Help your child overcome these five fussy eating problems

In the distant past, humans may have developed a reason for being fussy about foods. They had to avoid strange and bitter tastes to prevent themselves being poisoned. They also knew to seek out types of high-energy, palatable foods and store these for periods of food scarcity. In the present, it is certainly very common for children from the age of about 3 years to develop aversions to certain foods and become fixated on eating only a few.

Nick Fuller writes that the foods we eat from an early age forms lifelong food preferences so that, and the fact that we need a variety of food for good health, means that we need to encourage our children to eat a balanced diet. Writing for The Conversation, he outlines some of the most frequent foods avoided by young children and offers ideas of overcoming reluctance to eat them.

Only eating beige or white foods

When it comes to fussy eating, beige and white foods typically reign supreme. This is because these foods are:

familiar—they’re the colour of breastmilk and the foods typically used when we introduce solids, such as infant cereal
bland or mild-flavored—they don’t overwhelm toddlers who have 30,000-plus tastebuds(versus the 10,000-plus adults have)
easy—they’re often soft and easy to chew, making them appealing to toddlers developing chewing skills
non-threatening—they’re the opposite of what our hunter-gatherer ancestors have programmed us to avoid: brightly coloured—and toxic—foods found in the wild.

While it can be tempting to give in and serve chicken nuggets at every meal, a diet consisting of only beige and white foods is likely to be highly processed and low in dietary fibre. This can result in constipation and the depletion of healthy gut bacteria.

A beige/white diet can also lack the vitamins and minerals needed for healthy development and growth, including vitamins B and C, and iron.

To add healthier food options, and more colour, to your toddler’s diet:

mix things up. Combine less healthy beige and white foods with healthier ones, like blending cannellini beans and cauliflower into mashed potatoes
make healthy swaps. Gradually replace the favoured white bread, pasta and rice with wholegrain versions; for example, mix brown rice into a serving of white
use familiarity to your advantage. Introduce colourful food options alongside the familiar beige and white ones, such as offering fruit to dip in yogurt, or a healthy red or green sauce with pasta.

Refusing anything but milk

It’s not surprising that toddlers love milk. It has been the constant in their life since birth. And it’s associated with more than just satisfying hunger—it’s there when they’re tired and going to sleep, when they’re upset and need comfort, and when they’re enjoying closeness with mum or dad.

It also contains lactose, a sugar found naturally in milk, so it tastes sweet and appeals to our hunter-gatherer instinct to seek foods high in natural sugar to avoid starvation.

While dairy provides essential calcium for toddlers, it needs to be part of a balanced diet. The Australian Dietary Guidelines suggest toddlers have 1–1½ servings of milk (1 cup = 1 serve), yogurt (200g = 1 serve) and cheese (2 slices = 1 serve) (or alternatives) daily.

If your toddler is consuming too much milk, they’re at risk of iron deficiency, as milk is a poor source of iron and interferes with our body’s ability to absorb it.

To move your toddler away from milk, try:

fact-finding. When your toddler asks for milk, ask questions to understand what they really want. Are they hungry, thirsty or wanting comfort? Offer that instead
filling up on solids first. Tempt your toddler with healthy and interesting-looking foods, and only offer milk after they’ve eaten something solid
smaller serves. Switch to serving milk in a smaller-sized cup.

Avoiding textured foods

Refusing to eat lumpy, chewy or strangely textured foods is common as toddlers’ sensory and oral motor skills develop.

It’s also common for parents to continue pureeing these foods as a result of the upsetting gagging that often accompanies trying different textured food.

To support your toddler’s transition to textured foods and ensure they’re developing the muscles needed to eat safely:

turn the texture up slowly. Start with food your toddler enjoys, such as pureed carrot, and gradually blend it for less time to retain some lumps
stay calm if your toddler gags. Let them know it’s OK, and give them time to work it through on their own. After they have coughed it out, encourage them to try another spoonful, or try again next time.

Refusing vegetables

The texture, brightness and bitter taste of some veggies can be off-putting for some children.

But vegetables are a good source of the vitamins, minerals and fibre toddlers need.

To overcome your toddler’s aversion to veggies, get creative. The appearance of food affects our perception of its taste, so boost veggies’ appeal by arranging them into fun plate art.

Extend this creativity to introduce vegetables in new ways, for example, grating carrots or kale into muffins and using a spiraliser to make zucchini noodles.

Focus on offering sweeter tasting vegetables, such as peas, carrot and sweet potato, and roasting them to bring out their natural sweetness. Children are more likely to go for sweeter-tasting veggies than bitter ones like broccoli.

Refusing to eat meat

Meat contains protein and iron, but many toddlers refuse to eat it because of its tough, chewy texture and strong taste.

If you want your toddler to get their daily serving of protein (for example, 80g cooked chicken or 65g cooked beef from lean meat) but you’re finding it challenging:

start small. Offer leaner, lighter-tasting meats in small portions that are easy to chew, such as minced chicken or slow-cooked meat
involve your toddler in meal preparation. Ask them to choose the meat for dinner and get their help to prepare it.

There are also alternatives you can offer as you work on overcoming their meat aversion. Eggs, tofu, beans, lentils and fish are also high in protein.

Issues with chewing and swallowing and food aversion can be symptoms of underlying medical conditions, so consult your GP or childc and family health nurse if your child’s fussy eating behavior persists beyond the toddler and pre-school years.

Provided by The Conversation

Image supplied by Freepik

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.