2012 09 11 EYFS Routine meal time B 3yrs by Me3uN75


									                                                    Meal-time routine for children from birth to three

Personal, Social and              Communication& Language          Mathematics                   Understanding         Expressive Arts      Physical
Emotional development             /Literacy                                                      the World             & Design             Development
Activities and what adults do
Children find own photo place     Anticipation games eg. ‘I        Using numbers in a            Naming and            Exploring the        Looking at a photo
mats                              wonder what will be for dinner   purposeful way eg, “Would     learning about        colour /             display with the
                                  today’                           you like 1 or 2 potatoes?”    foods, where they     textures/smell of    children
Serve themselves or pass                                           “How many spoons do we        come from (at age     foods.
things to each other              Talking about what’s needed      need?”                        appropriate level),
                                  e.g. spoons, cup, bibs                                         and who likes what    Using/ creating      Helping to fetch the
Scrape plates, pour own water                                      Talking about size & shape                          fun rhymes eg,       trolley and lay table.
etc. (depending on child’s        Singing songs and rhymes         eg, “ The spaghetti is very   Learn about hot &     “yummy, yummy
stage of development)                                              long” “The peas are small     cold, what happens    in my tummy”         Develop routines
                                  Encourage conversations          and round” “Today I am        when certain foods                         around washing
Be positive about food when       during mealtimes                 cutting the bread into        mix together.         *Imaginary fun       hands before eating.
serving it                                                         triangle shapes”                                    games eg, “I’m
                                  Engage in close 1:1                                            Provide               eating frog’s        Provide accessible
Be aware that children are        conversations                    Encourage children to see     opportunities for     eyes”(peas)          mirrors, flannels and
learning about their                                               that each person needs “1     children to ask                            towels.
preferences and note how          Provide opportunities for        plate, 1 knife, 1 fork etc”   questions             Give children time
children respond when offered     listening and responding                                                             to use their
new foods                                                          Talking about quantity “We                          senses to explore
                                  Respond verbally to children’s   have a lot of potatoes                              foods
Serve from table so children      non verbal signs, signals &      today” “We need to ask the
can see foods and indicate        noises                           cook for some more bread”
what they would like
                                  Note and respond to the          Talking about classifying
Ensure that mealtimes are a       gestures and words babies /      “All the apples are on this
safe space to develop             toddlers use to indicate what    plate and all the grapes
relationships with peers and      they would like to eat.          are on this one”
adults and establish social

Provide small mealtime groups
so children do not have to wait
too long to be served.

Encourage children’s
What children learn
Social skills, responding to age Develop ability to gesture/talk   Awareness of differences     Anticipate and         Respond to           Develop physical
appropriate boundaries.          about food and their dietary      in quantity                  learn about            different textures   skills needed for
                                 needs and preferences.                                         routines of the day    and tastes           feeding themselves
Enjoying being part of a group,                                    Use number language          and how these                               using eating
and developing relationships     Develop conversation in an        such as “more” and “a lot”   routines affect them                        implements
with carers/peers                informal situation
                                                                   One to one                                                               Growing awareness
Becoming confident to make       Develop new vocabulary            correspondence; for                                                      of their physical
choices. recognise self &                                          example, “We need one                                                    needs re hunger and
others                                                             plate for each person”                                                   thirst

Taking pleasure in learning                                        Developing awareness of
new skills                                                         how we can organise items
                                                                   with the same features ie.
Independence in self-help                                          classifying and organising

To top