
Now, let’s watch the video: Teaching Nutritional Benefits. You can watch the video by clicking
on this link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Teaching Nutritional Benefits)
Let’s think about how you could teach children about nutritional benefits of healthy foods
during the meals you eat with them. Remember to focus on tangible benefits that children can
understand, especially:

How the foods they eat affect their body

How the foods they eat allow them to do activities they enjoy
ChooseMyPlate.gov from the United States Department of Agriculture (USDA) provides
information on the health benefits and nutrients of foods from each of the food groups: fruits,
vegetables, grains, protein foods, and dairy (http://www.choosemyplate.gov/food-groups/). A
few nutritional benefits of foods in each of these food groups are listed in this section, for you
(the adult). Remember, when
you communicate nutritional
benefits to children, keep it
simple!
19
Fruits and Vegetables

Vitamin C is found in foods such as oranges, kiwi, and broccoli. It is important for growth
and repair of body tissues. Vitamin C helps heal cuts and wounds and keeps teeth and
gums healthy.

Diets rich in potassium may help to maintain healthy blood pressure. Fruit sources of
potassium include bananas, prunes and prune juice, dried peaches, apricots,
cantaloupe, honeydew melon, and orange juice.

Some vegetables and fruits contain fiber, such as broccoli, pears, and apples. These
vegetables and fruits may reduce the risk of obesity, diabetes (type 2), and other chronic
diseases.

Example message to children: “Oranges help heal owies.”
Grains

Magnesium is found in whole grains; it is used in building bones and releasing energy
from muscles.

Selenium is also found in whole grains; it is important for a healthy immune system.

The B vitamins thiamin, riboflavin, and niacin play a key role in metabolism – they help
the body release energy.

Example message to children: “Whole grain bread helps keep colds away.”
Proteins

Proteins function as building blocks for bones and muscles (remember to limit or avoid
proteins high in saturated fat and cholesterol).

The B vitamins help build tissues.

Magnesium is used in building bones and in releasing energy from muscles.

Zinc is necessary for biochemical reactions and helps the immune system function
properly.

Example message to children: “Eating protein helps our muscles grow big and strong.”
20
Dairy

Calcium is used for building teeth and bones.

Intake of dairy products is linked to improved bone health.

Intake of dairy products is also associated with a reduced risk of type 2 diabetes and
other diseases.

Example message to children: “Milk keeps our bones healthy.”
Now, consider a food from each food group that the children in your early care center (or your
home) eat often. Then, write how that food:

Affects their body

Allows them to do activities they enjoy
Please read items 26 through 33, and then write your answers in the blanks provided.
26.) Write down a fruit or vegetable you typically eat with children:
27.) How would you describe the nutritional benefit(s) of this fruit or vegetable to a child?
28.) Write down a grain you typically eat with children:
29.) How would you describe the nutritional benefit(s) of this grain to a child?
30.) Write down a protein food you typically eat with children:
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31.) How would you describe the nutritional benefit(s) of this protein food to a child?
32.) Write down a dairy product you typically eat with children:
33.) How would you describe the nutritional benefit(s) of this dairy product to a child?
34.) Practice and Reflect: Practice teaching children how the foods they eat affect their body
and how the foods they eat allow them to do activities they enjoy. Then, use the space below
to reflect on what you noticed when you did these things. Provide at least 5 complete
sentences for full credit.
22
NUTRITION EDUCATION
VIDEO 5: TEACHING PORTION SIZE
Now, let’s watch the video: Teaching Portion Size. You can watch the video by clicking on this
link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Teaching Portion Size)
As a general rule, adults should give children who are between 2 and 5 years old about 1
tablespoon for each year of the child’s
age.6 So, if a child is 4 years old, he should
receive a portion of about 4 tablespoons of
each food item. The video you watched
described a 3-step process for teaching
children about portion size during meals.
Step 1: Set a portion rule and model the
portion.

For example: Please take 2
spoonfuls of grapes. (Then you (the adult) model this by taking two spoonfuls of grapes.)
Step 2: Have the child serve himself or herself.
Step 3: If the child finishes the first serving and wants a second, prompt the child to attend to
his or her hunger cues.

For example: When you listen to your tummy, is it telling you that you’re still hungry?
There are many resources out there for portion size. For example, the American Academy of
Pediatrics7 provides guidelines for portion size that are a bit more specific than the 1
tablespoon per year of age:
23

Fruits: Children ages 1 to 6 need 2-3 servings per day. For example, this may be in the
form of:


A fourth of a cup of cooked, frozen or canned fruit

A fourth of a cup of 100% fruit juice
Vegetables: Children ages 1 to 6 need 2-3 servings per day. For example, this may be in
the form of:


A fourth of a cup of cooked vegetables

Children who are ages 4-6 may have a half cup of salad
Grains: Children ages 1 to 6 need 6-11 servings per day. For example, this may be in the
form of:


A half slice of bread

A fourth of a cup of cooked cereal, rice, or pasta
Meats and other proteins: Children ages 1 to 6 need 2 servings per day. For example,
this may be in the form of:


One ounce of meat, fish, chicken, or tofu

A fourth (ages 1 to 3) to a half (ages 4 to 6) of a cup of cooked beans
Dairy: Children ages 1 to 6 need 2-3 servings per day. For example, this may be in the
form of:

A half of a cup of milk

A third (ages 1 to 3) to a half (ages 4 to 6) of a cup of yogurt
For very specific guidelines on portion size, based on age, sex, and activity level, see the Dietary
Guidelines for Americans8 at: http://www.health.gov/dietaryguidelines/2010.asp (this version
is from 2010, but the 2015 version should be available soon on www.health.gov).
Please read items 35 and 36, and then write your answers in the blanks provided.
35.) Think of one food you might eat with children in the next day or so:
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36.) Now, determine the portion of that food for the child(ren) you will be eating with. You can
refer to one of the resources above (from the American Academy of Pediatrics or the Dietary
Guidelines for Americans) or you can use the general rule of giving children who are between 2
and 5 years old about 1 tablespoon for each year of the child’s age. In the space below, write
the verbal rule you will set for the child(ren):
37.) Practice and Reflect: Practice teaching children portion size by 1. Setting a portion rule and
modeling the portion, 2. Having the child serve himself or herself, and 3. Prompting the child
to attend to his or her hunger cues (if the child finishes the first serving and wants a second).
Then, use the space below to reflect on what you noticed when you used each of these
teaching strategies. Provide at least 5 complete sentences for full credit.
References
6. Ramsay, S. A., Branen, L. J., & Johnson, S. L. (2012). How much is enough? Tablespoon per
year of age approach meets nutrient needs for children. Appetite. 58(1):163-7. doi:
10.1016/j.appet.2011.09.028
7. American Academy of Pediatrics. What do parents need to know about serving size and
portion size? Available at: http://www.healthychildren.org/English/healthyliving/nutrition/Pages/Portions-and-Serving-Sizes.aspx
8. U.S. Department of Health and Human Services, Office of Disease Prevention and Health
Promotion. Dietary Guidelines for Americans, 2010. Available at
http://www.health.gov/dietaryguidelines/2010.asp
25
NUTRITION EDUCATION
VIDEO 6: VERBAL PRAISE
Now, let’s watch the video: Verbal Praise. You can watch the video by clicking on this link (or by
copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Verbal Praise)
As the video mentioned, it is important for children to have positive experiences with healthy
foods. One way to help make eating healthy foods a positive experience is to use verbal praise.
Verbal praise simply means saying positive things about a child’s behavior. You could verbally
praise any positive interaction with food, including:

Conversation about food

Serving behavior

Eating behavior
Here are 3 examples of verbal praise:

Yes, this yogurt is sour, great description. (Conversation about food)

That was exactly four spoonfuls of grapes, thank you for serving yourself! (Serving
behavior)

Good job trying that orange! (Eating behavior)
The video states that verbal praise should be: behavior-specific (this means you praise a certain
behavior), immediate (this means you praise the behavior as soon as it happens), and
enthusiastic (this means you praise the behavior with a positive tone).
26
The videos do not go into reasons of why these features of verbal praise (behavior-specific,
immediate, and enthusiastic) are important. The May Institute9 provides a bit more detail on
why these features of verbal praise are important.

It is important for verbal praise to be behavior-specific because this helps the child know
exactly what is being rewarded. If the child knows that she is being praised for trying a
new food, and not simply being rewarded for siting quietly at the table, she may be
more likely to try new foods in the future.

It is important for verbal praise to be immediate for a few reasons. First, if you wait too
long to praise a certain behavior, there is a chance that you may inadvertently praise
other behaviors (especially, if your praise is not behavior-specific). It is also important to
remember that waiting too long to praise a behavior may decrease the power of the
verbal praise.

Finally, it is important to be enthusiastic. Enthusiasm may come from the tone of your
voice, but it may also come from your body language. Providing verbal praise in an
enthusiastic tone is important and will strengthen both the reward of the verbal praise
as well as the desired behavior.
Now, think back to a recent meal with a child. Next, list 3 praise statements you could have
made (or did make). Remember you can praise almost anything related to food.
38.) Verbal praise statement 1:
39.) Verbal praise statement 2:
40.) Verbal praise statement 3:
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41.) Practice and Reflect: Practice verbally praising any positive interaction with food such as
conversation about food, serving behavior, or eating behavior. Then, use the space below to
reflect on what you noticed when you did this. Provide at least 5 complete sentences for full
credit.
Reference
9. Harris, T. J. Behavior-specific praise reinforces good behavior. Available at:
http://www.mayinstitute.org/news/topic_center.html?id=932
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NUTRITION EDUCATION
VIDEO 7: PUTTING NUTRITION EDUCATION ALL
TOGETHER
Now, watch the final video: Putting it All Together. You can watch the video by clicking on this
link (or by copying and pasting it into your browser):
http://TeachKidsNutrition.org
(Then, click on the video Putting it All Together)
These videos aimed to instruct you (an early care provider or parent) to: a.) Promote physical
activity through active play and b.) Teach children about nutrition during meals. Each video
lasted about two minutes. These videos involved six topics:

Movement and Motor Skills

Encouraging Physical Activity

Teaching Taste, Texture, and Color

Teaching Nutritional Benefits of Eating Healthy Foods

Teaching Portion Size

Teaching Verbal Praise
Although these videos are focused on teaching and do not address menu planning, if you are an
early care provider, ideally you may consider these areas when you are planning your menu and
your curriculum. If you participate in the Child and Adult Care Food Program (CACFP) you must
serve certain components – milk, fruits, vegetables, and grains/breads. At lunch or supper
meat/meat alternatives must also be served10 (it is important to note that the CACFP meal
pattern regulations are set to change in the year 2015). As you plan your menu, you may start
to think about how you and your teachers may teach these skills. If you are a parent, you may
think about teaching these skills as you buy and plan meals.
If you are completing this course for independent study hours from the State of Nebraska, you
may email your completed workbook to: [email protected] for review by the
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Gretchen Swanson Center for Nutrition. Your responses will be reviewed for completion and
accuracy. Pending a successful review, staff from the Gretchen Swanson Center for Nutrition
will send your information to the Nebraska Department of Education for an independent study
in-service hour. If the review reveals you have not completed this workbook fully and
accurately, a member of the Gretchen Swanson Center for Nutrition will contact you.
If you are not completing this course for independent study in-service hours from the State of
Nebraska, simply have a colleague in your early care center (if you are in childcare) or another
adult (if you are a parent) take a look at the answers you provided and give you feedback. If
there is anything that this person feels you could improve on (or anything this person does not
agree with) work together to revise your answers.
Enjoy all the active play and healthy eating with your child(ren)!
Video Survey
Please answer each question based on how you feel after watching these videos and seeing the
workbook.
1.) I feel more confident encouraging children to be physically active after watching these
videos (check one):
Strongly Agree
Agree
Neither Agree
Nor Disagree
Disagree
Strongly
Disagree
2.) I feel more confident teaching children about nutrition after watching these videos (check
one):
Strongly Agree
Agree
Neither Agree
Nor Disagree
Disagree
Strongly
Disagree
3.) Short videos are a good way to learn how to encourage children to be physically active
(check one):
Strongly Agree
Agree
Neither Agree
Nor Disagree
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Disagree
Strongly
Disagree
4.) Short videos are a good way to learn how to teach children about nutrition (check one):
Strongly Agree
Agree
Neither Agree
Nor Disagree
Disagree
Strongly
Disagree
5.) I can incorporate the ideas from the videos into my interactions with children (check one):
Strongly Agree
Agree
Neither Agree
Nor Disagree
Disagree
Strongly
Disagree
6.) Are you the parent of a child between the ages of 2 to 5 years old? (check one):
Yes
No
7.) Are you a parent of a child of any age? (check one):
Yes
No
8.) I am (check one):
Female
Male
9.) Please describe what you liked BEST and what you liked LEAST about this training.
Best:
Least:
Please answer questions 10 through 12 if you work in childcare:
10.) My position title is:
11.) I have worked at this childcare center for
years.
12.) Before coming to this childcare center, I worked at other childcare centers for
years.
Thank you for taking the survey!
Reference
10. United States Department of Agriculture, Food and Nutrition Service. Child and Adult Care
Food Program (CACFP). Available at: http://www.fns.usda.gov/cacfp/child-and-adult-care-foodprogram
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ACKNOWLEDGEMENTS
We would like to thank everyone who contributed to these videos, including staff at Educare of
Omaha-Indian Hill, Edison Creative, and the following individuals:
Deborah Winkelmann, MEd
Educare of Omaha at Indian Hill
Janice Fletcher, EdD
University of Idaho
Kristen Copeland, MD, FAAP
Cincinnati Children's Hospital Medical Center
Suzanne Haydu, MPH, RD
California Department of Public Health
Rae Pica, BS
Rae Pica Keynotes & Consulting
Ashley Brailsford Vaughns, PhD
College of Charleston
Steve Sanders, EdD
University of South Florida
Denise Sofka, MPH, RD
HHS/HRSA/Maternal and Child Health Bureau
Ana Carolina Sella, PhD, BCBA
Universidade Federal de Alagoas
Hollyanne Fricke, MPH
Gretchen Swanson Center for Nutrition
Katherine Stern, BS
Gretchen Swanson Center for Nutrition
Catherine Plumlee, MPH
Gretchen Swanson Center for Nutrition
Melissa Leon, BS
University of Nebraska Medical Center
For correspondence, please contact:
Daniel J. Schober, PhD, MPH
Gretchen Swanson Center for Nutrition
Email: [email protected]
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