local producers as well. Educators can also check in with families to determine if there are additional foods that are important to them that the program can offer, ask them to share their favorite fruits or vegetables, and give them opportunities to offer recipes. Educators can use this information to review and update their program’ s menus. One of our favorite examples is the school cookbook created at the center where Avery first attended as a preschooler and later returned as a lead teacher. Ahead of the year-end potluck, families were invited to share their favorite recipes, which were collated and printed for every family to take home and enjoy.
Early learning programs also address potential biases about food by examining menus and the foods they serve with an eye toward including foods beyond those the program’ s leaders or decision makers typically eat. We have seen the impact of family-led decision making in practice. For instance, during Meagan’ s time on a family advisory board, she worked with a center to align their cooking-from-scratch program with the diverse backgrounds of children in their setting. Families partnered with program leaders to evaluate the menu and introduce vibrant dishes that reflected the community’ s assets and interests.
market, educators introduced the children to umami flavors( a savory taste often described as brothy or meaty) and seasonal eating. Inviting children to build their own bowls gave them a sense of agency, making them more likely to try and enjoy different foods— like roasted sweet potatoes— for breakfast.
Sharing About Food, Nutrition, and Agriculture
Early learning programs play an important role in partnering with families around food and nutrition. One way to do this is to feature different activities that take place in the program. Educators can take photos and post them where families can see them, along with follow-up questions for families to ask their children at home. For example, if the dramatic play area is set up like a farmers’ market, families might ask their children how they decided what foods would be sold at the market or what types of vegetables they think will be a“ best seller” and why.
If there are concerns that children won’ t like certain foods or that food will be wasted, educators can introduce children to new foods through tasting demonstrations. Children are also more likely to try and enjoy foods they’ ve prepared themselves, so cooking a recipe together is a great way to learn more about new foods and other cultures. Educators can use hands-on cooking activities to bridge the gap between familiar foods and new nutritional experiences. For example, one program encouraged children to prepare savory oatmeal bowls. By incorporating miso paste and a variety of roasted vegetables from the farmers’
48 Educating Young Children
Summer 2026