CHAPTER 16: FEEDING TODDLERS,
PRESCHOOLERS, AND SCHOOL-AGE AND
YOUNG CHILDREN
Answers to Review Questions
ANSWERS TO CHAPTER REVIEW
A. By Yourself
1. Provide a comfortable eating environment with childappropriate-sized furniture and child-
sized eating utensils. Clutter should be removed from the area, and adults should eat with the
2. Adults are responsible for deciding what foods will be offered and when food will be served.
3. Appropriate serving sizes (meals) for a two-year-old and a four-year-old child for each of the
following are: Two-year-old Four-year-old
bread 1/2 slice 1/2 slice
B. As a Group
1. The answers to this question will vary depending upon the nature of shows watched by the
students.
a. Sugary, high fat, high calorie foods, such as sugared cereals, granola bars, candy, soft
2. The answers to this question will vary with location.
a. Student observations will vary. However, there are typically more young children
present.
3. The answers to this question will vary depending on the particular store visited.
a. Child-oriented cereals (usually sugar-coated, fun-shaped varieties) typically occupy the
middle shelf (eye-level for a child riding in a grocery cart).
ANSWERS TO CASE STUDY
1. Healthy alternative snacks might include fruit muffins or cupcakes (e.g., pumpkin, zucchini,
blueberry), a whole melon that children can cup up in class, cereal mix, yogurt and fruit
2. ChilLocating an interpreter who can converse with Maria’s family would be helpful in
2. dren relish the attention they receive on their “special” day. The cake is less important (than
3. Check with the local library or on the Internet. There may also be a similar cultural group in
3. Check with the local high school, community college, or university language departments.
ADDITIONAL QUESTIONS FOR DISCUSSION
1. How do the toddler’s neophobic tendencies influence the types of foods and menus that are
served at home? In schools? At restaurants?
2. Discuss the importance of timing in the offering of food to the toddler and young child.
4. How would you handle a child’s refusal to eat foods that have been served for a meal?
5. What healthy snack ideas can you suggest for toddlers? For preschoolers? For school-aged
children?
6. Why is it important for children to eat a variety of foods from each food group?
7. In what ways does a child’s cultural heritage influence his/her dietary patterns?
8. Explain the concept of “portion distortion” and its relationship to childhood obesity.
ADDITIONAL APPLICATION ACTIVITIES
The following exercises are designed for instructors to assign as individual or group projects.
1. Visit a local fast food restaurant. Conduct a 30 minute observation and note the foods young
2. Select 3 uncommon fruits and/or vegetables that children are unlikely to have tasted. What
reactions do you anticipate? Provide several suggestions for preparing and serving each item so it
3. Examine the children’s menu at a local fast food chain restaurant. Analyze and comment on
4. A four-year-old boy in your class refuses to eat any vegetables served for meals or snacks.
His family accepts this behavior and believes “he will eventually outgrow it.” What nutrient