| If you have a picky eater, mealtime can
| |
| | who like halibut." Guess what may just
|
| make you feel like you want to pull your
| |
| | become Jamies new favorite food?
|
| hair out. It is very frustrating for
| |
| | TIP: PROVIDE VARIOUS CHOICES AROUND
|
| parents to watch their child only fiddle
| |
| | MEALTIME. Would you rather sit by me or
|
| with their food at dinner or not even
| |
| | by mommy? You can eat with a fork or a
|
| touch it, claiming they "dont like it.
| |
| | spoon which would you prefer? Do you
|
| Then what happens? Thirty minutes later
| |
| | think you will need more potatoes or is
|
| guess who is hungry? You guessed it. Your
| |
| | that enough? Have as much as you think
|
| little picky eater.
| |
| | you will need to make it to dinner. Milk
|
| Jamies mother was concerned about Jamie's
| |
| | or juice? Should we eat at 7:00 or 7:30?
|
| lack of interest in food. She stated,
| |
| | TIP: BE A GOOD ROLE MODEL. You know dear,
|
| Jamie never wants to eat anything I fix
| |
| | although spaghetti is not my favorite, I
|
| for dinner. What can I do to encourage
| |
| | will eat it because I know how hard you
|
| Jamie to eat the meals that I have
| |
| | worked to make it.
|
| prepared? I came up with the following
| |
| | TIP: EXPOSURE. Encourage Jamie to try a
|
| ten tips for her. You may find them
| |
| | variety of foods early on in her life
|
| useful as well.
| |
| | before she knows any different. Some
|
| TIP: INVOLVE JAMIE. You could have Jamie
| |
| | children may have never thought liver was
|
| help with planning the menu or meal
| |
| | gross if it hadnt been for what someone
|
| preparation. Kids are less likely to turn
| |
| | else had set their expectation to be.
|
| up their nose at something, they had a
| |
| | TIP: PROVIDE SOME FLEXIBILITY. Let's
|
| hand in.
| |
| | remember there are some foods that
|
| TIP: PLACE A LIMIT ON JAMIE. Perhaps
| |
| | certain children just can not stomach. If
|
| Jamie is playing with her food at dinner
| |
| | Jamie has a problem with spinach but it
|
| and not real interested in eating it. Mom
| |
| | is part of that particular meal, try to
|
| say's, Jamie, I will be serving breakfast
| |
| | have other items that she can get her
|
| at 7:00 a.m. try to eat enough to make it
| |
| | fill up on once everyone has their share.
|
| to then. You decide how much you will
| |
| | However, this should be the exception
|
| need. Oh! We will be clearing the table
| |
| | rather than the rule.
|
| in _____ minutes.
| |
| | Try letting Jamie dip her foods in
|
| When Jamie comes to you later that
| |
| | sauces, dressings, syrups or ketchup. It
|
| evening complaining of being hungry. With
| |
| | may make them taste better to her.
|
| an understanding tone, simply remind her
| |
| | TIP: MAKE MEALTIME ENJOYABLE. Try to talk
|
| that you will be serving breakfast at
| |
| | about things other than eating at
|
| 7:00 a.m. as usual. Jamie will most
| |
| | mealtime. Dinner is a great time to talk
|
| likely be persistent about getting
| |
| | to Jamie about how her day went. During
|
| something else to eat. It is important
| |
| | breakfast, you could discuss what
|
| that you follow through with the limit
| |
| | everyone has planned for the day.
|
| you have placed. Otherwise, Jamie learns
| |
| | Everyone pitching in to help prepare the
|
| that you do not mean what you say and you
| |
| | meal can teach Jamie an important family
|
| lose your credibility with her. You may
| |
| | value. An added bonus for children is
|
| have to tell her several times that you
| |
| | that it can teach them important thinking
|
| will be serving breakfast at 7:00 until
| |
| | skills regarding timing, measuring,
|
| she realizes that your are not going to
| |
| | colors, comparisons, counting, and cause
|
| give in.
| |
| | and effect.
|
| Jamie: Mom Im hungry. Can I have some
| |
| | Be creative in the ways that you dish up
|
| cookies?
| |
| | Jamies food. Mold her mashed potatoes
|
| Mom: Kids who eat all their dinner are
| |
| | into a volcano, cut her meat or sandwich
|
| welcome to have a snack after.
| |
| | into bite sized pieces and poke
|
| Jamie: But mom Im really hungry.
| |
| | toothpicks in them, layout veggies in the
|
| Mom: I know Jamie. I would be hungry too
| |
| | shapes of letters or numbers, or use a
|
| if I ate as little as you did for dinner,
| |
| | drop or two of food coloring to make it
|
| but dont worry I will be fixing a big
| |
| | more interesting.
|
| breakfast at 7:00 a.m.
| |
| | TIP: LIMIT SNACKING. For children to be
|
| Jamie: What? Do you want me to starve?
| |
| | hungry enough to eat a meal they usually
|
| Mom: Ill be serving breakfast at 7:00
| |
| | need to go two or three hours without
|
| Jamie
| |
| | food. However, it is difficult for
|
| Jamie: This isnt fair.
| |
| | children to go from noon to 6:00 p.m.
|
| Mom: Ill be serving breakfast at 7:00
| |
| | without food. A nutritious snack after
|
| Jamie
| |
| | school should be fine to get Jamie to
|
| Jamie: Fine!
| |
| | dinner still having her appetite.
|
| TIP: NOTICE THE EXCEPTIONS. Call
| |
| | TIP: RECALL PAST SUCCESSES. Think back
|
| attention to the times when Jamie eats
| |
| | about times when Jamie has ate her meals.
|
| most of her meal. Wow! Jamie you ate
| |
| | What were you doing? Were you placing a
|
| everything on your plate. Good job. You
| |
| | lot of emphasis on her need to eat her
|
| should be proud of yourself. Too often,
| |
| | food? What was she doing? What were you
|
| we only notice the negative aspects of
| |
| | eating? What happened before the meal?
|
| our childrens behavior and that is what
| |
| | These kinds of questions may help you
|
| we reinforce with our negative attention.
| |
| | realize some of the things you or Jamie
|
| TIP: CATER TO JAMIE'S DESIRE TO BE "BIG".
| |
| | is already doing which assist her in
|
| You probably wont like this halibut
| |
| | becoming a better eater.
|
| Jamie. Usually, adults are the only ones
| |
| |
|
