Day 3

Food & Feeding in creches

Material List—Day 3

Session 1–Recap

Objective: To help participants recall and reflect on key learnings from the previous day using interactive and inclusive recap methods.

Duration: 20–30 minutes (can be adjusted as per group size)

Materials Required:

• Whiteboard
• Markers
• Duster
• Flipchart (optional)

Method 1: Verbal Round Robin

Steps for Facilitation

1. Ask each participant, one by one, to share one key point they learned or found most useful from the previous day.
2. Move around the room and ensure everyone gets a turn to speak.
3. Optionally, note the responses on a flipchart or whiteboard.

Tips for the Facilitator

• Encourage short, clear responses.
• Appreciate each participant’s input.
• If a participant struggles to recall, gently remind them or move to the next person.
• Keep the round brief and energetic.

Method 2: Think–Pair–Share

Steps for Facilitation

1. Pose a recap question related to the previous session (e.g., “What was one idea that stood out for you yesterday?”).
2. Ask participants to think silently for 2–3 minutes.
3. Then, pair them up to discuss their thoughts for 3–5 minutes.
4. After discussion, invite each pair to share one key insight with the larger group.

Tips for the Facilitator

• Observe pairs and support those who need help starting the discussion.
• Summarize key points shared by the group at the end.
• Keep the sharing time short to maintain energy and focus.

Session 2–Storage of Food Materials

Duration: 90 minutes

Component 1: Proper Storage of Food Items

*Objective: *To help caregivers understand the importance of proper food storage in a creche and learn correct methods to keep food safe, clean, and fresh.

Materials Required

• Whiteboard, markers, and duster
• Sample food items (e.g., rice, pulses, oil packets)
• Different types of containers (airtight, open, plastic, steel, etc.)
• Video clips or photos of a creche with good storage practices
• Pictorial checklist (for handout)

Steps for Facilitation

Step 1: Interactive Discussion

• Start the session by asking participants to list the different types of food items stored in a creche (e.g., rice, pulses, oil, vegetables, cooked meals).

• Ask:
  a. “Have you ever seen food getting spoiled in storage?”
  b. “Why do you think it happened?”
  

• Note down participants’ responses on a whiteboard—highlight common storage problems and current practices.

• Link their experiences to the importance of safe and proper food storage.

Step 2: Demonstration

• Display different food items that are commonly stored in a creche.Show real containers and demonstrate correct ways of storage:
  a. Use airtight, clean, and labelled containers.
  b. Keep raw and cooked food separately.
  c. Ensure food is covered properly and stored in a clean, dry place.
  
• Demonstrate incorrect practices such as open bags, uncovered bowls, or mixing raw and cooked items.
• Discuss where and how to store different items for safety and pest control.
• Play a short video clip or show photos of a model creche with proper food storage arrangements.
• Encourage participants to point out what is being done right and what needs improvement.

Step 3: Reinforcing Key Information

• Present a simple pictorial chart or poster showing:
  a. Dos and Don’ts of food storage.
  b. Shelf life of common food items.
  c. Correct labelling methods.
  

Practice - Follow "First In, First Out" (FIFO) approach for utilization of food grains and rice.

• Give each participant a pictorial checklist for daily storage checks.
• Summarize the key learning points and ask a few participants to recall one key message they are taking away.

Refer to Concept Note: Proper Storage of Food Items in a creche for detailed guidance and examples.

Component 2: Principle of FIFO (First In, First Out)

Objective: To help caregivers understand and apply the principle of using older stock before newer stock to avoid food spoilage and wastage in the creche.

Materials Required:

• Food items (real or dummy) with dates or numbering labelled
• Table or surface for demonstration
• Marker and whiteboard (optional)

Steps for Facilitation

Step 1: Display

1. Show two or three packets of the same food item (e.g., rice, oil, or flour) with different purchase or expiry dates or different numberings clearly marked.
2. Ask participants to observe the packets and identify which one should be used first.

Step 2: Demonstration

1. Show the incorrect method:

• Place the new packet in front of or on top of the old one.
• Ask participants what could happen if we always do this (expected response: old stock may expire or spoil)

Practice - Follow "First In, First Out" (FIFO) approach for utilization of food grains and rice.

2. Show the correct method:

• Move the older stock to the front and place the newer one behind.
• Explain that this simple action ensures older food items are used first, maintaining freshness and reducing waste.

Step 3: Explanation

1. Explain the meaning of FIFO — “First In, First Out.”

2. Use a simple example or analogy:

   • “Just like eating bananas—we eat the ripe ones first, not the green new ones.”
   • “Or like milk—we finish the milk bought earlier before opening a new packet.”

3. Emphasize the concept in vernacular language for easy understanding. For example – For Hindi speaking participants: “Jo saman pehle aaya, use pehle istemal karo.(Use the items that came first, first!)”

Step 4: Group Activity

1. Divide participants into small groups.
2. Give each group a set of labelled food packets with different dates.
3. Ask them to arrange the items in the correct FIFO order.

4. Invite each group to explain:

   • How they arranged the items.
   • Why did they place them that way.

5. Appreciate correct responses and clarify any confusion.

*Refer to Concept Note: *Principle of FIFO for detailed explanation, visuals, and additional examples.

Component 3: Procurement of Fresh Vegetables

Objective: To help caregivers understand the importance of procuring and using fresh, seasonal vegetables in the creche menu, and to learn simple practices for maintaining their freshness and records.

Materials Required

• Samples of fresh and wilted vegetables
• Clean moist cloth for demonstration
• Covered container or sieve basket
• Vegetable purchase register or sample page
• Poster or chart showing seasonal vegetables
• Whiteboard and markers

Steps for Facilitation

Step 1: Discussion

1. Begin by asking:

   • “Why are fresh green vegetables important for children?”
   • “What types of green vegetables are commonly available in your village?”

2. Discuss the importance of fresh greens in improving children’s nutrition and immunity.

3. Explore availability issues:

   • When and where are vegetables usually available?
   • What challenges do caregivers face in procuring them? (e.g., distance to market, seasonal shortage, cost).
4. Emphasize the use of seasonal vegetables—they are fresher, cheaper, and more nutritious.

5. Discuss alternatives when vegetables are not easily available:

   • Use of locally available greens like pumpkin leaves, drumstick leaves, etc.
   • Involve community members to identify and grow such options locally.

Step 2: Demonstration

1. Demonstrate wrapping green vegetables in clean, moist cloths to keep them fresh for longer. Emphasize washing vegetables only before cooking, not before storing.
2. Show how to store vegetables in covered containers or baskets to keep away insects and rodents.
3. Demonstrate using a sieve basket or net cover to allow air circulation while protecting vegetables.
4. Talk about setting up small kitchen gardens near the creche or in the community for regular supply of greens.
5. Encourage collaboration with parents and local groups for maintaining the garden.
6. Remind that vegetables should not be stored for more than 2–3 days.

Step 3: Ending the Session

• Ask each participant to share one action they will take to ensure regular use of fresh greens in their creche menu.

Refer to Concept Note: Procurement of Fresh Vegetables for detailed guidance, local examples of seasonal vegetables, and a sample record format.

Component 4: Washing Vegetables Before Cooking

Objective: To enable caregivers to understand and follow the correct method of washing vegetables to ensure food safety and prevent illness among children.

Materials Required:

• Fresh vegetables of different types (leafy, root, surface)
• Clean steel or plastic containers/basins
• Sieve basket or tray for drying
• Soap for handwashing
• Towels or clean cloths
• Access to clean water
• Whiteboard and markers

Steps for Facilitation:

Step 1: Warm-up Discussion

1. Begin by asking participants:

   • “How do you usually wash vegetables at home or in the creche?”
   • “Why do you think some children get stomach upsets after eating vegetables?”

2. List participants’ responses on the whiteboard.

3. Link their answers to the importance of cleanliness, safe washing practices, and hygiene while handling vegetables.
4. Emphasize that washing vegetables properly removes dirt, germs, and harmful chemicals that are not always visible.

Step 2: Demonstration

Set up a vegetable washing station with leafy greens, root vegetables, and surface vegetables (e.g., spinach, carrots, tomatoes).

1. Demonstrate step-by-step:

   • Leafy vegetables: Wash in 2–3 rounds of clean water to remove soil and dust.
   • Root vegetables: Scrub gently under running water or in a clean container.
   • Surface vegetables: Rinse well and wipe clean.
   • Optional: Demonstrate soaking method using salt water (1 teaspoon salt per litre of water).

2. Emphasize:

   • Wash vegetables before cutting, not after.
   • Use clean water, utensils, and tools for washing and storing.
   • Avoid leaving vegetables soaked for too long, which can lead to nutrient loss.
   • Wash hands thoroughly before handling vegetables.

3. Demonstrate proper handwashing technique using soap and water before starting food preparation.

Step 3: Group Work

1. Divide participants into small groups.
2. Give each group a set of mixed vegetables and utensils.

3. Ask them to:

   • Sort vegetables into types (leafy, root, surface).
   • Wash them using the correct method.

4. After washing, invite each group to explain what they did and why.

5. Observe their technique and provide feedback or corrections where needed.

Step 4: Reinforce Key Messages

Highlight and repeat the golden rules for washing vegetables:

• Wash before cutting, not after.
• Wash hands before handling food.
• Use clean utensils for storing cut vegetables.
• Use salt water (1 teaspoon per litre) for leafy vegetables if possible.
• Clean the washing area after use.

Refer to Concept Note: Washing Vegetables Before Cooking for detailed visuals, handwashing steps, and a sample checklist for creche kitchens.

Session 3–Eggs & Drinking Water

Duration: 75 minutes

Component 1: Keeping Eggs in Storage Containers

Objective: To help caregivers understand the correct way to store eggs safely in the creche to prevent spoilage, contamination, and foodborne illness.

Materials Required:

• Eggs (clean and cracked for demonstration)
• Egg trays (Plastic & Paper) or ventilated storage containers
• Whiteboard and marker for notes

Steps for Facilitation

Step 1: Interactive Introduction

1. Start the session with a few questions to engage participants:

• “How do you usually store eggs at home?”
• “Do you wash eggs before storing them?”
• “Have you ever found a spoiled or broken egg?”

2. Note participants’ responses on the whiteboard.
3. Link their answers to the importance of safe storage practices to keep eggs fresh and avoid contamination.
4. Explain that proper storage helps prevent illnesses like diarrhoea or stomach upset caused by spoiled eggs.

Step 2: Display Correct Storage Materials

1. Show examples of correct egg storage containers or trays:

• Containers with ventilation holes and lids to protect from dust and rodents.
• Sturdy egg trays that keep eggs from cracking.

2. Display examples of:

• Clean, intact eggs.
• Soiled or cracked eggs, to highlight what should not be stored.

3. Encourage participants to observe and share what differences they notice between safe and unsafe examples.

Step 3: Explain and Demonstrate

1. Correct Storage Practices:

• Store eggs in clean trays or containers designed for eggs.
• Always place eggs with the narrow end facing down–this keeps the yolk centred and helps them stay fresh longer.
• Do not wash eggs before storing–washing removes the natural protective layer and allows germs to enter through the shell. Wash only before cooking.
• Discard cracked or broken eggs immediately.
• Keep eggs in a cool, dry place, away from direct sunlight, moisture, vegetables, and cooked food.

2. Demonstration:

• Show participants how to arrange eggs properly in a tray.
• Demonstrate what happens when eggs are stored incorrectly (e.g., placed sideways or stored near heat/moisture).
• Let participants try arranging a few eggs correctly in the tray themselves.

Refer to Concept Note: Keeping Eggs Safe in Storage Containers for detailed explanation, Do’s & Don’ts chart, and visual examples.

Component 2: Inspecting Eggs – Observing Breakage, Dirt, and Conducting Egg Floatation Test

Objective: To enable caregivers to identify spoiled or unsafe eggs through simple inspection methods—visual check and the float test—ensuring that only good-quality eggs are used in meals for children.

Materials Required

• Fresh, semi-old, and spoiled eggs (labelled)
• Transparent bowls or glasses filled with water
• Chart paper or whiteboard
• Marker or pen

Steps for Facilitation

Step 1: Introduction

1. Begin by asking:

   • “How do you usually check if an egg is fresh before cooking?”
   • “Have you ever had to throw away an egg? Why?”
2. Write the responses on a board or chart paper.
3. Link their answers to the importance of checking eggs before use to prevent foodborne illness and maintain children’s health.
4. Explain that egg inspection should be part of daily kitchen routine in the creche.

Step 2: Demonstration

Visual Inspection

1. Show participants different types of eggs: clean, dirty, and cracked.

2. Explain:

   • Clean, unbroken eggs are safe to use.
   • Cracked or soiled eggs can allow germs to enter—these should be discarded.

Egg Float Test Demonstration

1. Fill a transparent bowl with clean water.

2. Gently place eggs (fresh and old) in the water one by one and observe:

   • Fresh egg → sinks and lies flat at the bottom.
   • Semi-old egg → stands upright or tilts slightly.
   • Spoiled egg → floats to the top.

3. Explain why: as eggs age, air enters the shell and causes them to float.

4. Encourage all participants to observe carefully and note what they see.

Step 3: Hands-on Group Activity

1. Divide participants into small groups (4–5 per group).

2. Give each group:

   • A set of real eggs (labelled as fresh, semi-old, and spoiled).
   • A bowl of clean water.

3. Ask them to:

   • Perform a visual check – identify cracked or dirty eggs.
   • Conduct the float test and separate the eggs into two groups: Safe to use and Unsafe to use.

4. Once done, each group should explain their reasoning and what they observed.

Refer to Concept Note: Inspecting Eggs– Observing Breakages, Dirt and Conducting Egg Floatation Test for scientific explanation, visual reference charts, and simplified do’s & don’ts.

Component 3: Boiling of Water

Objective: To help caregivers understand and practice the correct process of boiling and safely storing water to ensure children drink germ-free, safe water every day.

Materials Required:

• Clean pot or vessel
• Water from a reliable source
• Stove or heat source
• Ladle
• Lid or cover
• Clean storage container with lid
• Soap and water for handwashing

Steps for Facilitation

Step 1: Short Discussion

1. Begin by asking participants:

• “Why do we need to boil water in the crèche?”
• “How do you boil and store water at home?”

2. Listen and note their answers.
3. Explain clearly:

• Boiling kills harmful germs, bacteria, and viruses in water.
• Safe drinking water prevents diarrhea, stomach infections, and other water-borne diseases in children.
• It is a simple and low-cost method to keep children healthy.

Step 2: Demonstration

Steps to Demonstrate:

1. Hand Hygiene: Begin by washing hands properly with soap and water.
2. Pour Water: Pour water from a clean source into a clean pot.
3. Cover Lightly: Place the lid lightly over the pot (do not close tightly).
4. Boil: Place the pot on the stove and bring the water to a full rolling boil—when large bubbles rise continuously.
5. Maintain Boiling: Let it boil for 10–15 minutes to kill all germs.
6. Cool Naturally: Remove from heat and allow it to cool naturally with the lid on (do not add cold water).
7. Store Safely: Once cooled, pour the water into a clean, covered container for storage and use.
8. Avoid Contamination: Use a clean ladle to take water—never dip hands or used cups directly.

**Demonstrate each step slowly so that participants can observe clearly.

Refer to Concept Note: Boiling of Water for visual sequence, key hygiene reminders, and troubleshooting (common errors and their correction).

Session- 4 Pressure Cooker & Chatua

Duration – 60 mins

Component 1: Pressure Cooker - Basics

Objective: By the end of the session, the creche caregivers will be able to:

• Understand the benefits of using a pressure cooker for meal preparation.
• Demonstrate safe and efficient operation of pressure cooker.

Materials Required

• One pressure cooker
• Stove
• Gas cylinder
• Food materials
• Safety chart/visual aids showing parts of a pressure cooker and safety tips

Steps for facilitation

Step1: Introduction

• Greeting the participants and introducing the topic
• Ask: “How many of you use pressure cookers at home or in the creche?”
• Discuss briefly the importance of cooking nutritious food quickly and safely.
• Highlight how pressure cookers save time, fuel and nutrients.

Step-2: Demonstrate and discussion

1. Show the parts of a pressure cooker body, lid, gasket (rubber ring), safety valve, and whistle.
2. Explain function of each part and their role in ensuring safety.
3. Demonstrate step-by-step use

• Check that the cooker and gasket are clean and in good condition.
• Add washed ingredients and measured water according to the recipe
• Close the lid properly and place the weight(whistle)
• Place the stove and adjust flame to medium.
• Wait for the first whistle, adjust heat or turn off as required.
• Allow steam to release before opening.

4. Discuss safety precautions

• Never open before steam is fully released.
• Never overfill the cooker.
• Replace damaged gaskets or valves promptly.
• Keep children away while cooking.

5. Invite a few caregivers to practice under supervision.

Step-3: Cleaning and maintenance

• Show how to wash and dry all parts properly.
• Emphasize on checking the gasket and valve regularly.
• Store cooker in a clean, dry place.

Step-4: Recap and Discussion

• Ask caregivers what they learned
• Review key safety tips

Key Messages

• Pressure cooker saves time, fuel, and nutrients, ideal for preparing children’s meals.
• Always check gasket, valve, and lid before cooking.
• Do not overfill or cook without adequate water.
• Wait until steam is fully released before opening.
• Always keep the cooking area clean and safe.
• Regular maintenance prevents accidents and ensures long-term use.
• Proper cooking ensures nutritious, hygienic meals for children in the creche.

Refer to Concept Note: Basics of Pressure Cooker

Component 2: Preparation of Chatua

Objective: To teach creche caregivers how to prepare Chatua—a nutritious, low-cost traditional food and understand its health benefits for children.

Materials Required

• Chatua powder
• Soap for handwashing
• Cooking vessel
• Big spoon
• Safe drinking water
• Stove (for boiling water)
• Measuring Cups – 40 g

Steps for Facilitation

Step 1: Introduction

• Greet participants and introduce Chatua as a low-cost, high-nutrition traditional food.
• Explain its composition: 1:1:1 ratio of roasted flour of rice, wheat, and Bengal gram.
• Highlight benefits: protein-rich, energy-giving, prevents undernutrition, improves appetite.
• Ask participants: “Have you ever prepared or served Chatua to children?” (Optional: quick sharing)

Step 2: Demonstration

• Take the required amount of chatua (40gms) as per the number of children in a creche.
• Keep clean boiled water at room temperature to be added in the preparation of chatua.
• Add water to small proportion of chatua slowly and then gradually form a paste of the entire amount of chatua. Ideally 400 grams of chatua will need 600-650 ml of water to make a smooth paste.
• Boil water (1.4-1.6 litres for 400 gm chatua) in a container and add required amount of Jaggery
• Add the chatua paste to boiling water while stirring continuously with a spoon.
• Keep stirring to avoid lumps.
• Continue to cook on low flame for 3-5 minutes.
• Stir constantly until it thickens to a porridge like consistency. Test the texture with a spoon-it should flow easily for infants or be like porridge for toddlers.
• Turn off the flame and let the mixture cool.
• Add 4 ml of fresh oil per child in the bowl before serving.

Hygiene & Safety Points to Emphasize:

• Use boiled water.
• Stir continuously.
• Use clean, dry containers.
• Do not leave Chatua exposed.

3. Hands-On Practice (optional)

1. Divide caregivers into small groups.
2. Provide each group with ingredients and utensils.
3. Ask each group to prepare a serving of Chatua.
4. Observe and guide them as needed.

5. Discuss dos and don’ts:

   • Always use boiled water
   • Stir continuously
   • Use clean and dry containers
   • Do not leave Chatua exposed

Session 5–Khichdi & Sooji Halwa

Duration – 120 mins

Component 1 – Preparation of Khichdi

Objective: Enable caregivers to prepare wholesome, soft, and child-friendly Khichdi safely, using local and seasonal ingredients.

Materials Required

• Rice, split moong dal, seasonal vegetables, turmeric, salt, oil, water
• Stove
• Pressure cooker or cooking pot
• Utensils (spoon, bowl, chopping knife, cutting board)

Steps for Facilitation

Step 1: Interaction

1. Start a discussion on Khichdi:

   • Wholesome meal combining cereals and pulses.
   • Easy to digest, suitable for children.
   • Flexible: seasonal vegetables and local ingredients can be added

2. Discuss basic ingredients:

• Rice, split moong dal, seasonal vegetables, turmeric, pinch of salt, water (4 parts or more depending on consistency), oil.

Step 2: Demonstration

Step-1: Wash and soak

• Wash rice and dal 2-3 times with clean water.
• Soak both in water for about 15-20 minutes to soften.

Step-2: Preparation of vegetables

• Wash vegetables thoroughly before chopping.
• Chop them finely for even cooking and easy chewing.

Step-3: Cooking of Khichdi

• In a pressure cooker or pot – heat a spoon of oil and add turmeric.
• Add soaked dal and rice.
• Then add chopped vegetables.
• Add required water (at least 4 times the rice- dal volume).
• Cover and cook (3-4 whistles) in pressure cooker or until soft in open pot.

Step-4: Mash or Blend

• Cool the khichdi after cooking.
• Mash the khichdi slightly to make it soft so that children can eat easily.

Step-5: Serve warm and fresh

• Serve immediately after cooling to a lukewarm temperature.
• Add oil to khichdi in the bowl as recommended and mix it properly before serving.
• Use a clean bowl and spoon.
• Feed gently in small amounts.

Step 3: Hands-On Practice (optional)

1. Divide caregivers into small groups.
2. Provide ingredients and utensils for each group.
3. Ask each group to measure, mix, and cook Khichdi.
4. Observe and guide as needed.

Step 4: Emphasize on Dos and Don’ts

Dos:

• Use seasonal vegetables.
• Wash ingredients properly.
• Cook until soft and mash well.
• Serve warm and fresh.

Don’ts:

• Do not add too much salt or spices.
• Do not store Khichidi after children have eaten.

Component 2 – Use of Lemon Drops in kichidi

Objective: Enable caregivers to use lemon safely to enhance taste, nutrition, and iron absorption in children’s meals.

Materials Required

• Cooked Khichdi (ready for serving)
• Washed fresh lemons
• Clean knife
• Spoon and small bowl
• Clean feeding bowls

Steps for Facilitation

Step 1: Warm-Up Discussion

1. Ask participants:

• “Have you ever used lemon in cooking?”
• “Do children like sour foods?”

2. Introduce lemon as a small but powerful nutrition booster:

• Enhances taste
• Rich in Vitamin C
• Helps iron absorption from dal and vegetables
• Strengthens immunity

Step 2: Demonstration

1. Cut a lemon with a clean knife.
2. Squeeze a few drops into a spoon or small bowl.
3. Add lemon juice to cooled Khichdi.
4. Mix gently and serve.

Hygiene & Safety Points:

• Use fresh, ripe lemons.
• Add lemon after cooking when Khichidi is cool.
• Wash lemon before cutting.
• Use clean utensils.

Step 3: Hands-On Practice

1. Give caregivers washed lemons and cooked Khichdi.
2. Ask them to add lemon drops as demonstrated.
3. Taste together and discuss:

• Would children like this flavor?
• How to adjust the amount of lemon for children’s preference.

Step 4: Emphasize on Dos and Don’ts

Dos:

• Use fresh and ripe lemons.
• Add after cooking when Khichdi is cool.
• Wash lemon before cutting.
• Use clean utensils and feeding bowls.

Don’ts:

• Do not add lemon while boiling.
• Do not use spoiled or leftover lemon.
• Avoid unclean hands or knives.

Refer to Concept Note: Use of lemon drops in khichdi

Component 3 – Tasting a Small Proportion of Food

Objective: Enable caregivers to safely taste food before serving to ensure it is suitable and safe for children.

Materials Required

• Freshly prepared Khichdi (or other food)
• Clean spoon for tasting
• Wash bowl or clean tray

Steps for Facilitation

Step 1: Introduction

1. Ask participants:

   • “Do you taste food before serving it to children?”
   • “What do you look for when tasting?”

2. Explain:

   • Tasting is not for personal preference.
   • It is a responsibility to ensure children’s safety and comfort.

Step 2: Demonstration

1. Use freshly prepared Khichdi for demonstration.
2. Wash hands thoroughly with soap and water.
3. Take a small amount from the side of the pot using a spoon (do not dip the serving ladle back into the pot).

4. Taste carefully and observe:

   • Is it too hot?
   • Is it too salty?
   • Is there any unusual taste or smell?

5. Dispose the tasting spoon in a wash bowl or clean tray.

6. If the food seems off, sour, or unusual, do not serve it.
7. Record the issue if required and inform the supervisor.

Step 3: Emphasize on Dos and Don’ts

Dos:

• Wash hands before tasting.
• Use a clean, dry spoon.
• Taste once and dispose of the spoon.
• Always taste before serving.

Don’ts:

• Do not use fingers.
• Do not taste from the ladle used for serving.

Component 4: Preparation of Sooji Halwa

Objective: To train creche caregivers on the correct preparation of Sooji Halwa, ensuring appropriate quantity, hygiene, and safety for feeding young children.

Materials Required:

• Sooji (semolina)
• Jaggery
• Cooking oil (Mustard Oil)
• Safe drinking water
• Soap for handwashing
• Two cooking pans (one heavy-bottom pan/kadhai)
• Long-handle spoon
• Stove

Steps for Facilitation

Step 1: Introduction

1. Greet the participants and explain the purpose of the session.
2. Introduce Sooji Halwa as a soft, energy-giving food suitable for young children.

3. Explain the daily measurement per child:

   • – 40 g Sooji
   • – 5 g jaggery
   • – 4 ml oil

4. Explain the cooking ratio: Sooji to water = 1:4 (Example: 1 cup Sooji with 4 cups water)

5. Ask participants: “Have you prepared Sooji Halwa for children earlier?” (Optional: brief sharing)

Step 2: Demonstration

Part A: Preparation of Jaggery Syrup

1. Take a pan and add 4 cups of safe drinking water.
2. Place the pan on the stove and bring the water to a boil.
3. Add the recommended quantity of jaggery.
4. Stir on medium to low flame until it melts completely.
5. Keep the syrup warm and aside.

Part B: Preparation of Sooji Halwa

1. Take a heavy-bottom pan/kadhai and place it on medium flame.
2. Add 1 cup of Sooji and dry roast on medium to low flame for about 7–8 minutes.
3. Stir continuously to avoid burning.
4. Roast until the Sooji turns light golden and gives a pleasant aroma.
5. Slowly add the warm jaggery/sugar syrup to the roasted Sooji.
6. Stir continuously to avoid lump formation.
7. Cook on low flame for 4–5 minutes until the mixture thickens and starts leaving the sides of the pan.
8. Turn off the flame and allow the halwa to cool.
9. Serve in bowls and add 4 ml oil per child as recommended.

Hygiene & Safety Points to Emphasize

• Wash and dry all utensils before use, especially the kadhai used for roasting Sooji.
• Always use a heavy-bottom pan for roasting to prevent burning.
• Use a long-handle spoon to avoid spluttering and steam burns.
• Use clean and safe drinking water for preparing the syrup.
• Do not add cold water directly to roasted Sooji.
• Add warm syrup slowly while stirring continuously.
• Keep jaggery to the minimum recommended quantity.

Step 3: Hands-On Practice (Optional)

1. Divide caregivers into small groups.
2. Provide each group with ingredients and utensils.
3. Ask each group to prepare one serving of Sooji Halwa.
4. Observe the preparation process and guide them as required.
5. Reinforce key dos and don’ts:

• Use clean and dry utensils
• Roast Sooji on medium to low flame
• Add warm syrup slowly
• Stir continuously to avoid lumps

Session 6–Feeding practices

Duration – 75 mins

Component 1 – Feeding Children (7 Months to 3 Years) in a Creche

Objective: To equip caregivers with practical knowledge and skills to feed children aged 7 months to 3 years safely, hygienically, and appropriately for their developmental stage.

Materials Required:

• Videos (optional) – demonstrations of feeding routines
• Baby dolls (for demonstration)
• Plates and baby spoons
• Clean mats
• Soap, water, and a handwashing station

Step 1: Discussion

Part 1: Preparation Before Feeding

Ask caregivers:

1. “What do you do before feeding children in your creche?”
2. “Why do you think preparation is important before feeding?”

Explain:

Before feeding, caregivers must make sure that the place, utensils, and children are all clean and ready.

Highlight these key points:

1. Ensure the feeding area is clean and surfaces are sanitized.
2. Caregivers should tie back long hair and wear aprons.
3. Use only clean utensils.
4. Caregivers must wash hands with soap before feeding.
5. Make sure each child is alert and not sleepy.
6. Check for any signs of illness or fever in children.
7. Wash the child’s hands before feeding.

Part 2: During Feeding

Ask caregivers:

1. “What should we keep in mind while feeding a young child?”
2. “Have you seen any unsafe feeding practices?”

Explain and discuss:

1. For children 7–12 months, food should be soft and mashed.
2. Avoid force-feeding.
3. Children should sit upright while eating — never feed while lying down.
4. Seat children in a semi-circle facing the caregiver.
5. Use separate utensils and bowls for each child — no sharing.
6. Do not allow children to walk or run with food in their mouth.
7. Feed slowly; do not rush.
8. Sit close to the children and supervise feeding.
9. Watch for signs of hunger (opening mouth, leaning forward) and fullness (turning head away, pushing food out).
10. Gently correct posture if needed.
11. Do not encourage spoon use by children below one year; caregivers may use spoons when required.
12. If mothers are helping, ask them to wash hands before feeding.
13. Never leave a child unattended while feeding.

Part 3: After Feeding

Ask caregivers:

• “What do you usually do after feeding time?”

Explain:

After feeding, hygiene and comfort are very important.

Steps to follow:

1. Clean mats or tables used for feeding.
2. Help children wash their hands and clean their mouths.
3. Caregivers should also wash their hands after feeding.

Step 2: Demonstration

1. Preparation Before Feeding

Demonstrate:

• Wash your hands thoroughly with soap and water.
• Wash or wipe the child’s hands and face.
• Check that all utensils are clean and ready.
• The feeding space should be clean, calm, and free from toys or distractions.
• Spread a clean mat for feeding.

2. Sitting Positions

Demonstrate using a doll or volunteer:

1. 6–12 months:

• Seat the child on the caregiver’s lap.
• Provide good back and neck support.
• Feed using the free hand while the other supports the child.

2. 1–3 years:

• Arrange children in a semi-circle facing the caregiver.
• The caregiver sits with them to encourage eating.
• Ensure children are not lying down or playing while eating.

3. Feeding Techniques

Explain and demonstrate age-wise feeding:

1. 6–12 months:

• Use a baby spoon.
• Feed small spoonfuls slowly and allow time to swallow.
• Watch for signs of hunger and fullness.
• Avoid spilling, rushing, or forcing food.

2. 12–24 months:

• Encourage self-feeding with hands.
• Offer small, soft pieces of food.
• Sit close by and assist when needed.
• Gently guide children to chew and swallow properly.

3. 2–3 years:

• Children should self-feed independently.
• Serve small, easy-to-eat portions.
• Caregiver observes and supports but does not interfere.
• Avoid distractions like toys or talking during feeding.

4. Engaging with Children During Feeding

Emphasize:

1. Maintain eye contact and smile while feeding.
2. Respond to the child’s cues — stop when they turn away or seem full.
3. Encourage children to eat together but under close supervision.

5. After Feeding

Demonstrate and discuss:

1. Wipe the child’s hands and face.
2. Help children drink water from a clean glass.
3. Wash and store feeding utensils properly.

Step 3: Ending the Session

Summarize Key Messages:

1. Feeding is not just about giving food — it’s a bonding and learning time.
2. Always feed with love, patience, and attention.
3. Hygiene and correct posture are essential for safety.
4. Never leave a child unattended while feeding.
5. Avoid force-feeding at all times.

Component 2 – Giving Adequate Drinking Water to Children

Objective: Enable caregivers to ensure children receive enough safe drinking water throughout the day.

Materials Required:

1. Boiled and filtered water
2. Clean glasses or cups
3. Visual aid: water chart
4. Doll for demonstration
5. Soap and water for handwashing

Steps for Facilitator

Step 1: Interaction

1. Ask participants:

• “How many times a day do you give water to children at home?”
• “Do children ask for water themselves?”

2. Explain:

• Caregivers must actively offer water, not wait for children to ask.
• Emphasize importance of hydration for growth, digestion, and energy.

Step 2: Demonstration

1. Show the container with boiled and filtered water.
2. Use clean glass to pour and offer water to a child (demonstrate with a doll).
3. Emphasize offering water every 1.5 to 2 hours.
4. Show how to clean cups and store them separately.
5. Use visual aids (water chart) showing times like 10 am, 12 noon, 2 pm, 4 pm with a picture of a child drinking happily.
6. Discuss handwashing before giving water.

Step 3: How Much Water to Give

1. Offer small sips multiple times a day.
2. Approximate daily intake for children aged 1–3 years: 3–5 cups.

Step 4: When to Give Water

1. Mid-morning and mid-afternoon
2. After playtime or physical activity
3. After meals or snacks
4. On demand

Step 5: Dos and Don’ts

Dos:

• Offer water at regular intervals.
• Use clean and safe drinking water.
• Observe if the child is thirsty.

Don’ts:

• Do not wait for the child to ask for water.
• Avoid shared or unwashed cups.
• Do not offer stored water from the previous day.

Component 3 – Disposal of Food Waste

Objective: Enable caregivers to safely and hygienically dispose of leftover food, maintaining a clean creche environment and preventing contamination or illness.

Materials Required:

• Chart paper/flip chart
• Sample bins or pictures
• Markers (for making Dos and Don’ts list)
• Video clips or photographs
• LCD projector (optional)

Steps for Facilitation

Step 1: Introduction

1. Ask participants:

• “What do you usually do with leftover or wasted food?”

2. Explain importance of proper disposal:

• Prevents bad smells and flies
• Avoids contamination and illness
• Keeps the creche clean and hygienic

Tip for Facilitator: Relate to daily creche experiences and children’s health.

Step 2: Demonstration

1. Show practical methods of disposal:

• Use a covered waste bin
• Segregate food waste from other trash
• Use compost pits for biodegradable waste
• Safely remove liquid waste
• Emphasize hand hygiene after disposal

2. Use pictures or short video clips to enhance understanding.
3. Show step-by-step: what to do and what not to do.

Step 3: Hands-On Activity

1. Ask caregivers to practice:

• Collect leftover food after meals.
• Dispose it in the right place
• Clean the area afterwards

2. Observe and provide guidance and feedback.

Step 4: Dos and Don’ts

Dos:

• Cover bins at all times
• Clean bins regularly
• Wash hands after disposal

Don’ts:

• Do not throw waste open near the creche
• Do not mix food waste with general trash