Appendix N: Self-Assessment for Positive and Healthy Meals and Snacks

Self-Assessment for Positive and Healthy Meals and Snacks[1]

Section 1: Fruits
Fruits available daily
Frequently Sometimes Never Ready to get started
Fruit options include fresh, frozen, and/or fruit packed in Water or juice (not packed in light or heavy syrup)
Frequently Sometimes Never Ready to get started
Fruit options are accessible to Children for self-serving
Frequently Sometimes Never Ready to get started
All fruit names are introduced to the children prior to the meal or snack
Frequently Sometimes Never Ready to get started
Fruit names are written and/or pictured near where children eat
Frequently Sometimes Never Ready to get started
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining
Frequently Sometimes Never Ready to get started

Notes / Reflections:

Section 2: Vegetables
Vegetables available daily
Frequently Sometimes Never Ready to get started
Vegetable options include and/or labeled “reduced sodium” or “no salt added”
Frequently Sometimes Never Ready to get started
Vegetables are available to children for self-serving
Frequently Sometimes Never Ready to get started
All vegetable names are introduced to the children prior to the meal or snack
Frequently Sometimes Never Ready to get started
Vegetable names are written and/or pictured near where children eat
Frequently Sometimes Never Ready to get started
Adults caring for children (mg, assistants, etc.) model to children how to serve themselves and participate in family style dining
Frequently Sometimes Never Ready to get started

Notes / Reflections:

Section 3: Beverages
Fat free or 1% milk is provided daily for children
Frequently Sometimes Never Ready to get started
Milk is available to children for self-serving
Frequently Sometimes Never Ready to get started
Drinking water is available to children for self-serving
Frequently Sometimes Never Ready to get started
If juice is served it is either 100% fruit or vegetable juice
Frequently Sometimes Never Ready to get started
All beverage names are introduced to the children prior to the meal or snack
Frequently Sometimes Never Ready to get started
Beverage names are written and/or pictured near where children eat
Frequently Sometimes Never Ready to get started

Notes / Reflections:

Section 4: Menu Selections
Menu boards featuring daily meals and snacks are available and visible near where children eat (e.g. classroom or space)
Frequently Sometimes Never Ready to get started
The menu includes a variety of foods which consider cultural and ethnic preferences
Frequently Sometimes Never Ready to get started
The menu is modified for children with food allergies / intolerances and children with disabilities
Frequently Sometimes Never Ready to get started
A monthly menu is provided to all families and staff
Frequently Sometimes Never Ready to get started
All beverage names are introduced to the children prior to the meal or snack
Frequently Sometimes Never Ready to get started
A monthly nutrition and/or physical activity message is included on the monthly menu
Frequently Sometimes Never Ready to get started

Notes / Reflections:

Section 5: ECE Providers Role During Meal/Snack Time 

Mealtime takes place at regular scheduled time and is part of the children daily routine.
Frequently Sometimes Never Ready to get started
Adults caring for children have been trained and model appropriate mealtime behavior
Frequently Sometimes Never Ready to get started
Adults caring for children turn off all visible screens, including televisions, tablets, phones, etc. During meal time an engaging conversation with the children
Frequently Sometimes Never Ready to get started
Adults caring for children sit with children at the table during meal time
Frequently Sometimes Never Ready to get started
Adults caring for caring for children discuss if children stomachs feel full before serving a second helping of food
Frequently Sometimes Never Ready to get started
During meal time, adults caring for children encourage children to try new or less preferred foods
Frequently Sometimes Never Ready to get started
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
Frequently Sometimes Never Ready to get started

Notes / Reflections:

Action Plan

Based on your self-assessment, create an action plan. Tips for completing your action plan:

  • Share ideas and planning with staff in your program to ensure clear expectations
  • Determine how many steps you think it will take to achieve a goal;
  • Define the steps and determine who is responsible for each step; and
  • Set a time-line for the completion of a goal and dates by which each step should be complete.
Action Plan Worksheet

Start Date:

ECE Program Name:

Goal:

Objective / Steps Actions Items (Child, Family, Program, Staff) Program Environment Program Policies
Sample Objective Step: Update menus over a 3 month period to integrate more fruits an vegetables Discuss these changes with the children and how they help them grow strong and healthy Update menu boards to share information about fresh fruits and vegetables. Include healthy eating as a required topic at family orientation
Who is responsible? Program Staff Program Director, cook teachers Program Director
 

Date

 June 1st July 1st August 1st
 

 

 

Objective Step

      
 

Who is responsible?

      
 

Date

      

 [1] Positive Eating Environment Self-Assessment for ECE Programs by the National Center on Early Childhood Health and Wellness is in the public domain

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Safety, Health and Nutrition in Early Childhood Education Copyright © by Kelly McKown is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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