| Having a child with feeding difficulties can make | | | | parents should be good role models in talking about the |
| mealtimes difficult for the whole family. Mealtimes can | | | | food, making positive statements. |
| become stressful for everyone, and the entire family | | | | When the meal is finished, an activity such as clearing |
| can come to dread sitting down to eat together. There | | | | the table, washing dishes, or cleaning hands and face |
| are some simple strategies that can make eating | | | | will assist in bringing closure to the mealtime routine. |
| more pleasant for everyone involved. | | | | To make mealtimes productive for your child, at least |
| Setting up a routine for mealtimes is very important in | | | | one other person needs to be eating with him/her. If |
| making your child feel comfortable. This helps him/her | | | | the child is to have a good role model, then an adult |
| know what to expect. Below are some ideas you | | | | should eat with the child at every meal. This also |
| may include in your mealtime schedule: | | | | fosters an opportunity for positive communication |
| Provide a 5-10 minute advanced notice. This allows | | | | about the food that each person is eating. |
| your child time to complete what they are currently | | | | If your child is able to tolerate being around a variety of |
| doing, and also gives him/her time to prepare mentally | | | | foods, you may have him/her assist you in preparing |
| for what is coming. | | | | the meal. Food preparation is a wonderful way to |
| Include an activity to assist your child in moving to the | | | | prepare your child for mealtime, and also gives him/her |
| table such as washing hands, putting the food on the | | | | exposure to the food without any expectation that the |
| table, or saying a prayer. | | | | food needs to be eaten. Your child may choose to eat |
| Once your family is seated, pass the food allowing | | | | something that s/he has prepared, or may be tempted |
| your child to choose what s/he will put on their plate. | | | | to try some of the ingredients. |
| You will want to ensure that you serve at least one | | | | Taking the time to implement mealtime routines is an |
| thing s/he will eat. | | | | important part of helping your child become a better |
| If your child is at the point of tolerating food nearby | | | | eater. If you already have a mealtime routine, think |
| that s/he does not prefer to eat ask that s/he put a | | | | about how you can expand or alter it to include some |
| small portion on the plate. If s/he is not ready to have it | | | | of the ideas mentioned here. If you have never |
| on the plate with the food to be eaten you may | | | | established a mealtime routine with your children, then |
| provide a separate plate. Be sure to let your child | | | | spend some time thinking about what a routine could |
| know that s/he is not expected to eat this food, but s | | | | look like for your family. Here's to many pleasant |
| he may try it if s/he would like to. | | | | mealtimes together! |
| The family should eat their meal. During this time | | | | |