Healthy Eating & Nutrition

Course 22 – Healthy Eating & Nutrition

Introduction

Children develop eating habits from an early age.

Positive experiences around food help children:

• build healthy relationships with eating;
• try new foods;
• develop independence;
• understand nutrition;
• enjoy mealtimes.

As childcare professionals, we influence these habits every day.

Learning Outcomes

By the end of this course you will be able to:

• understand the importance of healthy nutrition;
• explain the Eatwell Guide;
• promote balanced eating;
• encourage healthy snack choices;
• support hydration;
• understand portion sizes;
• support children with different dietary requirements;
• promote positive mealtime experiences;
• encourage healthy lifelong habits.

Why Nutrition Matters

Good nutrition supports:

• brain development;
• memory;
• concentration;
• healthy growth;
• strong bones;
• healthy muscles;
• immune function;
• emotional wellbeing.

Poor nutrition may affect:

• behaviour;
• learning;
• energy levels;
• attendance;
• long-term health.

Healthy eating supports better outcomes across every area of development.

The Eatwell Guide

The UK Eatwell Guide encourages a balanced diet.

It includes:

• fruit and vegetables;
• starchy carbohydrates;
• proteins;
• dairy or dairy alternatives;
• healthy oils and spreads.

Foods high in sugar, salt and saturated fat should generally be eaten less often.

Fruit and Vegetables

Children should be encouraged to enjoy a wide variety of fruit and vegetables.

Benefits include:

• vitamins;
• minerals;
• fibre;
• healthy digestion.

Different colours often provide different nutrients.

Encourage children to "eat the rainbow."

Carbohydrates

Healthy carbohydrates provide energy.

Examples include:

• wholemeal bread;
• rice;
• pasta;
• potatoes;
• oats.

Wholegrain options often provide additional fibre.

Protein

Protein supports:

• growth;
• muscle development;
• tissue repair.

Examples include:

• beans;
• lentils;
• eggs;
• fish;
• lean meat;
• chickpeas.

Protein forms an important part of children's diets.

Dairy

Milk and dairy products provide:

• calcium;
• protein;
• vitamins.

Suitable dairy alternatives may also be appropriate for some children.

Always follow individual dietary requirements.

Foods High in Sugar

Foods containing large amounts of added sugar may contribute to:

• tooth decay;
• energy crashes;
• poor concentration;
• unhealthy weight gain.

Examples include:

• sweets;
• fizzy drinks;
• chocolate;
• sugary cakes;
• energy drinks.

These should not form part of everyday childcare provision.

Salt

Too much salt is not healthy for children.

Staff should encourage foods naturally lower in salt where possible.

Healthy habits formed early often continue into adulthood.

Healthy Fats

Some fats are important for growth and development.

Healthier fats include those found in:

• fish;
• nuts (where allergy-safe);
• seeds;
• avocados;
• olive oil.

Balance remains important.

Food and Learning

Healthy food helps children:

• maintain concentration;
• regulate energy;
• stay engaged;
• reduce tiredness.

Poor nutrition may affect classroom behaviour and learning.

Healthy snacks support productive afternoons.

Food and Behaviour

Children who are hungry or experience fluctuating energy levels may find it harder to:

• concentrate;
• cooperate;
• regulate emotions.

Food is not a behaviour management tool—

but good nutrition supports emotional regulation.

The Role of DASC

DASC supports healthy lifestyles by:

• providing healthy snack options;
• encouraging hydration;
• promoting balanced eating;
• modelling healthy habits;
• working with families.

Healthy eating is part of children's overall wellbeing.

Practice Scenario – Choosing a Snack

Practice Scenario – "I Don't Like Vegetables"

Manager Coaching Notes

Managers should ensure:

• healthy eating remains part of everyday practice;
• snack provision reflects current guidance;
• staff model positive attitudes towards food;
• healthy eating policies are implemented consistently;
• families understand DASC's healthy eating approach.

Healthy habits begin with positive role models.

Healthy Snacks, Drinks and Hydration

Children attending DASC often arrive after a full day at school.

By the time they reach the club they may be:

• hungry;
• thirsty;
• tired;
• less able to concentrate.

Providing healthy snacks and encouraging hydration helps children regain energy while supporting healthy growth and learning.

Snack time is also an opportunity to teach lifelong healthy habits.

Why Healthy Snacks Matter

Healthy snacks should:

• satisfy hunger;
• provide sustained energy;
• support concentration;
• contribute towards daily nutrition.

Snacks should not simply fill children up.

They should provide nutritional value.

Characteristics of Healthy Snacks

Good snacks are generally:

• nutritious;
• low in added sugar;
• low in excessive salt;
• balanced;
• appropriate for children's age.

Healthy snacks provide energy without excessive sugar.

Examples of Healthy Snacks

Suitable examples include:

• fresh fruit;
• vegetable sticks;
• wholegrain crackers;
• cheese (where appropriate);
• natural yoghurt;
• wholemeal toast;
• rice cakes;
• hummus with vegetables;
• oat-based snacks;
• plain popcorn (age appropriate and safely supervised).

Variety encourages children to try different foods.

Snacks to Limit

Foods that should generally be offered less frequently include:

• sweets;
• chocolate bars;
• crisps;
• sugary pastries;
• cakes;
• biscuits with high sugar content;
• sugary breakfast cereals.

Occasional celebrations are different from everyday provision.

Healthy routines should remain the norm.

Drinks

Water should always be the main drink available to children.

Other suitable drinks may include:

• plain milk;
• appropriate dairy alternatives where required.

Water is the healthiest choice for everyday hydration.

Drinks to Avoid

Children should generally not be offered:

• energy drinks;
• high-caffeine drinks;
• sugary fizzy drinks;
• highly sweetened beverages.

These provide little nutritional benefit and may negatively affect health and behaviour.

Why Hydration Matters

Children need adequate fluid to support:

• brain function;
• concentration;
• temperature regulation;
• digestion;
• physical activity.

Even mild dehydration may reduce concentration and increase tiredness.

Encouraging Children to Drink

Some children become so engaged in activities that they forget to drink.

Staff should:

• offer regular opportunities to drink;
• remind children after physical activity;
• encourage drinking during warm weather;
• model drinking water themselves.

Healthy habits are developed through encouragement rather than pressure.

Recognising Dehydration

Possible signs include:

• tiredness;
• headache;
• dry mouth;
• irritability;
• reduced concentration;
• dark-coloured urine.

Children showing signs of dehydration should be encouraged to drink and monitored appropriately.

Portion Sizes

Children need portions suitable for their:

• age;
• appetite;
• stage of development;
• activity level.

Large portions may overwhelm younger children.

Small portions can always be followed by additional servings where appropriate.

Encouraging Independence

Snack time provides opportunities for children to develop independence by:

• pouring drinks safely;
• choosing healthy options;
• serving themselves appropriately;
• clearing away afterwards.

These everyday skills build confidence.

Positive Snack Environments

Snack time should feel:

• calm;
• relaxed;
• social;
• welcoming.

Children often learn positive eating habits by observing others.

Adults help create enjoyable mealtime experiences.

Talking About Food

Adults should avoid:

• criticising children's food choices;
• embarrassing children;
• comparing children;
• forcing children to eat.

Instead:

• encourage curiosity;
• celebrate trying new foods;
• model healthy choices.

Food should remain enjoyable.

Food and Physical Activity

Healthy eating works best alongside regular physical activity.

Encourage children to:

• play outdoors;
• take part in active games;
• stay hydrated during activity.

Movement and nutrition work together to support healthy development.

Supporting Families

Parents and carers remain responsible for children's overall diet.

DASC can support families by:

• modelling healthy choices;
• sharing healthy snack ideas;
• promoting balanced nutrition;
• maintaining positive communication.

Healthy partnerships improve outcomes.

Food Waste

Healthy eating also includes respecting food.

Staff should encourage children to:

• take sensible portions;
• avoid unnecessary waste;
• try foods before deciding they dislike them;
• dispose of waste responsibly.

Respecting food supports sustainability.

Creating Healthy Habits

Healthy eating habits are developed through:

• repetition;
• consistency;
• positive experiences;
• encouragement;
• role modelling.

Children remember experiences more than instructions.

Practice Scenario – Child Only Wants Juice

Practice Scenario – Refusing Snack

Manager Coaching Notes

Managers should ensure:

• healthy snacks reflect current nutritional guidance;
• drinking water remains freely available;
• staff model positive eating habits;
• snack routines promote independence;
• healthy eating messages remain consistent across the setting.

Outstanding snack provision supports children's health while creating positive experiences around food.

Healthy Snack Checklist

Before snack time, ask:

□ Are healthy options available?

□ Is drinking water freely accessible?

□ Have dietary requirements been checked?

□ Are portion sizes appropriate?

□ Is the environment calm and welcoming?

□ Are staff modelling healthy choices?

□ Are children encouraged—not pressured—to try foods?

□ Is independence promoted safely?

□ Is food waste minimised?

□ Does snack time promote wellbeing?

Healthy snack routines support healthy children.

Supporting Positive Eating Behaviours

Healthy eating is not only about what children eat.

It is also about how they experience food.

Children develop lifelong attitudes towards food through:

• family experiences;
• cultural traditions;
• school;
• childcare settings;
• observing adults.

DASC should promote positive, enjoyable and pressure-free experiences around food.

Why Eating Behaviours Matter

Positive eating experiences help children:

• develop confidence;
• recognise hunger and fullness;
• enjoy trying new foods;
• develop independence;
• build healthy lifelong habits.

Negative experiences can contribute to anxiety, food refusal or unhealthy relationships with eating.

Children Develop at Different Rates

Children differ in:

• appetite;
• food preferences;
• willingness to try new foods;
• sensory experiences;
• confidence.

These differences are normal.

Staff should avoid comparing children.

Fussy Eating

Many children experience periods of selective or "fussy" eating.

This is a normal stage of development for many young children.

Examples include:

• refusing vegetables;
• preferring familiar foods;
• avoiding certain textures;
• eating only small amounts.

Patience is usually more effective than pressure.

Encouraging Children to Try New Foods

Helpful approaches include:

• offering small portions;
• allowing children to smell or touch unfamiliar foods;
• modelling enjoyment;
• praising curiosity;
• celebrating trying—not finishing.

Exploration often comes before acceptance.

Avoid Pressure

Avoid saying things such as:

• "You must finish everything."
• "No dessert unless you eat that."
• "Everyone else has finished."

Pressure can increase resistance.

Instead encourage children positively.

Listening to Hunger and Fullness

Children should gradually learn to recognise when they are:

• hungry;
• comfortably full.

Encourage children to listen to their bodies.

Avoid encouraging overeating.

Developing self-regulation supports lifelong healthy habits.

Never Use Food as a Reward

Avoid using food to reward behaviour.

Examples include:

• sweets for good behaviour;
• chocolate for completing homework;
• biscuits for tidying up.

This may create unhealthy emotional relationships with food.

Never Use Food as Punishment

Similarly:

Food should never be withheld as punishment.

Every child deserves access to food regardless of behaviour.

Behaviour management and nutrition should remain separate.

Celebrating Effort

Praise children for:

• trying something new;
• serving themselves safely;
• helping others;
• making healthy choices.

Focus on effort rather than quantity eaten.

Respecting Individual Preferences

Children may genuinely dislike certain foods.

Staff should:

• respect preferences;
• continue offering variety;
• avoid labelling children as "difficult."

Food preferences often change naturally over time.

Sensory Differences

Some children experience foods differently because of:

• texture;
• smell;
• temperature;
• appearance;
• taste.

This is particularly relevant for some children with SEND.

Support should be individualised.

Children with SEND

Some children may require additional support during snack time.

Examples include:

• visual timetables;
• adapted utensils;
• quieter eating areas;
• predictable routines;
• additional time.

Reasonable adjustments promote inclusion.

Mealtime Conversations

Snack time offers opportunities to discuss:

• healthy foods;
• where food comes from;
• different cultures;
• cooking;
• farming;
• sustainability.

Conversation should remain enjoyable and inclusive.

Modelling Healthy Behaviour

Adults influence children by:

• eating healthy foods;
• drinking water;
• speaking positively about food;
• trying new foods themselves.

Children learn through observation.

Respecting Children's Dignity

Never:

• embarrass children about eating;
• comment negatively on body size;
• compare children's appetites;
• shame food choices.

Children deserve dignity and respect at every meal.

Recognising Eating Difficulties

Staff should be alert to concerns such as:

• persistent refusal to eat;
• choking concerns;
• significant weight changes (where known);
• extreme anxiety around food;
• repeated distress at snack time.

Concerns should be shared with managers following DASC procedures.

Supporting Emotional Wellbeing

Food and emotions are closely connected.

Children may eat differently when they feel:

• anxious;
• excited;
• tired;
• upset.

Respond with patience and understanding.

Building Lifelong Habits

Healthy eating education should help children develop:

• confidence;
• curiosity;
• independence;
• moderation;
• enjoyment.

The aim is not perfection.

The aim is healthy lifelong habits.

Practice Scenario – "I Don't Like It"

Practice Scenario – Reward with Sweets

Manager Coaching Notes

Managers should ensure:

• snack routines promote positive eating behaviours;
• staff avoid pressuring children to eat;
• reasonable adjustments are available where needed;
• healthy attitudes towards food are modelled consistently;
• concerns about eating behaviours are managed sensitively.

Outstanding practitioners support children's relationship with food—not simply their nutritional intake.

Positive Eating Checklist

Before, during and after snack time, ask yourself:

□ Is the atmosphere calm?

□ Are children encouraged rather than pressured?

□ Are healthy choices modelled?

□ Is every child treated with dignity?

□ Are individual needs respected?

□ Are SEND adjustments in place where needed?

□ Are conversations about food positive?

□ Is independence encouraged?

□ Are children praised for effort?

□ Will today's experience help children enjoy food?

Healthy eating is about building positive relationships with food for life.

Dietary Requirements, Culture and Inclusion

Every child has the right to enjoy food safely and with dignity.

Children come from families with different:

• cultures;
• religions;
• traditions;
• medical needs;
• dietary preferences.

Outstanding childcare respects these differences while ensuring every child feels included.

Healthy eating should never exclude children.

Every Child is Unique

No two children have exactly the same dietary needs.

Factors affecting food choices may include:

• allergies;
• medical conditions;
• religion;
• culture;
• ethical beliefs;
• sensory preferences;
• SEND;
• family traditions.

Staff should treat every child as an individual.

Religious Dietary Requirements

Some families follow religious dietary practices.

Examples may include:

• halal;
• kosher;
• vegetarian diets associated with religious beliefs;
• fasting periods observed by older children or family members.

Staff should:

• respect these practices;
• avoid assumptions;
• follow information provided by parents.

Families remain the experts in their own beliefs.

Cultural Food Traditions

Food is an important part of culture.

Children may eat foods that are unfamiliar to staff or other children.

These differences should be welcomed.

They provide opportunities to:

• learn;
• celebrate diversity;
• encourage curiosity;
• develop respect.

Children should never feel embarrassed by the food they bring or eat.

Vegetarian and Vegan Diets

Some children may follow:

• vegetarian diets;
• vegan diets.

These choices should be respected.

Suitable alternatives should be provided where required in accordance with DASC procedures.

Balanced nutrition remains important.

Medical Diets

Some children require special diets because of medical conditions.

Examples include:

• coeliac disease;
• diabetes;
• food allergies;
• metabolic conditions.

Staff must always follow:

• Individual Healthcare Plans;
• Allergy Action Plans;
• medical advice;
• DASC procedures.

Medical dietary requirements are not optional.

Children with Coeliac Disease

Children with coeliac disease must avoid gluten.

Even small amounts of gluten may damage the intestine.

Cross-contamination should be prevented.

Always follow the child's care plan.

Diabetes

Some children may have diabetes.

Staff should:

• understand Individual Healthcare Plans;
• know emergency procedures;
• support meal and snack routines appropriately;
• work closely with parents and healthcare professionals.

Food management forms part of diabetes care.

Supporting Children with SEND

Some children with SEND experience differences relating to:

• food textures;
• smells;
• colours;
• temperature;
• routine.

Staff should:

• remain patient;
• avoid pressure;
• make reasonable adjustments;
• work with families.

Positive experiences remain the priority.

Packed Lunches

Some children may bring food from home.

Staff should:

• respect family choices;
• monitor food safety where appropriate;
• prevent food sharing;
• support allergy management.

Packed lunches should never become opportunities for judgement.

Food Sharing

Children should never share:

• sandwiches;
• snacks;
• drinks;
• sweets;
• lunchbox items.

Food sharing creates:

• allergy risks;
• contamination risks;
• safeguarding concerns.

Kindness sometimes means saying "no."

Celebrations

Birthdays and celebrations often involve food.

Before serving any food:

Always check:

• allergens;
• dietary requirements;
• DASC procedures.

Every child should be able to participate safely.

Inclusive Celebrations

Not every celebration has to focus on food.

Alternatives include:

• games;
• certificates;
• music;
• dancing;
• crafts;
• storytelling;
• special responsibilities.

Children remember experiences more than sweets.

Respectful Conversations

Children are naturally curious.

Adults should model respectful language.

For example:

Instead of:

"That's strange food."

Try:

"I've never tried that before. Tell me about it."

Respect encourages curiosity.

Supporting Families

Parents know their child's dietary needs best.

Staff should:

• listen carefully;
• seek clarification when needed;
• avoid assumptions;
• maintain positive communication.

Partnership supports children's wellbeing.

Promoting Inclusion Through Food

Food provides opportunities to:

• celebrate diversity;
• explore different cultures;
• develop respect;
• build friendships;
• encourage curiosity.

Inclusive food experiences help children understand the world around them.

Avoiding Food Shaming

Never:

• criticise lunchboxes;
• compare children's food;
• make negative comments about family choices;
• embarrass children.

Food discussions should always remain respectful.

Responding to Questions

If children ask questions about another child's food:

Encourage respectful discussion.

Help children understand that:

• families are different;
• cultures are different;
• beliefs are different;
• everyone deserves respect.

Food can become an opportunity to teach inclusion.

Practice Scenario – Different Lunch

Practice Scenario – Packed Lunch Swap

Manager Coaching Notes

Managers should ensure:

• dietary information remains accurate and up to date;
• staff understand medical dietary requirements;
• cultural inclusion is promoted positively;
• food-sharing expectations are consistently reinforced;
• celebrations remain inclusive for every child.

Outstanding childcare respects every child's dietary needs while celebrating diversity.

Inclusive Nutrition Checklist

Before serving or supervising food, ask:

□ Have dietary requirements been checked?

□ Have allergy risks been considered?

□ Have cultural and religious needs been respected?

□ Are celebrations inclusive?

□ Is food sharing prevented?

□ Have families provided relevant information?

□ Is respectful language being used?

□ Are reasonable adjustments available?

□ Does every child feel included?

□ Would every family feel respected?

Food should help every child feel that they belong.

Cooking Activities and Food Education

Cooking is much more than preparing food.

At DASC, cooking activities provide opportunities for children to develop:

• independence;
• confidence;
• mathematical skills;
• literacy skills;
• scientific understanding;
• communication;
• teamwork;
• healthy eating habits.

Well-planned cooking activities help children build practical life skills while developing positive attitudes towards food.

Why Cooking Matters

Children who take part in preparing food are often more willing to:

• taste unfamiliar foods;
• explore different ingredients;
• develop confidence around eating;
• make healthier choices.

Cooking supports both education and wellbeing.

Planning Cooking Activities

Before any cooking activity, consider:

• children's ages;
• allergies;
• dietary requirements;
• supervision levels;
• equipment required;
• hygiene arrangements;
• learning objectives.

Good preparation creates safer learning experiences.

Learning Through Cooking

Cooking naturally develops many areas of learning.

Children can practise:

Mathematics

• counting;
• measuring;
• weighing;
• comparing quantities.

Literacy

• reading recipes;
• recognising ingredients;
• following instructions;
• learning new vocabulary.

Science

Children observe:

• melting;
• freezing;
• mixing;
• dissolving;
• changes caused by heat.

Cooking brings science to life.

Hygiene During Cooking

Before cooking begins:

Everyone should:

• wash hands;
• tie back long hair;
• clean preparation areas;
• remove unnecessary jewellery where appropriate.

Good hygiene habits should be reinforced throughout the activity.

Safe Equipment

Children should only use equipment appropriate to:

• their age;
• ability;
• level of supervision.

Examples include:

• child-safe knives;
• peelers;
• measuring cups;
• mixing bowls.

Higher-risk equipment should only be used under close adult supervision.

Heat Sources

If cooking involves:

• ovens;
• hobs;
• kettles;
• microwaves;
• hot trays;

staff should:

• supervise continuously;
• manage risks carefully;
• follow DASC Health & Safety procedures.

Children should never be left unsupervised near heat sources.

Food Preparation Skills

Children may gradually learn to:

• wash fruit;
• peel vegetables safely;
• spread toppings;
• stir mixtures;
• measure ingredients;
• set the table.

Small responsibilities build confidence.

Encouraging Independence

Allow children to:

• make choices;
• measure ingredients;
• serve themselves appropriately;
• tidy away afterwards.

Independence develops through practice.

Adults should support without taking over unnecessarily.

Exploring New Foods

Cooking provides opportunities to introduce:

• unfamiliar fruits;
• vegetables;
• herbs;
• spices;
• grains.

Children are often more willing to try foods they have helped prepare.

Curiosity should always be encouraged.

Respecting Individual Choices

Children should never be forced to:

• taste food;
• eat ingredients;
• complete recipes.

Participation should always remain positive.

Exploration is more important than consumption.

Sustainability

Cooking activities can also teach:

• reducing food waste;
• composting where available;
• seasonal produce;
• local food;
• recycling packaging.

Healthy eating and environmental responsibility often go together.

Talking About Food

Use cooking sessions to discuss:

• colours;
• textures;
• smells;
• tastes;
• nutrition;
• where food comes from.

Use these descriptions to encourage learning and conversation.

Celebrating Different Cultures

Cooking provides excellent opportunities to explore foods from different cultures.

Examples might include:

• breads;
• soups;
• fruit dishes;
• rice dishes;
• healthy traditional recipes.

Food should celebrate diversity respectfully rather than relying on stereotypes.

Cleaning Afterwards

Children can also learn responsibility by helping to:

• wipe tables;
• wash suitable equipment;
• dispose of waste;
• tidy resources.

Cleaning forms part of the learning process.

Reflecting on Learning

After cooking, encourage children to discuss:

• what they learned;
• what they enjoyed;
• what they found difficult;
• what they might cook again.

Reflection supports confidence and communication.

Practice Scenario – Fruit Salad Activity

Practice Scenario – Everyone Wants to Stir

Manager Coaching Notes

Managers should ensure:

• cooking activities are risk assessed;
• staff understand food hygiene expectations;
• dietary requirements are checked;
• learning objectives are clear;
• inclusion is promoted throughout cooking sessions;
• practical life skills remain part of the curriculum.

Outstanding cooking activities combine education, safety and enjoyment.

Cooking Activity Checklist

Before beginning, ask:

□ Have dietary requirements been checked?

□ Have allergy risks been considered?

□ Have children washed their hands?

□ Is equipment suitable for children's ages?

□ Is supervision adequate?

□ Has a risk assessment been completed?

□ Are learning opportunities identified?

□ Is the activity inclusive?

□ Can children participate safely?

□ Will children enjoy the experience?

Cooking should develop skills, confidence and curiosity while keeping every child safe.

Healthy Lifestyle, Physical Activity and Long-Term Wellbeing

Healthy eating is only one part of a healthy lifestyle.

Children's wellbeing is influenced by the balance between:

• nutrition;
• hydration;
• physical activity;
• sleep;
• emotional wellbeing;
• screen time;
• healthy routines.

At DASC we encourage healthy lifestyles that support children's physical, emotional and social development.

A Whole-Child Approach

Healthy children are more likely to:

• enjoy learning;
• concentrate;
• build friendships;
• participate confidently;
• regulate emotions;
• develop resilience.

Healthy eating should be viewed as one part of supporting the whole child.

Physical Activity

Regular physical activity supports:

• healthy growth;
• strong muscles;
• healthy bones;
• heart health;
• coordination;
• confidence;
• emotional wellbeing.

Children should have opportunities to move every day.

Benefits of Active Play

Active play helps children develop:

• balance;
• coordination;
• teamwork;
• communication;
• resilience;
• confidence.

Examples include:

• football;
• skipping;
• dancing;
• obstacle courses;
• playground games;
• outdoor exploration.

Movement is an essential part of healthy development.

Healthy Balance

Healthy lifestyles are built on balance.

Children benefit from balancing:

• active play;
• quiet activities;
• learning;
• relaxation;
• healthy eating;
• hydration.

Variety supports wellbeing.

Screen Time

Technology has many benefits.

However, long periods of inactivity may affect:

• physical health;
• posture;
• concentration;
• sleep.

Where screens are used at DASC, they should be purposeful, balanced and age-appropriate.

Children should also have plenty of opportunities for active play.

Sleep and Nutrition

Children who are tired may:

• struggle to concentrate;
• feel hungrier;
• become irritable;
• find learning more difficult.

Healthy routines include:

• good nutrition;
• regular sleep;
• hydration;
• physical activity.

These areas support one another.

Emotional Wellbeing

Healthy eating and emotional wellbeing are closely connected.

Children who feel:

• safe;
• calm;
• supported;
• included;

are often better able to enjoy food and participate in activities.

Positive relationships remain central to healthy development.

Body Image

Children develop ideas about body image from an early age.

Adults should avoid making comments about:

• body size;
• weight;
• appearance.

Instead promote messages about:

• strength;
• health;
• energy;
• wellbeing;
• confidence.

Children deserve to develop positive self-esteem.

Respecting Every Child

Every child develops differently.

Avoid comparing:

• height;
• weight;
• appetite;
• physical ability.

Celebrate each child's individual progress.

Comparison rarely motivates children positively.

Healthy Role Models

Children learn healthy habits by watching adults.

Staff should model:

• drinking water;
• enjoying healthy snacks;
• positive attitudes towards physical activity;
• respectful language about food and bodies.

Role modelling is one of the most powerful teaching tools.

Outdoor Learning

Outdoor environments encourage:

• movement;
• exploration;
• teamwork;
• curiosity;
• problem-solving.

Whenever appropriate, outdoor activities should complement healthy eating education.

Gardening

Where opportunities exist, children can learn about food by:

• planting herbs;
• growing vegetables;
• watering plants;
• observing seasonal growth.

Growing food helps children understand where food comes from.

Sustainability

Healthy lifestyles also include caring for the environment.

Children can learn about:

• reducing food waste;
• recycling;
• composting;
• reusable bottles;
• seasonal produce.

Looking after the planet supports future wellbeing.

Positive Health Messages

Adults should avoid creating guilt around food.

Instead encourage messages such as:

• "Healthy food gives us energy."

• "Water helps our bodies work well."

• "Moving our bodies keeps us strong."

Positive messages build lifelong habits.

Working with Families

Healthy lifestyles are strengthened when:

• school;
• childcare;
• families;

work together.

DASC should communicate respectfully and supportively with parents.

Families should never feel judged.

Supporting Healthy Choices

Children should gradually learn how to make choices by asking questions such as:

• Which snack gives us energy for longer?
• Which drink is healthiest?
• How does our body feel after exercise?
• Why is sleep important?

Healthy choices develop through understanding.

Long-Term Benefits

Healthy habits established during childhood may reduce the risk of:

• obesity;
• heart disease;
• type 2 diabetes;
• poor dental health;
• reduced physical fitness.

More importantly, they support happier, healthier lives.

Practice Scenario – Indoor Afternoon

Practice Scenario – Negative Body Comment

Manager Coaching Notes

Managers should ensure:

• physical activity is included daily;
• healthy lifestyle messages remain consistent;
• body-positive language is modelled;
• outdoor learning opportunities are maximised;
• families receive supportive health information where appropriate.

Outstanding settings promote healthy lifestyles through every aspect of children's experiences.

Healthy Lifestyle Checklist

Reflect regularly:

□ Are children active every session?

□ Is drinking water available?

□ Are healthy snacks provided?

□ Are positive body messages used?

□ Are children encouraged to move?

□ Is outdoor play promoted?

□ Are healthy habits modelled?

□ Is emotional wellbeing supported?

□ Are families included?

□ Are children developing lifelong healthy habits?

Healthy lifestyles are built through many small positive experiences every day.

Monitoring Healthy Eating, Working with Families and Continuous Improvement

Promoting healthy eating is an ongoing responsibility.

Outstanding childcare settings do not simply provide healthy food.

They:

• monitor practice;
• work closely with families;
• review their provision;
• learn from feedback;
• continually improve.

Healthy eating should be part of DASC's everyday culture.

Why Monitoring Matters

Monitoring helps ensure that:

• healthy eating policies are followed;
• children receive appropriate nutrition;
• dietary requirements are met;
• snack provision remains suitable;
• standards remain consistently high.

Regular review supports continuous improvement.

Observing Snack Time

Managers and senior staff should observe snack times to ensure:

• children are welcomed warmly;
• food is served safely;
• healthy options are available;
• independence is encouraged;
• children are treated respectfully;
• dietary requirements are followed.

Observations help identify good practice and opportunities for improvement.

Reviewing Snack Provision

Healthy snack menus should be reviewed periodically.

Consider:

• nutritional balance;
• variety;
• seasonal produce;
• children's preferences;
• dietary needs;
• affordability;
• food waste.

Healthy eating should evolve as children's needs change.

Listening to Children

Children's views matter.

Ask questions such as:

• Which healthy snacks do you enjoy?
• What new fruit would you like to try?
• What helps snack time feel enjoyable?
• How could we improve snack time?

Children often provide valuable ideas.

Working in Partnership with Families

Parents and carers know their children best.

Staff should work collaboratively by:

• sharing information respectfully;
• discussing dietary needs;
• celebrating progress;
• listening carefully;
• answering questions honestly.

Healthy partnerships improve children's wellbeing.

Respectful Communication

Healthy eating conversations should always remain supportive.

Avoid:

• criticism;
• blame;
• judgement;
• assumptions.

Instead:

• listen;
• explain;
• encourage;
• collaborate.

Families should feel respected at all times.

Sharing Healthy Ideas

Where appropriate, DASC may share:

• healthy snack ideas;
• lunchbox suggestions;
• hydration reminders;
• healthy recipes;
• seasonal eating ideas.

Information should always be practical, inclusive and achievable.

Supporting Families Facing Challenges

Some families may experience:

• financial pressures;
• limited access to fresh food;
• cultural differences;
• additional support needs.

Staff should remain sensitive and avoid making assumptions.

Where appropriate, signpost families to available support through management.

Food Waste Monitoring

Managers should review:

• how much food is discarded;
• which snacks children enjoy most;
• portion sizes;
• purchasing patterns.

Reducing waste supports both sustainability and value for money.

Reviewing Allergen Procedures

Regularly review:

• allergy records;
• care plans;
• emergency medication arrangements;
• staff confidence;
• food preparation procedures.

Good allergy management requires continual review.

Staff Development

Healthy eating knowledge should be maintained through:

• induction;
• refresher training;
• supervision;
• policy updates;
• professional discussion.

Knowledge develops over time.

Quality Assurance

Managers should periodically review:

• healthy eating policies;
• food safety procedures;
• snack provision;
• children's feedback;
• parental feedback;
• staff practice.

Quality assurance ensures standards remain high.

Learning from Incidents

If concerns arise relating to:

• allergies;
• food safety;
• dietary provision;
• complaints;

DASC should:

• investigate fairly;
• identify lessons learned;
• update procedures where appropriate;
• share learning with staff.

Every incident should strengthen future practice.

Promoting Healthy Eating Beyond Snack Time

Healthy eating messages can be reinforced during:

• cooking activities;
• role play;
• gardening;
• science activities;
• physical education;
• story time;
• discussions about wellbeing.

Healthy lifestyles should be embedded throughout children's experiences.

Measuring Success

Healthy eating is successful when:

• children enjoy snack time;
• healthy options are chosen confidently;
• children try new foods;
• dietary needs are respected;
• families feel supported;
• food waste is reduced;
• children develop positive attitudes towards nutrition.

Success is measured by long-term habits rather than one meal.

Practice Scenario – Parent Concern

Practice Scenario – Food Waste

Manager Coaching Notes

Managers should ensure:

• healthy eating remains part of quality assurance;
• families are engaged positively;
• snack provision is reviewed regularly;
• food waste is monitored;
• staff receive ongoing training;
• healthy eating policies remain current.

Outstanding settings continue improving even when standards are already high.

Healthy Eating Review Checklist

Managers should regularly ask:

□ Are healthy snacks varied?

□ Are children involved in decisions?

□ Is water always available?

□ Are dietary needs fully met?

□ Are families listened to?

□ Is food waste monitored?

□ Are allergy procedures reviewed?

□ Have staff completed training?

□ Are healthy habits being modelled?

□ Are improvements being implemented?

Healthy eating thrives through reflection, partnership and continual improvement.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Courses

References

Course Summary

Throughout this course you have explored how healthy eating supports children's development, wellbeing and lifelong health.

You have learned:

• why nutrition is important for children's development;
• the principles of the Eatwell Guide;
• how to provide healthy snacks and drinks;
• the importance of hydration;
• how to encourage positive eating behaviours;
• how to respect dietary, cultural and religious needs;
• how cooking activities support learning;
• how healthy lifestyles include physical activity and emotional wellbeing;
• how partnership with families strengthens healthy habits.

Healthy eating is about far more than food.

It is about helping children develop confidence, independence and positive lifelong relationships with nutrition.

The DASC Healthy Eating Framework

Every member of staff should follow this framework:

This framework ensures healthy eating remains embedded throughout children's experiences at DASC.

Key Messages to Remember

Always remember:

• Healthy eating supports learning and development.
• Water should always be readily available.
• Encourage children—never pressure them.
• Respect cultural, religious and medical dietary needs.
• Never use food as a reward or punishment.
• Promote positive body image.
• Encourage physical activity alongside healthy eating.
• Work in partnership with families.
• Model healthy habits every day.
• Help children enjoy food and develop lifelong healthy choices.

Every interaction around food is an opportunity to support children's wellbeing.

Course Completion

Congratulations.

You have completed Course 22 – Healthy Eating & Nutrition.

This course reinforces one of DASC's core commitments:

Every child deserves the opportunity to develop healthy habits that support lifelong wellbeing.

By applying the knowledge from this course, you will help ensure that:

• children enjoy balanced, nutritious snacks;
• healthy choices are encouraged positively;
• dietary needs are respected;
• snack times promote independence and inclusion;
• families feel supported;
• children develop positive attitudes towards food and healthy lifestyles.

Remember the four guiding principles of healthy eating at DASC:

• Nourish the Child
• Respect Individual Needs
• Encourage Healthy Choices
• Build Lifelong Habits

Every healthy conversation, every nutritious snack and every positive role model helps shape a healthier future for the children in our care.

Together, we create a setting where healthy eating is enjoyable, inclusive and part of everyday life.