{"id":338,"date":"2022-01-05T17:16:27","date_gmt":"2022-01-05T17:16:27","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accece\/back-matter\/appendix-n-self-assessment-for-positive-and-healthy-meals-and-snacks\/"},"modified":"2022-01-05T17:16:27","modified_gmt":"2022-01-05T17:16:27","slug":"appendix-n-self-assessment-for-positive-and-healthy-meals-and-snacks","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.ccconline.org\/accece\/back-matter\/appendix-n-self-assessment-for-positive-and-healthy-meals-and-snacks\/","title":{"raw":"Appendix N: Self-Assessment for Positive and Healthy Meals and Snacks","rendered":"Appendix N: Self-Assessment for Positive and Healthy Meals and Snacks"},"content":{"raw":"

Self-Assessment for Positive and Healthy Meals and Snacks[1]<\/a><\/h3>\n
Section 1: Fruits <\/strong><\/h5>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Fruits available daily<\/strong><\/span><\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Fruit options include fresh, frozen, and\/or fruit packed in Water or juice (not\u00a0packed in light or heavy syrup)<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Fruit options are accessible to Children for self-serving<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
All fruit names are introduced to the children prior to the meal or snack<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Fruit names are written and\/or pictured near where children eat<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n<\/thead>\n<\/table>\nNotes \/ Reflections:\n
Section 2: Vegetables <\/strong><\/h5>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Vegetables available daily<\/strong><\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Vegetable options include and\/or labeled \"reduced sodium\" or \u201cno salt added\u201d<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Vegetables are available to children for self-serving<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
All vegetable names are introduced to the children prior to the meal or snack<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Vegetable names are written and\/or pictured near where children eat<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n<\/thead>\n<\/table>\nNotes \/ Reflections:\n
Section 3: Beverages <\/strong><\/h5>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Fat free or 1% milk is provided daily for children<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Milk is available to children for self-serving<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Drinking water is available to children for self-serving<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
If juice is served it is either 100% fruit or vegetable juice<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
All beverage names are introduced to the children prior to the meal or snack<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Beverage names are written and\/or pictured near where children eat<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n<\/thead>\n<\/table>\nNotes \/ Reflections:\n
Section 4: Menu Selections <\/strong><\/h5>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Menu boards featuring daily meals and snacks are available and visible near where children eat (e.g. classroom or space)<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
The menu includes a variety of foods which consider cultural and ethnic preferences<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
The menu is modified for children with food allergies \/ intolerances and children with disabilities<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
A monthly menu is provided to all families and staff<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
All beverage names are introduced to the children prior to the meal or snack<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
A monthly nutrition and\/or physical activity message is included on the monthly menu<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nNotes \/ Reflections:\n\nSection 5: ECE Providers Role During Meal\/Snack Time\u00a0 <\/strong>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Mealtime takes place at regular scheduled time and is part of the children daily routine.<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for children have been trained and model appropriate mealtime behavior<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for children turn off all visible screens, including televisions, tablets, phones, etc. During meal time an engaging conversation with the children<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for children sit with children at the table during meal time<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
Adults caring for caring for children discuss if children stomachs feel full before serving a second helping of food<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
During meal time, adults caring for children encourage children to try new or less preferred foods<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n
A transition activity (e.g. Reading a book, coloring activity, listening to quiet music, etc.) is offered to children when they're done with their meal<\/td>\n<\/tr>\n
Frequently<\/td>\nSometimes<\/td>\nNever<\/td>\nReady to get started<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nNotes \/ Reflections:\n

Action Plan<\/strong><\/h3>\nBased on your self-assessment, create an action plan. Tips for completing your action plan:\n