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The Feeding Relationship and Eating
Competence: Education and
Intervention
6- Developmental principles guiding feeding
Ellyn Satter, RD, MS, MSSW
Preserve throughout
the growing-up years
Newborn
Preserve throughout
the growing-up years
Preserve throughout
the growing-up years
Your Child’s Weight:
Helping Without
Harming
Section 2 in FWLGS
Manual
Preserve throughout
the growing-up years
Infant 2-6 months
Preserve throughout
the growing-up years
Infant 4-6 months
Toddler
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Preserve throughout
the growing-up years
Preserve throughout
the growing-up years
Preschooler
School-age child
Food management responsibility
Preserve throughout
the growing-up years
P
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Adolescent
Late Adolescence
CHILD AGE
FACTORS IN GROWTH
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Medical
Developmental
Nutritional
Psychosocial
Feeding relationship
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CHILD DEVELOPMENT PRINCIPLES
WHY DEVELOPMENT?
• Greenspan and Laurie
• Erikson - Eight ages of man
• In order to eat well, children must have
developmental needs met
• Meeting developmental needs varies from one
stage to another
• Each stage builds on the ones before
• To meet developmental needs, parents must have
tune in on and understand the child
• At any stage, imposing an agenda interferes with
meeting child’s developmental needs
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CHILDREN ARE BORN WITH
CERTAIN EATING CAPABILITIES
Our job is to preserve them
• The drive to eat
• The ability to regulate food intake based on hunger, appetite and satisfaction
• The ability to grow in the way nature intended
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CAPABILITIES ARE BUILT
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DEVELOPMENTAL STAGES
• Slowly
• Over time
• In developmental stages
Initiative 3-5 years
Separation-Individuation (6-36 months)
Attachment (2-6 months)
Homeostasis (Birth-3 months)
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CHILDREN LEARN OTHER EATING
CAPABILITIES STEP BY STEP
Our job is to teach them
DEVELOPMENTAL STAGES
Infant, toddler, preschooler, kindergartner
• Remain calm & connected at eating time
Homeostasis (Birth-3 months)
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DIVISION OF RESPONSIBILITY
INFANT
• Parent: What
• Child: How much
Satter, The feeding relationship, JADA 86:352, 1986
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EATING AND SLEEPING CUES
SLEEP RHYTHMS
I’m hungry
• Curves body toward feeder
• Eyes look bright
• Rooting reflex
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Quiet sleep (no REM)
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Active sleep (REM)
• Drowsy
I need to go to sleep
• Looks away, breathes fast
• Face and eyes look dull
I’m full
• Stops nursing
• Muscles relaxed
• Quiet alert
• Active alert
• Crying
I’m really hungry
• Loud feeding sounds
• Fusses, is stiff and jerky
Ellyn Satter’s Child of Mine, “Understanding your newborn”
I’m really full
• Pushes, turns away
• Cries or fusses
I really need to go to sleep
• Arches back, pushes away
• Cries, fusses
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THOMAS AND CHESS
TEMPERAMENT CLASSIFICATIONS
THOMAS AND CHESS
TEMPERAMENT CLASSIFICATIONS
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Easy Relaxed, calm, organized, regular,
readable, predictable
Difficult Up-tight, negative, erratic,
unpredictable and difficult to read
Slow to warm up Wary, skeptical more than
downright rejecting; somewhere between
regular and erratic
40% easy
15% slow-to-warm-up
10% difficult
35% no category
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DEVELOPMENTAL STAGES
Attachment (2-6 months)
Homeostasis (Birth-3 months)
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DIVISION OF RESPONSIBILITY
INFANT
• Parent: What
• Child: How much
Satter, The feeding relationship, JADA 86:352, 1986
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DEVELOPMENTAL STAGES
Attachment (2-6 months)
Homeostasis (Birth-3 months)
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DIVISION OF RESPONSIBILITY
INFANT
• Parent: What
• Child: How much
Satter, The feeding relationship, JADA 86:352, 1986
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DEVELOPMENTAL
STAGES
Separation-Individuation (6-36 months)
Attachment (2-6 months)
Homeostasis (Birth-3 months)
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DIVISION OF RESPONSIBILITY
TODDLER AND OLDER
• Parent: What, when, where
• Child: How much, whether
Satter, The feeding relationship, JADA 86:352, 1986
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DEVELOPMENTAL
STAGES
Separation-Individuation (6-36 months)
Attachment (2-6 months)
Homeostasis (Birth-3 months)
DIVISION OF RESPONSIBILITY
TODDLER AND OLDER
• Parent: What, when, where
• Child: How much, whether
Satter, The feeding relationship, JADA 86:352, 1986
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SUPPORTING THE CHILD
WITH FOOD SELECTION
DEVELOPMENTAL STAGES
• Understand normal child food acceptance
and food regulation behavior
• Understand normal child mealtime behavior
• Give both leadership and autonomy
• Be considerate without catering with meal
planning
• Include good-tasting food
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Initiative 3-5 years
Separation-Individuation (6-36 months)
Attachment (2-6 months)
Homeostasis (Birth-3 months)
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DIVISION OF RESPONSIBILITY
TODDLER AND OLDER
• Parent: What, when, where
• Child: How much, whether
Satter, The feeding relationship, JADA 86:352, 1986
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PATTERNS OF PARENTING
• Authoritarian: Arbitrary rules: “do what I
say or else”
• Permissive: Anything goes but parent blows
up when overwhelmed
• Authoritative: Make and enforce practical
rules, give leeway and respect
Ellyn Satter’s CHILD OF MINE, Chapter 9, Feeding your preschooler
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THE CAPABILITIES LIE IN THE
CHILDREN…
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WHO DEPEND ON US TO PARENT
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