CFC 13: Sharing learning experiences with children

CFC 20 focuses on healthy eating for families, including balanced diets, positive mealtime habits, special food requirements, and safe food handling. The links on this page take you through each learning outcome. This introduction helps you see how the unit fits together in everyday family life and early years practice: healthy habits are built through routines, respectful encouragement, and safe preparation.

A balanced diet supports energy, growth, learning and wellbeing for children and adults. At Level 1, you are not expected to give complex nutritional advice. You are expected to understand the main food groups, explain what “balanced” means, and describe how balanced eating supports health. You’ll also look at how mealtime habits, culture and individual needs shape what families eat.

The unit begins with identifying the main food groups. In simple terms, families need a variety of foods to provide energy and nutrients. A balanced diet usually includes starchy foods (like bread, rice or pasta), fruit and vegetables, protein foods (like beans, eggs, fish or meat), dairy or alternatives, and small amounts of foods high in fat or sugar. The aim is variety and regular routines, rather than strict rules.

You will then explore the effects of a balanced diet on health. Balanced eating can support steady energy, healthy growth, stronger immunity, better concentration and healthier digestion. Over time, good habits can reduce risk of some long-term health problems. For children, healthy eating also supports tooth health and development.

CFC 20 also looks at family mealtimes and why they matter. Family mealtimes can support relationships, communication and routine. They can also encourage children to try new foods by watching others. Mealtimes don’t need to be perfect or formal to be valuable. What matters is a calm atmosphere, regular patterns where possible, and adults modelling respectful, positive behaviour around food.

Encouraging children to eat healthily is included because food habits can be tricky. Some children are cautious with new foods, and pressure can backfire. Supportive approaches include offering small portions, keeping choices simple, involving children in preparation, praising trying rather than finishing, and keeping routines predictable. Children often need repeated exposure before accepting a new food. Patience helps.

The unit also covers special food requirements. This includes religious food restrictions, dietary requirements linked to health (such as allergies, intolerances, or specialist diets), and understanding that families may have cultural preferences. You should avoid assumptions and follow the family’s preferences and any care or setting policies. Allergies are particularly important because they can be serious. In settings, you must follow procedures carefully, including checking labels, avoiding cross-contamination, and knowing what to do in an emergency.

Safe handling and storage of food is the final part of the unit. Food safety protects families from food poisoning and reduces risk, especially for young children who are more vulnerable. Handwashing before food preparation is a basic but vital habit. You’ll also cover hazards of poor food storage and preparation, such as bacteria growth, and ways to prevent cross-contamination, such as keeping raw and ready-to-eat foods separate and using clean utensils and surfaces.

Here’s a practice example: a family wants to encourage healthier snacks. A realistic approach could be to prepare a fruit bowl at child height, offer water regularly, and involve children in choosing fruit at the shop. Another example: in an early years setting, children help make simple wraps. Adults model hygiene (washing hands), support children to choose fillings, and talk about “everyday foods” that help bodies grow strong. It’s practical, positive and safe.

It’s also important to stay within your role. You can share general healthy eating ideas and support routines, but you should not give medical advice. If there are concerns about growth, appetite, allergies, or eating behaviours, you follow setting procedures and involve the appropriate person.

As you use the links on this page, keep your answers grounded in everyday family life and early years practice. By the end of CFC 20, you should be able to identify food groups, explain balanced diet and its effects, describe positive ways to encourage healthy eating, recognise special food requirements (including allergies), and outline safe food handling and storage practices that protect children and families.

1. Know how children learn

2. Know how to use stories and rhymes with young children

3. Understand that the natural world can support children’s learning

4. Know how the local community can be used to broaden children’s experiences

  • 4.1. List local organisations, services or people that can provide experiences for children
  • 4.2. State the benefits of finding out about the local community for children
  • 4.3. Give examples of ways that local organisations, services or people working in the community can broaden children’s experiences

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