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© 2006 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of Wisconsin-Extension. UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, please make requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity. This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention. Raising Healthy Eaters A nutrition education curriculum for parents of young children University of Wisconsin-Extension, Family Living Programs Heather Harvey, MHSc, Project Coordinator Gayle Coleman, MS, RD, Nutrition Specialist Laurie Boyce, PhD, State Program Leader, Family Living Judy Arneson, Parenting Specialist Advisory and pilot testing team Barb Duerst, RN, MS, Green County, UW-Extension Lucia Patritto, MA, Iron County, UW-Extension Angie Flickinger, MPH, RD, Rock County, UW-Extension Jenny Wehmeier, MS, Walworth County, UW- Extension Mary Novak, MS, Kewanee County, UW-Extension Lori Zierl, MS, Pierce County, UW-Extension

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© 2006 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of Wisconsin-Extension. UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, please make requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity. This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention.

Raising Healthy Eaters

A nutrition education curriculum for parents of young children

University of Wisconsin-Extension, Family Living Programs

Heather Harvey, MHSc, Project Coordinator Gayle Coleman, MS, RD, Nutrition Specialist Laurie Boyce, PhD, State Program Leader, Family Living Judy Arneson, Parenting Specialist Advisory and pilot testing team Barb Duerst, RN, MS, Green County, UW-Extension Lucia Patritto, MA, Iron County, UW-Extension Angie Flickinger, MPH, RD, Rock County, UW-Extension Jenny Wehmeier, MS, Walworth County, UW-Extension Mary Novak, MS, Kewanee County, UW-Extension Lori Zierl, MS, Pierce County, UW-Extension

Lesson 1: Parent Provides, Child Decides

Lesson 2: Meals & Snacks for Kids

Lesson 3: Quick, Easy and Healthy Meals

Lesson 4: Routine Meals & Snacks

Lesson 5: PAL

Lesson 6: Introducing New Foods & Healthy Snacks

Lesson 7: Menu Planning

Lesson 8: Healthy Choices When Eating Out

Evaluation

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LESSON 1 Parent Provides, Child Decides

Key concepts•Relationship of child development to eating and age-appropriate foodpreparation activities•Parent’s and child’s roles in the feeding/eating relationship

ObjectivesBy the end of the lesson, learners will:•Name an example of something their children do that matches a stageof development on the Child Development Wheel.•Compare their children’s behaviors when eating to what isdevelopmentally appropriate for their children.•Describe difficulties parents might have when implementingrecommendations on the parent’s and child’s role in the feedingrelationship.•Set a personal goal related to encouraging their children to develophealthy eating habits.

Materials neededNewsprint and marker for:•Agenda•Guidelines for sharing•Questions about the child development wheel

Posters•Parent Provides, Child Decides•What Children Can Do (2-year-olds, 3-year-olds, 4-year-olds, 5-year-olds)

Masters to copy for learners•Child development bingo activity•Parent Provides, Child Decides handout•What Children Can Do handout (2-year-olds, 3-year-olds, 4-year-olds, 5-year-olds)•Case study (optional)•The ABCs of Handwashing [from Nibbles for Health] (optional)•Recipes (wrap sandwich, and fruit and yogurt parfait)•Goal-setting handout

Other items•Pencils or pens•Food and equipment for recipe you plan to prepare and taste duringsession, and ice water for beverage

Agenda•Introductions andchild developmentbingo•Child development•Role of parentsand children•Food prep &tasting•Goal setting

Tune in toopportunities forcomplimentinglearners onspecific thingsthey do thatmake them goodparents.

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Educational reinforcing items•Child development wheels•Recipe box or plastic photo sleeves for recipes

Lesson SummaryAnchor – Child development bingo activity

Add – Roles of parents and children in the feeding relationship

Apply – Learners discuss how child development, and the role ofparents and children in the feeding relationship apply to theirchildren.

Away – Encourage learners to set realistic goals, and provide itemand recipes to remind them of the lesson

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LECCIÓN 1 Los padres proporcionan, el niño decide

Conceptos esenciales•La relación entre el desarrollo infantil y las actividades de preparaciónde alimentos apropiadas para cada edad•El papel que juegan los padres y el niño en la relación de alimentar ycomer

ObjetivosAl final de la lección, los estudiantes podrán:•Nombrar un ejemplo de algo que hacen sus niños que corresponde auna etapa de desarrollo en la Rueda de Desarrollo Infantil.•Comparar la conducta de sus niños cuando están comiendo con lo quees apropiado para sus niños en esa etapa de su desarrollo.•Describir las dificultades que los padres pueden tener cuando ponen enpráctica las recomendaciones sobre los papeles que juegan los padres ylos niños en la relación alimenticia.• Establecer un objetivo personal para animar a sus niños a desarrollarhábitos saludables de alimentación.

Materiales necesariosPapel de periódico y marcador para:•La orden del día•Recomendaciones para compartir•Preguntas sobre la rueda del desarrolloinfantil

Carteles•Los padres Proporcionan, el Niño Decide•Lo que pueden hacer los niños de 2, 3, 4 y5 años

Originales para hacer copias para losestudiantes•Actividad de bingo sobre el desarrollo infantil•Folleto “Los Padres Proporcionan, el Niño decide”•Folleto sobre lo que pueden hacer los niños de 2, 3,4 y 5 años de edad•Estudio de caso práctico (opcional)•El ABC del lavado de manos (de Bocaditos para la Salud) (opcional)•Recetas (emparedado envuelto y fruta con parfait de yogur)•Folleto sobre el establecimiento de objetivos

Orden del día•Introducciones ybingo sobre eldesarrollo infantil•Desarrollo Infantil•El papel que jueganlos padres y losniños•Preparar y probaralimentos•Establecerobjetivos

Esté atento/a alas oportunidadesque se presentenpara felicitar a losestudiantes porlas cosasespecíficas quedemuestran queson buenospadres.

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Otros artículos•Lápices o bolígrafos•Alimentos y equipo para las recetas que piensa preparar y probardurante la sesión y agua con hielo para beber

Artículos para reforzar la educación•Ruedas de desarrollo infantil•Caja de recetas o fundas de plástico para fotografías para las recetas

Resumen de la lecciónPunto de Ancla–Actividad de bingo sobre el desarrollo infantil

Añadir–Los papeles que juegan los padres y los niños en la relaciónalimenticia

Aplicación–Los estudiantes discuten cómo el desarrollo infantil y elpapel que juegan los padres y los niños en la relación alimenticiatienen aplicación para sus niños

Animar después de la lección–Anime a los estudiantes a establecerobjetivos realistas y proporcione artículos y recetas para recordarlesde la lección.

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Doing the lessonWelcome and bingo activity•Welcome everyone and introduce yourself. Ask learners to introducethemselves and tell others the ages or their children.•Give each learner one copy of the bingo sheet. Encourage learners tofind someone in the room who has a child that matches one of thesquares. Have that person initial or check that square. Find otherlearners to initial or check other squares. Once someone has 3 in arow, 3 in a column or 3 diagonally, this person shouts “bingo”.•To encourage relationship building within the group, ask questionssuch as:• What is one of the squares you got on the bingo?• Who has children who [insert the behavior mentioned]?• How old are these children?• ¿Cuál es uno de los cuadrados que usted obtuvo en el bingo?• ¿Quién tiene niños que [ponga aquí la conducta que se ha

mencionado]?• ¿Qué edad tienen estos niños?

[Repeat questions with a few more statements from other columns onthe bingo card and encourage different learners to respond to thequestions.]

Agenda and guidelines for sharing•Point out the agenda. Explain to learners that you know two things.First, parents are their children’s first teachers and therefore everyonein the room has experience that can help others. Second, raisingyoung children and encouraging them to make healthy eating choicesis a challenge. One goal for the sessions is that everyone has theopportunity to learn from one another.•Explain that guidelines for sharing are things that we agree areimportant guidelines for the session. For example, one guideline mightbe “everyone’s ideas are good ideas.” Have learners describe theguidelines for sharing they want for the session and record them onnewsprint. [Note: The learners should develop the guidelines forsharing, not the facilitator.]

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Child development•Distribute the Child Development Wheels. Explain that one sideincludes examples of things children can usually do at each age. Theother side includes examples of what families can do to help theirchildren learn new things. Remind learners that all children are uniqueso variation among children is common. Development charts such asthe Child Development Wheel give approximations of when childrenstart to demonstrate certain behaviors.•Have learners work with partners or in small groups to discuss thefollowing questions related to their children. Write the questions onnewsprint and post where everyone can see them. Read the questionsto everyone at the start of the activity. [Note: You, the facilitator,should not contribute to the discussion but should encourageeveryone to get involved in the discussion. If learners direct questionsto you, then deflect the question back to the learners by saying, “whatdo others think?”]• How does your child let you know what he wants to eat? How does

that seem to fit with what is on the Child Development Wheel?[Note: Some things may not fit easily because the child developmentwheel is not specific to eating.]

• How does your child let you know that she doesn’t want to eat anymore?

• On the Child Development Wheel it says that young children copywhat others do. What examples do you have of times your child hascopied how or what you ate?

• What are examples of other behaviors you see on the ChildDevelopment Wheel that your child does when eating?

• ¿Cómo le hace saber a usted su niño qué quiere comer? ¿Cómocorresponde eso con lo que dice en la Rueda de DesarrolloInfantil? [Note: Some things may not fit easily because the childdevelopment wheel is not specific to eating.]

• ¿Cómo le hace saber a usted su niño que no quiere comer más?• En la Rueda del Desarrollo Infantil se indica que los niños

pequeños copian lo que hacen otras personas. ¿Qué ejemplostiene usted de ocasiones en que su hijo/a ha copiado cómo comeo lo que come usted?

• ¿Qué ejemplos tiene usted de otros tipos de conducta queaparecen en la Rueda del Desarrollo Infantil que exhibe su hijo/acuando come?

•If learners worked in small groups or pairs ask, who would like to sharewhat they discussed?

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•Point out the poster and/or share copies of the handout, “WhatChildren Can Do.” Tell learners that one way to encourage children tomake healthy food choices is to have them help with preparing food.Ask:• Would anyone like to share experiences they had when their

children helped with food preparation?• ¿Hay alguien que quiera compartir experiencias en que los niños

ayudaron a preparar alimentos?

Role of parents and children•As a transition to the next topic, comment that young children dependon adults for food and need help developing eating behaviors becausethey haven’t developed all the skills they need to feed themselves.•Show copies of the poster, Parent Provides, Child Decides, that showsthe roles of parents and children in the feeding relationship. Explainthat the latest research encourages parents to be responsible forproviding food and children to be responsible for deciding how muchto eat. To help learners understand what each statement means, givethe examples that are in brackets.

Parents are responsible for:• Providing a variety of healthy foods for children in child-size

amounts. [For example, a mom might serve her child half of apeanut butter sandwich, apple slices and a small glass of milk forlunch.]

• Serving children meals and snacks on a regular schedule. [Forexample, breakfast might always be about 8 am, a morning snackat 10, lunch at noon, an afternoon snack around 3 and dinneraround 6 pm.]

• Having children sit and eat meals and snacks in a designated eatingarea. [For example, parents have children sit at the kitchen tablefor meals.]

Children are responsible for:• Deciding how much to eat. [For example, it is OK for a child to eat

just a few bites of vegetable one day and ask for a second helping ofvegetables another day.]

• Deciding to eat or not to eat. [For example, it is OK for a child todecide not to eat a meal if they are not hungry.]

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•Ask the following questions.• Where do you see similarities between the Child Development Wheel

and these recommendations?• Have any of you had that experience?• What suggestions do you have to handle it?• Which things might be hard for some parents to do? Why? [Note:

If learners direct questions to you, then deflect the questions backto the learners by saying, what do others think?]

• ¿Dónde ve usted semejanzas entre la Rueda del DesarrolloInfantil y estas recomendaciones?

• ¿Hay alguien de ustedes que haya tenido esa experiencia?• ¿Qué sugerencias tiene usted sobre cómo manejarla?• ¿Qué cosas podrían ser difíciles para los padres? ¿Por qué?

[Note: Let learners know that many of the things they mention will beaddressed in future classes.]

•(Optional activity) Use the following story to explore the relationshipbetween child development and the role adults have in helpingchildren develop healthy eating habits. Have learners work in smallgroups or pairs to read the story and discuss the questions.

Katie is two years old. Her mom serves her supper about the same timeevery day. For meals, her mother usually gives her a couple of smallspoons full of the foods that the rest of the family is having and a smallglass of milk. Sometimes Katie eats what her mother prepares andsometimes she just plays with her food without eating. She uses aspoon to eat but is a messy eater. Although her mother wishes Katiewould eat what is served, she doesn’t force or bribe Katie to eat.

• How do you think Katie’s behavior compares to two-year-olds ingeneral?

• What things did Katie’s mom do that seemed to fit with the “ParentProvides, Child Decides” poster?

• How does Katie’s behavior compare to your child?•¿Cómo cree usted que es la conducta de Katie en comparación con

la de otros niños de dos años en general?• ¿Qué cosas hizo la mamá de Katie que corresponden al cartel

“Los Padres Proporcionan, el Niño Decide”?• ¿Cómo es la conducta de Katie en comparación con la de su

niño?

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•Have small groups report back to the larger group.

Food preparation and tasting•Tell learners that it’s time to prepare and taste a recipe. Let them knowwhere they can wash their hands.•Distribute copies of the recipe and describe how to prepare it. Thenhave learners make and taste it.•After everyone has had a chance to taste the recipe, have learnersimagine that they provided this food for their children. Then ask thefollowing questions.o At what age do you think children could help (insert task in recipe

such as rolling the wrap sandwich)?o How does this recipe fit with what we just talked about on the

Parent Provides, Child Decides poster?•¿A qué edad cree usted que los niños podrían ayudar a …(insert task inrecipe such as rolling the wrap sandwich)?•¿Cómo corresponde esta receta con lo que acabamos de hablar sobre elcartel “Los Padres Proporcionan, el Niño Decide?”

Summary•Remind learners that today they talked about child development andwhat behaviors they noticed in their children related to stages of childdevelopment. You also shared with them what experts recommendparents do when feeding their children, and what the child’s role is.Then you discussed what recommendations might be harder to do thanother recommendations.

Goal setting•Have learners think about what they plan to do as a result of thislesson.•Explain to learners that one step that helps individuals make changes issetting a goal that makes sense for them. The goal should be realistic.For example, it is not realistic for someone to decide she is going to eatevery evening meal with her child if she frequently works the eveningshift. But it might be realistic for the same person to decide that she isgoing to sit and eat with her child for at least one meal or snack, 5days a week.•Distribute copies of the goal-setting handout and encourage learners toselect one of the example goals or develop a realistic goal forthemselves. Encourage them to think about why they joined RaisingHealthy Eaters and how these reasons might fit with their goals.

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•Ask them to keep track of how they are doing with their goals andbring the goal-setting sheet back next week (or when ever the nextlesson will be.)•Ask them to write the number of their goal or rewrite their goal on thebottom portion of the goal-setting sheet. Then tear off this portionand give it to you to save for the next lesson.

Closing•Ask if they have any questions•Offer learners copies of the recipes, handouts and educationalreinforcing item.•Let them know that they will be talking about healthy choices andchild-sized amounts during the next session. Other topics that youplan to include in future sessions are dealing with choosy eaters, theimportance of mealtime routines, and quick and easy meals. Ask themif there are other things they would like to include in futurediscussions. Let them know that to the extent possible you will includethe topics that they suggest or look for other resources they could use.[Idea might be to ask for one or more volunteers to help you decide onspecifics for next lesson/help facilitate]•Thank them for coming.

CHILD DEVELOPMENT BINGO

My child can use aspoon and cupfairly well

My child enjoyshaving someone to

eat with

My child wants toplease – likes

foods parent likes

My child isindependent andoften says “no!”

My child can servehimself foods if shown

how

My child can usespoons, forks andcups with few

spills

My child says shortphrases like “more

juice”

My child uses shortsentences (3 to 4

words) “I want juice,please.”

My child likes topick out foods atthe store forsnacks or meals

CHILD DEVELOPMENT BINGO

My child can use aspoon and cupfairly well

My child enjoyshaving someone to

eat with

My child wants toplease – likes

foods parent likes

My child isindependent andoften says “no!”

My child can servehimself foods if shown

how

My child can usespoons, forks andcups with few

spills

My child says shortphrases like “more

juice”

My child uses shortsentences (3 to 4

words) “I want juice,please.”

My child likes topick out foods atthe store forsnacks or meals

CHILDCHILDDECIDESDECIDES

PARENTPARENTPROVIDESPROVIDES

What to eat fromchoices offeredHow much to eatTo eat or not

Regular schedule

Child size portions

Variety of food

Routine place to sit and eat

© 2005 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of Wisconsin-Extension.UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, please make requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity.

This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility ofthe authors and do not necessarily represent the official views of the enters for Disease Control and Prevention.

Adapted with permission from Building Strong Families, Michigan State University Extension, and the NEAT curriculum, Michigan State University College of Nursing. NEAT was funded in part by the Department of Health and Human Services Administration on Children, Youth, and Families grant number 90-YD-0110.

EL NIÑO EL DESARROLLO BINGO

Mi hijo/a puede usaruna cuchara y unataza bastante bien

A mi hijo/a le gustacomer con otra persona

Mi hijo/a quierecomplacer –le gustan los

alimentos que lesgustan a sus padres

Mi hijo/a esindependiente y amenudo dice “¡no!”

Mi hijo/a puede servirsealimentos si se le

muestra cómo hacerlo

Mi hijo/a puedeusar cucharas,tenedores y tazassin derramar muchola comida ni la

bebida

Mi hijo/a dice frasescortas como “más

jugo”

Mi hijo/a usa oracionescortas (de 3 ó 4

palabras) “Quiero jugo,por favor.”

A mi hijo/a le gustaescoger alimentosen el supermercadopara meriendas y

comidas

EL NIÑO EL DESARROLLO BINGO

Mi hijo/a puede usaruna cuchara y unataza bastante bien

A mi hijo/a le gustacomer con otra persona

Mi hijo/a quierecomplacer –le gustan los

alimentos que lesgustan a sus padres

Mi hijo/a esindependiente y amenudo dice “¡no!”

Mi hijo/a puede servirsealimentos si se le

muestra cómo hacerlo

Mi hijo/a puedeusar cucharas,tenedores y tazassin derramar muchola comida ni la

bebida

Mi hijo/a dice frasescortas como “más

jugo”

Mi hijo/a usa oracionescortas (de 3 ó 4

palabras) “Quiero jugo,por favor.”

A mi hijo/a le gustaescoger alimentosen el supermercadopara meriendas y

comidas

EL NIÑOEL NIÑO DECIDEDECIDE

LOS PADRES LOS PADRES PROPORCIONANPROPORCIONAN

Qué quiere comerde lo que sele ofreceCuánto quierecomerSi quiere comero no

Un horario regular

Raciones de un tamaño apropiado para el niñoUna variedad de alimentos

Un lugar acostumbradodonde sentarse a comer

© Derechos de Autor 2005 El Consejo de Regentes del Sistema de la Universidad de Wisconsin operando a través de la División de la Extensión Cooperativa de laUniversidad de Wisconsin-Extensión. UW Extensión proporciona igualdad de oportunidades en empleo y programas, incluyendo los requisitos del Título IX (Title IX) y de la Ley para Americanos con Discapacidades (ADA). Para asegurar igualdad de acceso, por favor haga pedidos de acomodación razonable lo más pronto posible antesde la fecha del programa, servicio o actividad. Esta publicación fue financiada por la Subvención Número H75/CCH524679-01 de los Centers for Disease Control and Prevention (Centros para el Control y la Prevención de Enfermedades). Adaptado con permiso de Building Strong Families (Cómo fomentar fortaleza en las familias),Michigan State University Extensión (Extensión de la Universidad Estatal de Michigan y del plan de estudios NEAT, Michigan State University College of Nursing (Escuela de Enfermería de la Universidad Estatal de Michigan). NEAT fue fundado en parte por la subvención número 90-YD-0110 de la Department of Health and Human Services Administration on Children, Youth, and Families (Administración para Niños, Jóvenes y Familias del Departamento de Salud y Servicios Humanos).

Use Big Muscles - ARMS

Scrub

Tear-Break-Snap

Dip

Use Medium Muscles - HANDS

Pour

Mix

Spread

Wrap

Shake

© 2005 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of WisconsiExtension. UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, pleasemake requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity.This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely theresponsibility of the authors and do not necessarily represent the official views of the enters for Disease Control and Prevention.Adapted with permission from Michigan Department of Community Health/WIC Program and United Dairy Industry of Michigan.

Two-Year OldsTwo-Year Olds

Three-Year OldsThree-Year Olds

Use Small Muscles - FINGERS

Peel

Mash

Crack Eggs

Use Medium Muscles - Hand-Eye

Measure

Cut

Grind

Beat with Egg Beater

Grate

Juice

Roll

© 2005 Board of Regents of the University of Wisconsin System doing business as the Division of Cooperative Extension of the University of WisconsinExtension. UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA. To ensure equal access, pleasemake requests for reasonable accommodations as soon as possible prior to the scheduled program, service or activity.This publication was supported by Grant Number H75/CCH524679-01 from the Centers for Disease Control and Prevention. Its contents are solely theresponsibility of the authors and do not necessarily represent the official views of the enters for Disease Control and Prevention.Adapted with permission from Michigan Department of Community Health/WIC Program and United Dairy Industry of Michigan.

Four-Year OldsFour-Year Olds

Five-Year OldsFive-Year Olds

Usan los músculos grandes – LOS BRAZOS

Frotar

Rasgar-Romper-Partir

Meter

Usan los músculos medianos – LAS MANOS

Vertir

Mezclar

Untar

Envolver

Sacudir

LoLoss niños niños de 2 añosde 2 años

LoLoss niños niños de 3 añosde 3 años

© Derechos de Autor 2005 El Consejo de Regentes del Sistema de la Universidad de Wisconsin operando a través de la División de la Extensión Cooperativa de laUniversidad de Wisconsin-Extensión. UW Extensión proporciona igualdad de oportunidades en empleo y programas, incluyendo los requisitos del Título IX (Title IX) y de la Ley para Americanos con Discapacidades (ADA). Para asegurar igualdad de acceso, por favor haga pedidos de acomodación razonable lo más pronto posible antesde la fecha del programa, servicio o actividad.Esta publicación fue financiada por la Subvención Número H75/CCH524679-01 de los Centers for Disease Control and Prevention (Centros para el Control y laPrevención de Enfermedades). Su contenido es la responsabilidad única de los autores y no refleja necesariamente las opiniones oficiales de los Centers for DiseaseControl and Prevention (Centros para el Control y la Prevención de Enfermedades).Adaptado con el permiso del Michigan Department of Community Health (Departamento de Salud Comunitaria de Michigan), el programa WIC y la United Dairy Industryof Michigan (Industria Lechera Unida de Michigan).

Usan los músculos pequeños – LOS DEDOS

Pelar

Moler

Cascarhuevos

Usan los músculos medianos – Coordinación de La Mano y El Ojo

Medir

Cortar

Moler

Batir huevos con un batidor

Rallar

Jugo

Enrollar

LoLoss niños niños de 4 añosde 4 años

LoLoss niños niños de 5 añosde 5 años

© Derechos de Autor 2005 El Consejo de Regentes del Sistema de la Universidad de Wisconsin operando a través de la División de la Extensión Cooperativa de laUniversidad de Wisconsin-Extensión. UW Extensión proporciona igualdad de oportunidades en empleo y programas, incluyendo los requisitos del Título IX (Title IX) y de la Ley para Americanos con Discapacidades (ADA). Para asegurar igualdad de acceso, por favor haga pedidos de acomodación razonable lo más pronto posible antesde la fecha del programa, servicio o actividad.Esta publicación fue financiada por la Subvención Número H75/CCH524679-01 de los Centers for Disease Control and Prevention (Centros para el Control y laPrevención de Enfermedades). Su contenido es la responsabilidad única de los autores y no refleja necesariamente las opiniones oficiales de los Centers for DiseaseControl and Prevention (Centros para el Control y la Prevención de Enfermedades).Adaptado con el permiso del Michigan Department of Community Health (Departamento de Salud Comunitaria de Michigan), el programa WIC y la United Dairy Industryof Michigan (Industria Lechera Unida de Michigan).

Case Study

Katie is two years old. Her mom serves her lunch and supper about the same time everyday. For meals, her mother usually gives her a couple of small spoons full of the foodsthat the rest of the family is having and a small glass of milk. Sometimes Katie eats whather mother prepares and sometimes she just plays with her food without eating. Sheuses a spoon to eat but is a messy eater. Although her mother wishes Katie would eatwhat is served, she doesn’t force or bribe Katie to eat.

• How does Katie’s behavior compare to your child?

• How do you think Katie’s behavior compares to two-year-olds in general?

• What things did Katie’s mom do that seemed to fit with the “Parent Provides, ChildDecides” poster?

Case Study

Katie is two years old. Her mom serves her lunch and supper about the same time everyday. For meals, her mother usually gives her a couple of small spoons full of the foodsthat the rest of the family is having and a small glass of milk. Sometimes Katie eats whather mother prepares and sometimes she just plays with her food without eating. Sheuses a spoon to eat but is a messy eater. Although her mother wishes Katie would eatwhat is served, she doesn’t force or bribe Katie to eat.

• How does Katie’s behavior compare to your child?

• How do you think Katie’s behavior compares to two-year-olds in general?

• What things did Katie’s mom do that seemed to fit with the “Parent Provides, ChildDecides” poster?

Estudio de caso práctico

Katie tiene dos años. Su mamá le sirve el almuerzo y la cena aproximadamente a lamisma hora todos los días. Para las comidas, generalmente su mamá le da un par decucharas pequeñas llenas con los alimentos que el resto de la familia está comiendo y unvaso pequeño de leche. A veces, Katie come lo que su madre prepara y a veces solamentejuega con los alimentos sin comérselos. Usa una cuchara pero lo ensucia todo cuandocome. Aunque su madre quisiera que Katie comiera lo que le sirve, no la fuerza ni leofrece premios para que coma.

•¿Cómo es la conducta de Katie en comparación con la de su hijo/a?

•¿Cómo cree usted que es la conducta de Katie en comparación con la de los niños de dosaños en general?

•¿Qué cosas hizo la mamá de Katie que parecen estar de acuerdo con el cartel “Los PadresProporcionan, el Niño Decide” (Parent Provides, Chile Decides)?

Estudio de caso práctico

Katie tiene dos años. Su mamá le sirve el almuerzo y la cena aproximadamente a lamisma hora todos los días. Para las comidas, generalmente su mamá le da un par decucharas pequeñas llenas con los alimentos que el resto de la familia está comiendo y unvaso pequeño de leche. A veces, Katie come lo que su madre prepara y a veces solamentejuega con los alimentos sin comérselos. Usa una cuchara pero lo ensucia todo cuandocome. Aunque su madre quisiera que Katie comiera lo que le sirve, no la fuerza ni leofrece premios para que coma.

•¿Cómo es la conducta de Katie en comparación con la de su hijo/a?

•¿Cómo cree usted que es la conducta de Katie en comparación con la de los niños de dosaños en general?

•¿Qué cosas hizo la mamá de Katie que parecen estar de acuerdo con el cartel “Los PadresProporcionan, el Niño Decide” (Parent Provides, Chile Decides)?

Provided by

NIBBLES FOR HEALTH 31 Nutrition Newsletters for Parents of Young Children, USDA, Food and Nutrition Service

The ABC’s of Hand Washing

Hand washing is importantfor your whole family!Even if your hands look clean, they probably carrygerms (or bacteria). Germs are everywhere. If youwash your hands really well with warm soapy water,you can get rid of the germs.

Some germs can make you sick. Colds and flu canspread from one person to another in your familythrough unwashed hands. It’s easy to contaminatefood, too, with germs from dirty hands.

Always wash handsBefore:

• Handling food • Eating a meal or snack

After:• Handling food • Combing hair

• Using the bathroom • Blowing your nose

• Touching a pet • Changing a diaper

• Coughing or • Handling garbagesneezing into your hands

Marina bounced into the kitchen, ready for herafternoon snack. Without a reminder, she put hersturdy stool by the sink, turned on the warm water,rubbed her hands with soap, and washed her handscarefully, happily singing her ABC’s. Auntie smiledproudly as she caught Marina’s eye.

Help your child learn goodhand washing habits:q Follow good hand washing habits yourself. Your

child will watch and follow what you do.

q Encourage your child to count slowly to 30, orto sing the Alphabet Song (which takes 30seconds), to help make hand washing fun andlong enough.

q Get a safe stepping stool so your child can reachthe sink.

q Hang a hand-washing reminder by the toilet.

NIBBLES FOR HEALTH 31 Nutrition Newsletters for Parents of Young Children, USDA, Food and Nutrition Service

The ABC’s of Hand Washing

This may even surprise you! Show your child whygood hand washing takes three things: 1) warm water, 2) soap, and 3) rubbing yourhands for 30 seconds.

• First mix. Mix vegetable oil with cinnamon in a small bowl.

• Now rub it in. Let your child rub “cinnamon oil” on his or her hands.

• Wash hands together in four ways toremove the cinnamon:

1) cold water only

2) cold water and soap for 10 seconds

3) warm water and soap for 10 seconds

4) warm water and soap for 30 seconds. Rubyour hands well! And remember to sing theAlphabet Song!

• Talk about it. What does it take to get allthe cinnamon off? Cinnamon isn’t harmful.But you can see it if you don’t wash yourhands right. Germs are invisible. You can’t seethem, so you must wash your hands right!

Try this!

Provided by

NIBBLES FOR HEALTH 31/BOCADITOS PARA LA SALUD 31 Nutrition Newsletters for Parentsof Young Children (Boletines Informativos sobre la Nutrición para los Padres de Niños Pequeños)del Food and Nutrition Service(Servicio de Alimentos y Nutrición) del USDA (Departamento de Agricultura de los Estados Unidos).

El ABC del lavado de manos

¡El lavado de manos es importante para toda sufamilia!

Lávese siempre las manosAntes de:

• Tocar los alimentos

Después de:

Marina entró dando saltitos en la cocina, lista para su merienda (snack) de la tarde. Sin que nadie se lo recordara, colocó su taburete resistente junto al fregadero, abrió la llave de agua caliente, se frotó las manos con jabón y se lavó las manos cuidadosamente, cantandoalegremente la canción del ABC. Su tía le sonrió con orgullo cuandoMarina la miró.

Ayúdele a su hijo/a aaprender los hábitos del buen lavado de manos:

Comer una comida o merienda

Aunque sus manos estén limpias, probablementellevan microbios (o bacterias). Los microbiosestán en todas partes. Si usted se lava las manos muy bien con agua caliente y jabón, usted puedeeliminar los microbios.

Algunos microbios pueden causar enfermedades. Los resfríos y la influenza pueden propagarse deuna persona a otra en su familia a través de manos que no se han lavado. También es fácil contaminar los alimentos con las manos sucias.

• Tocar los alimentos• Peinarse el pelo• Usar el retrete • Sonarse• Tocar a un animal doméstico• Cambiar un pañal• Toser o Estornudar en las manos • Tocar la basura

r Cultive los hábitos del buen lavado de manos usted mismo/a. Su hijo/a lo/a observará yhará lo mismo.

r Anime a su niño/a a contar lentamente hasta30 o a cantar la Canción del Alfabeto (que se demora 30 segundos), para ayudar a que ellavado de manos sea divertido y que dure lo suficiente para que sea eficaz.

r Obtenga un taburete para que el niño o la niña pueda encaramarse y alcanzar el frega-dero.

r Ponga un recordatorio de lavarse las manos junto al retrete.

• Hablen de la experiencia. ¿Qué se requierepara quitarse toda la canela? La canela no es dañina. ¡Pero usted puede verla si no selava bien las manos! Los microbios soninvisibles. Usted no puede verlos, por lo tanto ¡usted debe lavarse bien las manos!

¡Lean esta publicación!

El ABC del lavado de manos

¡Es posible que esto lo/a sorprenda a usted mismo/a! Muéstrele al niño o a la niña por qué elbuen lavado de manos requiere tres cosas:1) agua caliente, 2) jabón, y 3) frotarse las manos por 30 segundos.

• Primero mezcle. Mezcle aceite vegetal concanela en un recipiente pequeño.

• Ahora fróteselo en las manos. Permita que suniño/a se frote el “aceite de canela” en lasmanos.

• Lávense juntos/as las manos de cuatro mane-ras para quitarse la canela:1) con agua fría solamente2) con agua fría y jabón por 10 segundos3) con agua caliente y jabón por 10 segundos4) con agua caliente y jabón por 30 segundos.

¡Frótense bien las manos! ¡Y acuérdense decantar la Canción del Alfabeto!

NIBBLES FOR HEALTH 31/BOCADITOS PARA LA SALUD 31 Nutrition Newsletters for Parentsof Young Children (Boletines Informativos sobre la Nutrición para los Padres de Niños Pequeños)del Food and Nutrition Service(Servicio de Alimentos y Nutrición) del USDA (Departamento de Agricultura de los Estados Unidos).

Prep

arationtime:

12minutes

Ingred

ients

48-inchwholewheattortillas(or

othervarietyifyouprefer)

3cupsoffinelychoppedvegetables

•spinach,tomatoes,mushrooms,

greenonions,bellpeppers,cucumber,zucchini,carrots,daikon,

celery,cabbageetc.

1/4cupshreddedlow-fatcheese(optional)

Cheddar,pepperjack,mozzarella1/4cuphummusorlow-fatsalad

dressing

Seedirectionsonbackside

NutritionInform

ation

(per

serving):

170Calories

3/4cupvegetables

11/2ouncesgrains

1/4ouncesmeatorbeans

WRA

PSServes

4

Prep

arationtime:

12minutes

Ingred

ients

48-inchwholewheattortillas(or

othervarietyifyouprefer)

3cupsoffinelychoppedvegetables

•spinach,tomatoes,mushrooms,

greenonions,bellpeppers,cucumber,zucchini,carrots,daikon,

celery,cabbageetc.

1/4cupshreddedlow-fatcheese(optional)

Cheddar,pepperjack,mozzarella1/4cuphummusorlow-fatsalad

dressing

Seedirectionsonbackside

NutritionInform

ation

(per

serving):

170Calories

3/4cupvegetables

11/2ouncesgrains

1/4ouncesmeatorbeans

WRA

PSServes

4

Prep

arationtime:

12minutes

Ingred

ients

48-inchwholewheattortillas(or

othervarietyifyouprefer)

3cupsoffinelychoppedvegetables

•spinach,tomatoes,mushrooms,

greenonions,bellpeppers,cucumber,zucchini,carrots,daikon,

celery,cabbageetc.

1/4cupshreddedlow-fatcheese(optional)

Cheddar,pepperjack,mozzarella1/4cuphummusorlow-fatsalad

dressing

Seedirectionsonbackside

NutritionInform

ation

(per

serving):

170Calories

3/4cupvegetables

11/2ouncesgrains

1/4ouncesmeatorbeans

WRA

PSServes

4

Prep

arationtime:

12minutes

Ingred

ients

48-inchwholewheattortillas(or

othervarietyifyouprefer)

3cupsoffinelychoppedvegetables

•spinach,tomatoes,mushrooms,

greenonions,bellpeppers,cucumber,zucchini,carrots,daikon,

celery,cabbageetc.

1/4cupshreddedlow-fatcheese(optional)

Cheddar,pepperjack,mozzarella1/4cuphummusorlow-fatsalad

dressing

Seedirectionsonbackside

NutritionInform

ation

(per

serving):

170Calories

3/4cupvegetables

11/2ouncesgrains

1/4ouncesmeatorbeans

WRA

PSServes

4

WRA

PSServes

4

Directions:

1.Warmtortillasslightlyinmicrowave(40secondsonhigh)orinthe

ovensothattheyareeasiertoroll.

2.Placeatablespoonofhummusorsaladdressingandcheeseinthe

centerortortilla.

3.Place3/4cupofvegetablesontopofcheese.

4.Foldinendsoftortilla.Foldonesideoftortillaandthenroll

towardsotherside.

5.Cutinhalf.

WRA

PSServes

4

Directions:

1.Warmtortillasslightlyinmicrowave(40secondsonhigh)orinthe

ovensothattheyareeasiertoroll.

2.Placeatablespoonofhummusorsaladdressingandcheeseinthe

centerortortilla.

3.Place3/4cupofvegetablesontopofcheese.

4.Foldinendsoftortilla.Foldonesideoftortillaandthenroll

towardsotherside.

5.Cutinhalf.

WRA

PSServes

4

Directions:

1.Warmtortillasslightlyinmicrowave(40secondsonhigh)orinthe

ovensothattheyareeasiertoroll.

2.Placeatablespoonofhummusorsaladdressingandcheeseinthe

centerortortilla.

3.Place3/4cupofvegetablesontopofcheese.

4.Foldinendsoftortilla.Foldonesideoftortillaandthenroll

towardsotherside.

5.Cutinhalf.

WRA

PSServes

4

Directions:

1.Warmtortillasslightlyinmicrowave(40secondsonhigh)orinthe

ovensothattheyareeasiertoroll.

2.Placeatablespoonofhummusorsaladdressingandcheeseinthe

centerortortilla.

3.Place3/4cupofvegetablesontopofcheese.

4.Foldinendsoftortilla.Foldonesideoftortillaandthenroll

towardsotherside.

5.Cutinhalf.

Tiem

pode

prep

aración:1

2minutos

Ingred

ientes

4tortillasdetrigointegralde8

pulgadas(uotrotiposiustedlo

prefiere)

3tazasdeverduraspicadasfinas

•espinaca,tomates,champiñones,cebollasverdes,pimientos,

pepinos,calabacines,zanahorias,daikon,apio,repollo,etc.

1/4detazadequesocheddar,pepperjackomozzarellaconpocagrasa

rallado(opcional)

1/4detazadehummus(purédegarbanzos)oaderezoparaensalada

conpocagrasa

Frijolesnegros(opcional)

Quesodecremaconpocagrasa(opcional)

Vealapreparaciónalreverso

Inform

aciónNutritiva

(paracada

porción):

170Calorías

3/4detazadeverduras

11/2onzasdecereales

1/4deonzadecarneofrijoles

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Tiem

pode

prep

aración:1

2minutos

Ingred

ientes

4tortillasdetrigointegralde8

pulgadas(uotrotiposiustedlo

prefiere)

3tazasdeverduraspicadasfinas

•espinaca,tomates,champiñones,cebollasverdes,pimientos,

pepinos,calabacines,zanahorias,daikon,apio,repollo,etc.

1/4detazadequesocheddar,pepperjackomozzarellaconpocagrasa

rallado(opcional)

1/4detazadehummus(purédegarbanzos)oaderezoparaensalada

conpocagrasa

Frijolesnegros(opcional)

Quesodecremaconpocagrasa(opcional)

Vealapreparaciónalreverso

Inform

aciónNutritiva

(paracada

porción):

170Calorías

3/4detazadeverduras

11/2onzasdecereales

1/4deonzadecarneofrijoles

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Tiem

pode

prep

aración:1

2minutos

Ingred

ientes

4tortillasdetrigointegralde8

pulgadas(uotrotiposiustedlo

prefiere)

3tazasdeverduraspicadasfinas

•espinaca,tomates,champiñones,cebollasverdes,pimientos,

pepinos,calabacines,zanahorias,daikon,apio,repollo,etc.

1/4detazadequesocheddar,pepperjackomozzarellaconpocagrasa

rallado(opcional)

1/4detazadehummus(purédegarbanzos)oaderezoparaensalada

conpocagrasa

Frijolesnegros(opcional)

Quesodecremaconpocagrasa(opcional)

Vealapreparaciónalreverso

Inform

aciónNutritiva

(paracada

porción):

170Calorías

3/4detazadeverduras

11/2onzasdecereales

1/4deonzadecarneofrijoles

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Tiem

pode

prep

aración:1

2minutos

Ingred

ientes

4tortillasdetrigointegralde8

pulgadas(uotrotiposiustedlo

prefiere)

3tazasdeverduraspicadasfinas

•espinaca,tomates,champiñones,cebollasverdes,pimientos,

pepinos,calabacines,zanahorias,daikon,apio,repollo,etc.

1/4detazadequesocheddar,pepperjackomozzarellaconpocagrasa

rallado(opcional)

1/4detazadehummus(purédegarbanzos)oaderezoparaensalada

conpocagrasa

Frijolesnegros(opcional)

Quesodecremaconpocagrasa(opcional)

Vealapreparaciónalreverso

Inform

aciónNutritiva

(paracada

porción):

170Calorías

3/4detazadeverduras

11/2onzasdecereales

1/4deonzadecarneofrijoles

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Preparación:

1Calientelastortillaslevementeenelmicroondas(por40segundosa

altatemperatura)oenelhornoparaqueseanmásfácilesde

enrollar.

2Pongaunacucharadadehummusodeaderezoparaensaladay

quesoenelcentrodelatortilla.

3Ponga3/4detazadeverdurassobreelqueso.

4Doblelosextremosdelatortillahaciaadentro.Dobleunladodela

tortillayluegoenróllelahaciaelotrolado.

5Córtelaporlamitad.

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Preparación:

1Calientelastortillaslevementeenelmicroondas(por40segundosa

altatemperatura)oenelhornoparaqueseanmásfácilesde

enrollar.

2Pongaunacucharadadehummusodeaderezoparaensaladay

quesoenelcentrodelatortilla.

3Ponga3/4detazadeverdurassobreelqueso.

4Doblelosextremosdelatortillahaciaadentro.Dobleunladodela

tortillayluegoenróllelahaciaelotrolado.

5Córtelaporlamitad.

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Preparación:

1Calientelastortillaslevementeenelmicroondas(por40segundosa

altatemperatura)oenelhornoparaqueseanmásfácilesde

enrollar.

2Pongaunacucharadadehummusodeaderezoparaensaladay

quesoenelcentrodelatortilla.

3Ponga3/4detazadeverdurassobreelqueso.

4Doblelosextremosdelatortillahaciaadentro.Dobleunladodela

tortillayluegoenróllelahaciaelotrolado.

5Córtelaporlamitad.

EMPA

REDAD

OSEN

VUELTO

SRind

e4porciones

Preparación:

1Calientelastortillaslevementeenelmicroondas(por40segundosa

altatemperatura)oenelhornoparaqueseanmásfácilesde

enrollar.

2Pongaunacucharadadehummusodeaderezoparaensaladay

quesoenelcentrodelatortilla.

3Ponga3/4detazadeverdurassobreelqueso.

4Doblelosextremosdelatortillahaciaadentro.Dobleunladodela

tortillayluegoenróllelahaciaelotrolado.

5Córtelaporlamitad.

Prep

arationtime:

5minutes

Ingred

ients

2cupslow-fatyogurt,plainorflavored

1cupfruit,(blueberries,strawberries,

peaches,bananas,kiwifruit)cutinto

bite-sizedpieces

1cupbreakfastcereal(granola,cornflakes,branflakesortoastedo’s)

Directions:

1.Put1/2cupofyogurtintoeachoftwobowlsorglasses.

2.Put1/4cupoffruitontopofyogurt.

3.Put1/4cupofcerealontopoffruit

4.Repeatlayers.1/2cupofyogurt,1/4cupoffruitandfinishwith

1/4cupofcereal.

5.Enjoyrightaway!

*Youcanusecannedfruit,butdrainbeforeusing

NutritionInform

ation

(per

serving):

Approximately300calories

1cupofmilk

1/2cupoffruit

1/2ounceofgrain

FRUIT

ANDYO

GURT

PARF

AIT

Serves

2

Prep

arationtime:

5minutes

Ingred

ients

2cupslow-fatyogurt,plainorflavored

1cupfruit,(blueberries,strawberries,

peaches,bananas,kiwifruit)cutinto

bite-sizedpieces

1cupbreakfastcereal(granola,corn

flakes,branflakesortoastedo’s)

Directions:

1.Put1/2cupofyogurtintoeachoftwobowlsorglasses.

2.Put1/4cupoffruitontopofyogurt.

3.Put1/4cupofcerealontopoffruit

4.Repeatlayers.1/2cupofyogurt,1/4cupoffruitandfinishwith

1/4cupofcereal.

5.Enjoyrightaway!

*Youcanusecannedfruit,butdrainbeforeusing

NutritionInform

ation

(per

serving):

Approximately300calories

1cupofmilk

1/2cupoffruit

1/2ounceofgrain

FRUIT

ANDYO

GURT

PARF

AIT

Serves

2

Prep

arationtime:

5minutes

Ingred

ients

2cupslow-fatyogurt,plainorflavored

1cupfruit,(blueberries,strawberries,

peaches,bananas,kiwifruit)cutinto

bite-sizedpieces

1cupbreakfastcereal(granola,corn

flakes,branflakesortoastedo’s)

Directions:

1.Put1/2cupofyogurtintoeachoftwobowlsorglasses.

2.Put1/4cupoffruitontopofyogurt.

3.Put1/4cupofcerealontopoffruit

4.Repeatlayers.1/2cupofyogurt,1/4cupoffruitandfinishwith

1/4cupofcereal.

5.Enjoyrightaway!

*Youcanusecannedfruit,butdrainbeforeusing

NutritionInform

ation

(per

serving):

Approximately300calories

1cupofmilk

1/2cupoffruit

1/2ounceofgrain

FRUIT

ANDYO

GURT

PARF

AIT

Serves

2

Prep

arationtime:

5minutes

Ingred

ients

2cupslow-fatyogurt,plainorflavored

1cupfruit,(blueberries,strawberries,

peaches,bananas,kiwifruit)cutinto

bite-sizedpieces

1cupbreakfastcereal(granola,corn

flakes,branflakesortoastedo’s)

Directions:

1.Put1/2cupofyogurtintoeachoftwobowlsorglasses.

2.Put1/4cupoffruitontopofyogurt.

3.Put1/4cupofcerealontopoffruit

4.Repeatlayers.1/2cupofyogurt,1/4cupoffruitandfinishwith

1/4cupofcereal.

5.Enjoyrightaway!

*Youcanusecannedfruit,butdrainbeforeusing

NutritionInform

ation

(per

serving):

Approximately300calories

1cupofmilk

1/2cupoffruit

1/2ounceofgrain

FRUIT

ANDYO

GURT

PARF

AIT

Serves

2

30

Tiem

pode

prep

aración:5

minutos

Ingred

ientes

2tazasdeyogurconpocagrasa,conosinsabor

1tazadefruta,(arándanos,fresas,duraznos,

plátanos,kivi)cortadaenpedacitos

1tazadecerealparaeldesayuno(granola,

cornflakes,branflakesotoastedo’s)

Prep

aración:

1.Ponga1/2tazadeyogurendosrecipientesovasos.

2.Ponga1/2detazadefrutasobreelyogur.

3.Ponga1/2detazadecerealsobrelafruta.

4.Repitalascapas.1/2tazadeyogur,1/4detazadefrutay

terminecon1/4detazadecereal.

5.¡Disfrúteloinmediatamente!

*Puedeusarfrutaenlatada,peroescúrralaantesdeusarla

Inform

aciónNutritiva

(paracada

parfait):

Aprox.300calorías

1tazadeleche

1/2tazadefruta

1/2onzadecereales

PARF

AITDEFR

UTA

YYO

GUR

Rind

e2porciones

Tiem

pode

prep

aración:5

minutos

Ingred

ientes

2tazasdeyogurconpocagrasa,conosinsabor

1tazadefruta,(arándanos,fresas,duraznos,

plátanos,kivi)cortadaenpedacitos

1tazadecerealparaeldesayuno(granola,

cornflakes,branflakesotoastedo’s)

Prep

aración:

1.Ponga1/2tazadeyogurendosrecipientesovasos.

2.Ponga1/2detazadefrutasobreelyogur.

3.Ponga1/2detazadecerealsobrelafruta.

4.Repitalascapas.1/2tazadeyogur,1/4detazadefrutay

terminecon1/4detazadecereal.

5.¡Disfrúteloinmediatamente!

*Puedeusarfrutaenlatada,peroescúrralaantesdeusarla

Inform

aciónNutritiva

(paracada

parfait):

Aprox.300calorías

1tazadeleche

1/2tazadefruta

1/2onzadecereales

PARF

AITDEFR

UTA

YYO

GUR

Rind

e2porciones

Tiem

pode

prep

aración:5

minutos

Ingred

ientes

2tazasdeyogurconpocagrasa,conosinsabor

1tazadefruta,(arándanos,fresas,duraznos,

plátanos,kivi)cortadaenpedacitos

1tazadecerealparaeldesayuno(granola,

cornflakes,branflakesotoastedo’s)

Prep

aración:

1.Ponga1/2tazadeyogurendosrecipientesovasos.

2.Ponga1/2detazadefrutasobreelyogur.

3.Ponga1/2detazadecerealsobrelafruta.

4.Repitalascapas.1/2tazadeyogur,1/4detazadefrutay

terminecon1/4detazadecereal.

5.¡Disfrúteloinmediatamente!

*Puedeusarfrutaenlatada,peroescúrralaantesdeusarla

Inform

aciónNutritiva

(paracada

parfait):

Aprox.300calorías

1tazadeleche

1/2tazadefruta

1/2onzadecereales

PARF

AITDEFR

UTA

YYO

GUR

Rind

e2porciones

Tiem

pode

prep

aración:5

minutos

Ingred

ientes

2tazasdeyogurconpocagrasa,conosinsabor

1tazadefruta,(arándanos,fresas,duraznos,

plátanos,kivi)cortadaenpedacitos

1tazadecerealparaeldesayuno(granola,

cornflakes,branflakesotoastedo’s)

Prep

aración:

1.Ponga1/2tazadeyogurendosrecipientesovasos.

2.Ponga1/2detazadefrutasobreelyogur.

3.Ponga1/2detazadecerealsobrelafruta.

4.Repitalascapas.1/2tazadeyogur,1/4detazadefrutay

terminecon1/4detazadecereal.

5.¡Disfrúteloinmediatamente!

*Puedeusarfrutaenlatada,peroescúrralaantesdeusarla

Inform

aciónNutritiva

(paracada

parfait):

Aprox.300calorías

1tazadeleche

1/2tazadefruta

1/2onzadecereales

PARF

AITDEFR

UTA

YYO

GUR

Rind

e2porciones