1. The document discusses supporting healthy lifestyles for children through proper nutrition. It outlines the negative impacts of poor diet on children's short and long-term health and development, including issues like malnutrition, obesity, and increased disease risk. 2. There are many reasons a child may have special dietary requirements, including lifestyle preferences, religious or cultural practices, allergies, and medical conditions. It is important for practitioners to keep accurate records and share information to meet individual children's needs. 3. Practitioners play an important role in meeting children's nutritional needs by liaising with parents, considering children's rights and welfare, and acting as a good role model. Working closely in partnership with parents is key to

1. Unit 1.1 Support healthy
lifestyles for children through the
provision of food and nutrition

2. Learning outcomes
• Explain the impacts of poor diet on children’s health and
development in the short term and long term
• Identify reasons for, special dietary requirements, keeping
and sharing coherent records with regard to special dietary
requirements
• Explain the role of the early years practitioner in meeting
children’s individual dietary requirements and preferences
• Describe benefits of working in partnership with
parents/carers in relation to special dietary requirements

3. LO4. Understand the impact of poor diet on children’s health
and development 4.1
Starter Activity Time: 15 mins
• With a partner, recap on what you defined as healthy eating in
Lesson 1.
• Now describe what a poor diet might be for a young child.
• How might this affect their health and development in the short term?
• How might this affect their health and development in the long term?
Poor Brain Function
Poor Activity levels
Poor Sleep
Mood Problems
Digestive problems
Osteoporosis
Cardiovascular Disease
Obesity
Tooth decay
Brain development

4. LO4. Understand the impact of poor diet on children’s health
and development [AC 4.1]
In the short term a poor diet can lead to:
• Malnutrition can cause poor growth and physical
development – a failure to gain height and weight
• Loss of concentration
• Tiredness
• Increased susceptibility to infections
• Tooth decay – caused by sugary foods
• Bleeding gums
• Poor skin and hair condition
• Obesity.
The impact of poor diet on children’s health and development
in the short term

5. LO4. Understand the impact of poor diet on children’s health
and development [AC 4.1]
Time: 15 mins
With a partner discuss how the short term issues may have an
impact in the long term.
• Consider how they may impact on a person’s health, mental
and social well-being.
• How can loss of concentration impact on health and
development in the long term?
• What is the difference between malnutrition and under-
nutrition?

6. LO4. Understand the impact of poor diet on children’s health
and development 4.1
In the long term a poor diet can lead to:
• Heart conditions, diabetes, emotional and social problems can
all be caused by obesity.
• Weak immune system, osteoporosis and diabetes can be
caused by malnutrition.
• Poor health may lead to a loss in income as the adult may be
unable to work.
Remember: eating habits developed in childhood set the
foundations for the habits of the adult.
The impact of poor diet on children’s health and development
in the long term

7. There are many reasons why children may need special diets.
These can vary from lifestyle preferences, to disorders which
may require special diets.
• Lifestyle choices
If a parent wishes their child to follow a vegetarian or vegan
diet, the setting should respect their wishes.
• Religious requirements
Some religions exclude certain sorts of meat, or stipulate how
the meat should be butchered.
LO5. Understand individuals’ dietary requirements and
preferences 5.1
Reasons for special dietary requirements

8. • Cultural requirements
Many cultures have special food for special festivals, e.g.
pancakes on Shrove Tuesday.
Sort your given cultural variations in diet hand out produce a
table
• Disorders
Food allergies, food intolerances, diabetes,
overweight/underweight children, children who have
digestive or chewing difficulties.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1]
Reasons for special dietary requirements (continued)

9. • Practitioners should have regard to all relevant legislation.
• According to the EYFS, before admitting a child to the setting,
the practitioner should ask if the child has any special dietary
needs or food allergies and should ensure that they have an
emergency contact number. They will also need to take
account of parents’ wishes, e.g. cultural or religious
requirements.
• Practitioners will need to ensure that this information is
regularly updated and should share it with all adults who
work with the children to ensure their health and safety.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1]
Reasons for keeping and sharing coherent records with regard
to special dietary requirements

10. • It is important to collect this information so that the practitioner is
fully informed. When providing snacks, meals or carrying out food
activities, the practitioner will use this information to ensure the
safety of all children, e.g. if a child is lactose intolerant they will
need to be given options other than milk to drink.
• If children bring in sweets for a birthday treat to share with the
class, practitioners may need to know of any cultural requirements
as some sweets containing gelatin may not be allowed.
• A practitioner will need to know of any children who are allergic to
peanuts, as this could result in anaphylactic shock and the
practitioner will need to know what to do in this situation.
• Anyone who works with the children will need to share this
information.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1]
Reasons for keeping and sharing coherent records with regard
to special dietary requirements (continued)

11. Time: 15 mins
1. What is the difference between a food allergy and a food
intolerance?
• Research the symptoms of an allergic reaction and what you,
as a practitioner, should do if a child has one.
2. What is anaphylaxis?
• Research this and what to do if a child has an anaphylactic
shock.
3. Why is gelatin banned in some religions?
• Research the use of gelatin in sweets.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1]

12. Time: 15 mins
Now that you have researched food allergies and food
intolerances, work together to list other reasons there might be
for special dietary requirements.
Consider:
• Health reasons
• Religious reasons
• Personal preferences.
List issues under all of these reasons.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1]

13. Time: 15 mins
In small groups choose one of the reasons for special dietary
requirements discussed in the Classroom discussion activity.
• Share the knowledge or experience that you have on the
subject.
• Research the subject as a group – you may wish to allocate
different research topics to each group member.
• Produce an information poster to share with the rest of the
class.
LO5. Understand individuals’ dietary requirements and
preferences 5.1

14. • Practitioners need to liaise with parents in order to be aware
of any allergies or specific cultural or religious requirements.
They should ensure that they have regard for these when they
are providing snacks or planning an activity involving food.
• Practitioners should always have regard for the importance of
diet to children’s development.
• They should also ensure that they consider the following:
• Children’s rights
• Welfare of children
• Long term effects of diet.
LO5. Understand individuals’ dietary requirements and
preferences 5.2
The role of the early years practitioner in meeting children’s
individual dietary requirements

15. LO5. Understand individuals’ dietary requirements and
preferences [AC 5.3]
Benefits of working in partnership with parents/carers in
relation to special dietary requirements
• Practitioners need to remember that the parent/carer is the
‘expert’ on their child. It is, therefore, very important for
practitioners to work closely with parents or carers. An open door
policy is helpful in achieving this.
• Parents/carers can update practitioners on changing dietary
conditions, they can explain the child’s condition to the practitioner
and educate them about the condition, they can suggest alternative
foods.
• Parents could be invited into the setting to run food activities with
groups of children. This could introduce children to foods from
other cultures.

16. Time: 15 mins
What is the role of the practitioner in meeting children’s individual
dietary requirements?
Consider:
• Children’s rights
• Current frameworks
• The welfare of children
• Long term effects on children
• Providing a good role model.
Focus on:
Liaising with parents/carers.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.2, 5.3]

17. Time: 15 mins
Research the following conditions:
• Coeliac condition
• Cystic fibrosis
• Galactosaemia
• Diabetes.
Choose one of these and write a weekly menu for a child in your
setting with this condition.
LO5. Understand individuals’ dietary requirements and
preferences [AC 5.1, 5.2]

18. Learning outcomes
• Explain the impacts of poor diet on children’s health and
development in the short term and long term
• Identify reasons for, special dietary requirements, keeping
and sharing coherent records with regard to special dietary
requirements
• Explain the role of the early years practitioner in meeting
children’s individual dietary requirements and preferences
• Describe benefits of working in partnership with
parents/carers in relation to special dietary requirements

19. Summary: plenary activities
Produce a leaflet for a new practitioner at your setting.
It should:
1. Outline the importance of their role meeting children’s individual
dietary needs.
2. Provide a brief explanation of the impacts of poor diet on children’s
health and development.
3. Explain the reasons for special dietary requirements.
4. Make reference to the setting’s policy on nutrition and healthy eating.