Eat well

The type of food we eat and how we eat are both important aspects of eating well. Creating a supportive mealtime can help children to: 

• listen to their bodies to know how much to eat
• experience a variety of foods 
• be flexible with food and eating
• feel safe and enjoy mealtimes with others

Children need lots of positive experiences with food to be relaxed and comfortable with a range of foods.

Supporting children to eat well is a shared job. 

Parents and caregivers 

Parents and caregivers decide what food and drink is sent from home when a lunchbox is sent. 

For babies attending early childhood services, parents and caregivers decide whether to send breast milk or infant formula.

Schools and services

Schools and services decide when and where children eat. If food is provided, they also choose what is offered on these occasions. 

Children

Children decide how much, in what order and whether they eat.

Babies from birth to around six months decide when they need to feed (hunger cues) and how much breast milk or infant formula. 

When children eat according to their hunger and fullness cues, they develop: 

• body autonomy 
• self-esteem 
• a positive relationship with food and eating. 

This approach has many benefits. These include: 

• supporting children to meet their developmental milestones¹ 
• eating a diverse diet that includes a range of foods from the five food groups^2,3 
• a positive and enjoyable relationship with food²
• increased self-trust and trust in others² 
• better body image and self-acceptance³
• higher levels of activity² 
• better sleep and longer sleep duration⁴ 
• better medical measures of health, including cholesterol and blood pressure⁵. 

Following this approach reduces stress at mealtimes as parents and caregivers, schools/services and children know their roles.

References:

1. Satter E. Feeding dynamics: helping children to eat well. J Pediatr Health Care. 1995;9(4):178-84. 
2. Lohse B, Satter E, Horacek T, Gebreselassie T, Oakland MJ. Measuring eating competence: psychometric properties and validity of the ecSatter Inventory. Journal of nutrition education and behaviour. 2007;39(5 Suppl):S154-66. 
3. Satter E. Eating competence: definition and evidence for the Satter Eating Competence model. Journal of nutrition education and behaviour. 2007;39(5 Suppl):S142-53. 
4. Satter E. Secrets of Feeding a Healthy Family. 2nd Edition. United States: Kelcy Press; 2008. 
5. Psota TL, Lohse B, West SG. Associations between eating competence and cardiovascular disease biomarkers. Journal of nutrition education and behaviour. 2007;39(5 Suppl):S171-8. 

Hunger is a normal sensation when our body tells our brain that our stomach is empty. Signs of hunger vary, but may involve: 

• thinking about food or mouth watering 
• feeling a ‘slump’ in energy 
• trouble concentrating or focusing on a task 
• stomach gurgling, rumbling, or growling 
• irritability or moodiness 
• feeling light-headed or faint 
• headache, nausea, or stomach pain 
• feeling physically unwell
• for babies: making sucking noises, opening mouth wide and turning towards the breast/chest, fussing and crying. 

Feelings of fullness tell us that we have eaten enough. Eating slowly and checking in with our internal body cues can help us eat to the happy point of being satisfied but not uncomfortably full. 

When given the chance, children are very good at eating when they are hungry and stopping when they are full. The amount and type of foods children eat can vary widely from meal to meal and day to day. When balanced out across a week or a month, children are very good at getting enough energy and nutrients to meet their needs.

Children can lose touch with their hunger and fullness cues when adults pressure them to eat more or less than what is comfortable. When adults provide the structure around mealtimes, children will eat the amount they need to grow and stay well.

Comments about ‘what’ or ‘how much’ children are eating at mealtimes are a form of pressure. This includes well-meaning comments like “eat your sandwich before you have your biscuits” or “have a few more bites before you go and play”. 

Positive praise is also a form of pressure. This includes comments like “good girl for eating your apple” or “well done for eating all your lunch”. 

Pressure at mealtimes encourages children to eat for external reasons. Over time they may eat in certain ways to seek praise or avoid criticism. This makes it harder to listen to their internal body cues. 

Pressure can also make some foods seem more appealing or like a ‘reward’. This can make it harder for children to learn to enjoy eating a variety of foods on their own.

You can help by:

• Let children eat and enjoy the food brought from home without providing comment. 
• Let children eat food in any order they choose. 
• Respect children when they say they are hungry or full and appreciate that everybody is different. 
• Encourage children to check in with their hunger and fullness cues. You might ask “does your tummy feel like it has had enough?”
• Praise the child’s behaviour, rather than their eating: “I see you tried really hard to stay sitting while we ate.” “Thank you for putting your rubbish in the bin.” “You did a great job at remembering to wash your hands.”

Respect food sent from home 

Parents and caregivers’ food choices are influenced by many things including: 

• access to food, including the food they can afford 
• their child’s food preferences, age and ability 
• their values and how they define ‘healthy food’.

Children need to trust that their caregivers are feeding them in the best way they can. 

Removing food from a child or negatively commenting on food from home can lead to feelings of shame or guilt. 

If you have any concerns or issues about food sent from home, talk with parents and caregivers directly. Avoid communicating concerns through the child.

Keep mealtimes social

Encourage children to sit with others at mealtimes and engage in pleasant conversation. This will help children build social skills and make mealtimes a chance to connect with each other. 

If you can, sit with children at mealtimes to eat and drink water. Showing children that we drink water, enjoy a variety of foods and feel good about eating can be more powerful than anything we say.

Develop a mealtime routine* 

A regular mealtime routine helps children to understand what is expected of them at mealtimes. 

A regular routine may include transitions to help children feel relaxed about eating. 

Transitions can include: a reminder that mealtime is coming; handwashing; playing relaxing music; mindful breathing; or sharing a phrase of gratitude at the start of a meal.

*where possible young babies (birth to six months) should be fed according to hunger cues rather than routine, unless caregivers request otherwise.

Here is an example of a relaxed early childhood service routine: 

• Remind children that mealtime is coming soon (five to ten minutes). 
• Encourage children to help set the table and fill water jugs/cups. 
• Play music or a song to signal that mealtime is here. 
• Ask children to wash their hands and wash babies hands. 
• Seat babies and children in a way that suits their needs (for example babies may need highchairs and toddlers small chairs or foot support). 
• Share a phrase of gratitude or another ritual to start a mealtime. 
• Share meal expectations with the children, for example, is the food self-serve? How long are children expected to remain seated? 
• At the end of the meal, wash hands and faces and encourage older children to help with cleaning up (for example clearing the table or composting scraps). 

Here is an example of a relaxed school mealtime routine:

• Students put away any screens, schoolwork or toys to reduce distractions. 
• Students wash their hands. 
• Students collect their food and take a seat, where they will stay until the end of the mealtime. 
• A phrase of gratitude is shared or another ritual that signals the start of the mealtime. 
• At the end of the meal, students put rubbish into the bin before play time or returning to class. 

Have a comfortable place to eat 

When children are seated comfortably and have a pleasant place to eat, they can concentrate on the mealtime without distraction. 

In your early childhood service, consider:

• Do all ages sit comfortably with appropriate supports? 
• Is it a comfortable temperature and protected from the elements (for example if eating outside)? 
• Is it quiet and calm and free from distraction (for example toys are put away)? 
• Does it encourage social interaction (for example babies in highchairs are included in group mealtimes)? 

If you are reviewing your mealtime environment, consider getting older children involved. They will bring a valuable perspective and feel proud of being part of any changes.  

In your school, consider:

• Is there a comfortable spot to sit? 
• Is the environment kept clean? Are there rubbish bins around to help with this? 
• Is it a comfortable temperature and protected from the elements? 
• Is it quiet and calm? For example, is the spot away from the noise of busy roads (if possible)? 
• Does the eating environment encourage social interaction? For example, are children encouraged to sit in a smaller group, rather than spreading out over a large playground? If they eat in the classroom, could they be seated at a communal table?

Allow enough time to eat 

Rushed mealtimes can make children feel anxious and affect their appetite. When children know they have enough time to eat, it helps them to listen to their hunger and fullness cues. This can help them to reach a happy point of feeling satisfied, but not overly full. 

In early childhood services, when children finish their meal quickly and are distracting others, it is okay to let them return to play.

In schools, allowing 15 to 20 minutes for lunch will give students a chance to relax and eat at a comfortable pace. If you notice children rushing to eat so they can play, you might like to try structuring lunchtime differently. Some schools have had success with ‘play first, eat second’ lunchtimes. 

Encourage positive conversations 

Mealtimes are a chance to build social skills and connect in a relaxed environment. You don’t need to talk about food or eating, but if you do, use neutral language. Call food by its name, rather than words like ‘healthy’, ‘unhealthy’, ‘good’ or ‘bad’. 

Actively discourage negative or potentially hurtful comments about what anyone is eating.

Help children to be curious about food 

• Ask them to use their senses to describe food. How does it look, feel, taste or smell? 
• Ask them to explore foods. For example, how/where does it grow? What are other ways you can prepare it? 
• If you want to talk about food, phrase questions positively. For example, try asking “what did you like about your meal today?” instead of “did you like it or not?” 
• Share your positive food experiences. For example, talk about a tasty meal you cooked recently or how you buy vegetables at the market. This normalises enjoying a range of foods in different ways.

Website: The Ellyn Satter Institute www.ellynsatterinstitute.org search for ‘The Division of Responsibility in feeding’. 

Book: Child of Mine: Feeding with Love and Good Sense (2000) by Ellyn Satter. 

Podcast: Your Parenting Mojo www.yourparentingmojo.com search for ‘Episode 142 Division of Responsibility with Ellyn Satter’.

If you are thinking about starting a breakfast program, we recommend exploring the need in your school community first. One way to do this is to survey parents, children and teaching staff.

If you are unable to start a breakfast program, some other options may be:

• Scheduling recess earlier in the school day
• Opening the canteen before school
• Holding a fruit and vegetable break before recess.

Breakfast programs can be challenging to run sustainably. You will need to consider:

• Who will staff the program? Can a staff member supervise during their paid hours? This helps to acknowledge the important contribution that these staff and the program play in your school community. Consider how staff involved in the program may need to be trained (eg food safety).
• Where will we hold the program? Ideally the program will be held indoors, or otherwise somewhere sheltered from the weather. It will need to be close to kitchen facilities, particularly a fridge for safe food storage. You will need safe access to power.
• What equipment do we need to source (e.g. toaster, microwave, kettle)? Do we already have crockery, cutlery and cups at the school we could use?
• Where will we access food? Is there room in the school budget for this? If not, who can we partner with to access regular donations? Can we aim to provide ‘everyday’ foods? Where will the food be stored?
• What other resources do we need (e.g. cleaning equipment)?

Aim to provide foods from the five food groups

*check your school's policy

It’s essential that all food for your breakfast program is stored and handled safely to ensure participants stay well.

Storing food safely will minimise the growth of bacteria that can grow to dangerous levels and cause illness. Having these practices in place will also help to reduce food waste and save money.

For more information on food safety, visit the Department of Health Food Safety webpage or contact the Environmental Health Officer at your local council.

Footnote references:

This depends on the child’s age and how active they are. The amount of fluid children need each day is:

• about 5 glasses* (1.2 litres) for 4-8 year olds
• about 6 glasses* (1.6 litres) for 9-13 year olds
• a glass is 250 millilitres (one metric cup)
• Children will need more water if they are very active or if it’s a hot day.

• Encourage families to send a named water bottle every day.
• Find ways to support children to refill their bottle or cup as needed.
• Allow children to access water bottles or cups at any time during the day.
• Make sure that water is freely available at all celebrations or events.
• If your centre or school provides food (menu or canteen) make sure that water is offered. 
• If selling bottled drinks make sure that water is cheaper than sweet drinks.
• Encourage staff to role model that they enjoy drinking water too.

• Milk is a good source of calcium, which is needed for strong bones and teeth.
• Offer plain (unflavoured) milk most of the time.
• Reduced-fat milk is recommended for primary school aged children.
• Milkshakes or fruit smoothies made by blending soft fruit (e.g. strawberries or banana) with milk and yoghurt can help encourage children to enjoy milk.
• If a child cannot drink cow's milk, soy milk with added calcium is a good alternative.

• Whole fruit is a better choice than fruit juice. Whole fruit is higher in fibre and will keep you full for longer.
• Fruit juice is high in sugar.
• Drinking a lot of fruit juice can damage your teeth.