What nutritional advice can you give to a parent of a preschooler? (2 correct answers) quizlet

- Sticky high-CHO snack foods cling to teeth & provide an ideal environment for growth of mouth bacteria that cause caries

- Low caries potential/less damage to teeth: eggs, legumes, fresh fruit, lean meat, fish, poultry, milk, cheese, plain yogurt, toast, popcorn, pretzels
- High caries potential- brush teeth after eating these foods: cakes, muffins, doughnuts, pies, candied sweet potatoes, chocolate milk, cookies, granola bars, dried fruits, jams, jellies, fruit juices or drinks, peanut butter with added sugar, etc.
- Limit between-meal snacking
- Brush & floss daily, brush or rinse after eating meals & snacks
- Choose foods that don't stick to teeth and are swallowed quickly
- Snack on crisp or fibrous foods to stimulate the release & rinsing action of saliva
- Diet-related health claim allowed (on foods with very small amounts of CHO): "won't cause cavities"

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-Estimated Energy Requirement (kcal/day) = Total Energy Expenditure + Energy Deposition

Girls 3‐8 years (within 5th‐85th %ile for BMI):
-EER = 135.3 − (30.8 × age [yr]) + PA × [(10.0 × wt [kg]) + (934 × ht [m])] + 20
-- PA: 1 (sedentary), 1.16 (low active), 1.31 (active), 1.56 (very active)

Boys 3‐8 years (within 5th‐85th %ile for BMI):
-EER = 88.5 - (61.9 x age [yr]) + PA x [(26.7 x wt [kg]) + (903 x ht[m])] + 20
-- PA: 1 (sedentary), 1.13 (low active), 1.26 (active), 1.42 (very active)

A. Shiny hair
B. Regular elimination
E. Erect posture

Rationale: Well-nourished children show steady gains in weight and height; are alert; have shiny hair, no fatigue circles beneath the eyes, skin color WNL, a flat abdomen, erect posture, well-developed muscle, firm and pink mucous membranes in the mouth and gums, no mouth or tongue lesions, teeth that erupt on schedule, good appetite, regular elimination, and energy and vitality; sleep well at night; and are not irritable. (379)

Sensorimotor (birth to 2 years)
Progression is from newborn with automatic reflexes to intentional interaction with the environment and the beginning use of symbols.
Progression is made from sucking and rooting reflexes to the acquisition of self-feeding skills.
Food is used primarily to satisfy hunger, as a medium to explore the environment, and to practice fine motor skills.
Preoperational (2 to 7 years)
Thought processes become internalized; they are unsystematic and intuitive.
Use of symbols increases.
Reasoning is based on appearances and happenstance.
Approach to classification is functional and unsystematic.
Child's world is viewed egocentrically.
Eating becomes less the center of attention than social, language, and cognitive growth.
Food is described by color, shape, and quantity, but there is limited ability to classify food into "groups."
Foods tend to be classed as "like" and "don't like."
Child can identify food as "good for you," but reasons are unknown or mistaken.
Concrete operations (7 to 11 years)
Child can focus on several aspects of a situation simultaneously.
Cause-effect reasoning becomes more rational and systematic.
Ability to classify, reclassify, and generalize emerges.
Decrease in egocentrism permits child to take another's view.
Child begins to realize that nutritious food has a positive effect on growth and health but has limited understanding of how or why this occurs.
Mealtimes take on a social significance.
Expanding environment increases the opportunities for, and influences on, food selection (peer influence rises).
Formal operations (11 to 16 years)
Hypothetic and abstract thought expand.
Understanding of scientific and theoretic processes deepens.
The concept of nutrients from food functioning at physiological and biochemical levels can be understood.
Conflicts in making food choices may be realized (knowledge of nutritious food versus preferences and nonnutritive influences).

Nuclear
Traditional—husband, wife, children (natural or adopted)
Extended
Grandparents, parents, children, relatives
Single-parent
Women or men establish separate households through individual preference, divorce, death, illegitimacy, or desertion
Foster-parent
Parents who care for children requiring parenting because of a dysfunctional family, no family, or individual problems
Alternative
Communal family
Dual-career
Both parents work outside the home because of desire or need
Blended
Remarriage of persons with children
Polygamous
More than one spouse
Homosexual
Two persons of the same sex adopt children or have children from a previous marriage
Cohabitation
Heterosexual or homosexual couples live together but remain unmarried

High energy maintenance because of immature systems (e.g., heat loss)
Assist mother with breastfeeding.
Assist family with bottle feeding.
Teach formula preparation.
Immature digestive system
Burp infant frequently.
Place infant on right side after feeding.
Nutrient requirements related to body size
Observe infant for tolerance to formula.
Consider vitamin C and D supplementation.
Anticipate iron deficiencies (particularly in preterm newborns).
Need for additional nutrients, satiety
Introduce solids when age-appropriate, at about 6 months, starting with rice cereal, which is the least allergenic.
Fruits and then vegetables may be added one at a time in 1-week intervals to allow time to observe for adverse responses (consider variety, portions, and texture).
Instruct parents not to add salt or sugar to baby foods to prevent high sodium and calorie intake.
Danger of choking decreases as swallowing matures
Anticipate allergies; as teething progresses, junior or chopped foods can be substituted for strained food.
Explain selection and makeup of soy-based formulas if prescribed.
Prevention of dental decay
Encourage use of fluorides (after age 6 months) if fluoride content of community water supply is less than 0.6 ppm (parts per million).
Encourage weaning as appropriate to prevent bottle-mouth caries.
Rinse infant's mouth after feedings.
Continued requirements for basic food groups
Assess the educational and financial needs of the family.
Use supplemental food programs (e.g., Women, Infants, and Children [WIC] program).

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