Very helpful, thank you!! It would be great to include a transcript in the description too. : )

@Millwr1ght

14 күн бұрын

does this work? : [One speaker.] [Uplifting kazoo music plays.] [The video begins with the title and a spiral of healthy foods in the background.] Male Speaker: [A cartoon boy, girl, and baby are smiling next to a cartoon stomach.] Kids are born with the natural drive to eat, but sometimes it doesn't feel like it. [A cartoon boy huffs at an avocado, making the avocado frown.] They might refuse a food or even refuse to eat at all. [Animations of the following instances are displayed.] They might go bananas over some bananas, they might scurry over some curry, or they might go ham over some…ham? [A man sits at a table with four children in a daycare setting. The children eat while the man kindly talks to them.] The way we handle these behaviors is determined by the feeding relationship, and the feeding relationship works best with clearly defined roles and responsibilities for adults and children at mealtime. [A chart title “Roles & Responsibilities” is displayed with an adult on the left side. Below him are the phrases, “What to eat,” “When to eat,” and “Where to eat.” A child is on the right side of the chart, and below her are the phrases, “How much to eat” and “Whether to eat.” ] When we separate adult and child roles at mealtime, eating becomes less stressful and more enjoyable for everyone involved. [A family of four sits at a table for mealtime. The parents smile at their two little girls. One of the girls slurps down some juice. Three little boys and their teacher eat around a table at a daycare.] So we present to you the division of responsibility in feeding. [The same chart as before is displayed again.] The division of responsibility created by registered dietician and renowned feeding expert Ellyn Satter explains that for children to eat well, adults must provide the right support structure and opportunities, and children can then be trusted to eat the amount they need and learn to enjoy a variety of foods. [A focus is drawn to the adult side of the chart.] As the adult, you’ll decide what to eat. [“What” is highlighted in the chart. An arrow is drawn out to point to a variety of foods: bananas, milk, sushi, and a sandwich.] Offer a variety of foods: some they recognise, some they don't. [Two more arrows are drawn off from the food and points to foods they may recognize, like carrots, watermelon, and a wrap, and then to some they may not recognize, like a soup, avocado, and an apple.] Try to have at least one thing you know they like and offer the same menu to everyone-no special orders. [A menu pops up with a sticky note that reads, “Jonny: I want Macaroni & Cheese.] Nope. [A red X slaps over the sticky note as a buzzer goes off.] You'll also decide when to eat. [Children eat outside at a picnic table in a courtyard. A timeline is shown above them that schedules breakfast at 8:30 AM, lunch at 12:30 PM, and dinner at 5:30 PM.] Try to have meals around the same time daily. Have snacks between meals, but make sure they are planned, sit-down snacks. Besides water, don't allow your children to eat and drink between their meals and snacks. And finally, you'll decide where to eat. [“Where” is highlighted in the chart.] Sit down with children to eat meals and snacks when you can. [The man at the daycare assists a boy placing food on his plate.] Avoid letting children eat while playing or moving around. [Children take time to eat at a picnic table outside.] Remove all distractions: phones, tablets, games, or television. [Children eat at a school setting with no distractions, only their food in front of them.] Kids have responsibilities too. [A cartoon boy in a red baseball cap is displayed next to a cartoon brain connecting to a stomach.] This works because children are born knowing how much food their bodies need to grow in a way that's right for them. [A cartoon boy in distress is placed between food with hands pointing at it and the speech bubble, “EAT IT NOW.” On the other side is food with a clock and the speech bubble, “WHATEVER, WHENEVER, HOWEVER.”] When adults offer too much or too little control during mealtime, they can disrupt a child's natural ability to self-regulate food intake. [The chart is displayed and “How much” is highlighted on the children’s side.] Children decide how much to eat. [A montage of children eating as they desire at designated mealtimes is shown.] They can see what's offered and choose what to eat from their plate. They'll eat when they're hungry, and they'll stop when they're full. Don't ask them to eat more or less than they desire. [Mimicking Hamlet, an animation of an older woman holding a skull says, “To eat, or not to eat?” She pops away and a child replaces her. Holding the skull he says, “To eat, or not to eat?”] To eat or not to eat, that is not all our question-that's our kids question. Children must decide whether to eat. It's their responsibility to choose to eat or not eat any meal or snack. [A cartoon girl is offered ham, and she says, “No thanks!”] Kids can respectfully decline any foods offered to them, and it's okay for them to decide there are foods they do not like. [A montage of children happily eating and deciding their own proportions on their plate is shown.] When we divide responsibility like this, we make mealtime easier for adults and children, and children learn to feel good about eating and with this comes better behavior and kids eating the amount that will support their own healthy growth pattern. [The family with two little girls sitting around the table is shown again to show consistency with mealtime.] As with any habit, consistency is key. Patience is important as we introduce the division of responsibilities in feeding to our children, as it can take time for a child to fully adapt. [A little boy serves himself macaroni & cheese.] But the benefits for us and our children when we have clearly defined roles and responsibilities at mealtime are potentially life-changing for our children's relationship with food. [Sticky notes flood the screen with special orders such as, “Sylvia-likes pineapple warm” and “Chris-only food shaped like dinosaurs.” These notes are swiped away.] And it makes our jobs easier as parents and caregivers when we aren't preparing special orders or arguing over what or how much to eat at mealtime, so divide that responsibility. [Uplifting music plays as the ending title screen is displayed.] [End of video.]

I'm concerned by the fact that the kids having just those two responsibilities gives me intense anxiety (idk if that's necessarily the right word but basically)