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Food Purchasing for Child Care Institute of Child Nutrition The University of Mississippi

Food Purchasing for Child Care Institute of Child Nutrition The University of Mississippi www.theicn.org 800-321-3054. Food Purchasing for Child Care provides good practices for purchasing foods….

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Food Purchasing for Child Care Institute of Child Nutrition The University of Mississippi

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  1. Food Purchasing for Child Care Institute of Child Nutrition The University of Mississippi www.theicn.org 800-321-3054

  2. Food Purchasing for Child Care provides good practices for purchasing foods…

  3. Planning, purchasing, and serving healthful foods helps to ensure children start out on the right path…

  4. Food Purchasing Goals All food should be • safe, • nutritious and appealing, • high in quality, and • cost-efficient.

  5. Six Step Process • Plan the menu • Create a grocery list • Estimate the amount to purchase • Purchase food • Receive and store food • Prepare meals

  6. The Note Pages are designed for documenting useful information…

  7. Lesson 1: Working With the Menu

  8. Lesson 1: Working With the Menu

  9. Menushelp you • create a grocery list, • estimate the amount of food to purchase, • purchase food, • receive and store food, and • prepare meals.

  10. Lesson Objectives • State the benefits of using cycle menus • Identify strategies for planning nutritious and appealing meals • State the benefits of reviewing menus prior to purchasing foods

  11. Cycle Menus • Series of planned menus • A different menu is served each day • After the cycle is complete, the menus are repeated

  12. Advantages of Using Cycle Menus • Cycle menus save time. • Cycle menus allow flexibility. • Cycle menus make food shopping easier.

  13. Menu Planning Process • Always plan menus before purchasing food • Meet the CACFP Meal Pattern requirements • Select the main dish first • Add the remaining food components

  14. Planning Nutritious Meals • Serve a variety of foods • Ensure foods are not repeated more than once a week • Increase fiber • Limit the number of fried and high-fat foods

  15. Planning Nutritious Meals (cont.) • Limit sweetened foods • Serve fewer high-salt (sodium foods) • Include foods that provide vitamin A & C • Include iron-rich foods

  16. Planning Appealing Meals • Include different shapes, colors, textures, & tastes • Incorporate herbs and spices • Think about culture • Plan new foods with familiar favorites

  17. Question? Did you know children under the age of four, pose the highest risk for choking?

  18. Age 4 and Under • Higher risk for choking • Tend to explore using the mouth • Developing new skills i.e. chewing

  19. Foods to Avoid • Round • Hard • Small • Thick • Sticky • Smooth • Slippery • Larger than ½ inch

  20. Reviewing Menus • Foods are in compliance with CACFP Meal Patterns • Within budget • Appropriate for the children

  21. Lesson Recap • Planning menus is the first step • Benefits of cycle menus • Ensure menus are • healthy • appealing • appropriate • meet the CACFP Meal Pattern requirements

  22. Questions?

  23. Lesson 2: Creating Grocery Lists

  24. Lesson Objectives • Explain how to generate a grocery list, distinguishing between stock items and menu-driven items • Outline factors to consider when purchasing foods

  25. Tools and Grocery Lists • Menus • Standardized Recipes • Food Inventory • Availability of Products

  26. Inventory • Outlines what you have on hand and what you need to purchase • Divide the inventory into two parts: • Stock items • Menu-driven items

  27. Stock Items • Known as staples or standard inventory items • Have a pre-determined quantity • Kept on hand at all times • Purchase foods based on the inventory

  28. Stock Item Foods • Generally used each week • Non-perishable • Inexpensive to safely maintain

  29. Menu-Driven Items • Known as menu items • Generally expensive • Perishable • May take up too much space • Purchased only when listed on the menu

  30. It’s important to only purchase the Menu-Driven items that you need…

  31. Using Tools to Plan Grocery Lists • Saves time and money • Helps meet the program requirements

  32. Product Availability • Are the foods available for purchase? • Are the foods within budget or too expensive?

  33. Determine How Often to Purchase • No set rules • Start with a one-week grocery list • Identify the best method for meeting the programs needs

  34. Lesson Recap Planning Grocery Lists • Tools – maintaining an inventory • Stock items and menu-driven items • Descriptive and thorough

  35. Questions?

  36. Lesson 3: Estimating Quantities

  37. Lesson Objectives • Identify key factors for estimating quantities when planning to purchase food. • Calculate the quantity of each food item when planning to purchase food. • Determine the most cost-efficient size of each food item to purchase when planning to purchase food.

  38. Factors to Consider When Estimating Quantities • Program’s enrollment • CACFP Meal Patterns requirements • Yields in the Food Buying Guide For Child Nutrition Programs • Storage capacity of the child care facility

  39. Program’s Enrollment/Attendance • Use enrollment and attendance records to determine the average attendance for each meal • Promotes cost-efficient purchases • Limits overspending and waste

  40. CACFP Meal Patterns • List the minimum serving size for each age group • Minimum serving sizes varies based on age and meal

  41. Caregivers and Meals • Plan for adults and children to eat meals family style • Use the CACFP Meal Pattern requirements for the oldest age group served

  42. Food Buying Guide for Child Nutrition Programs (FBG) is designed to help take the guesswork out of how much to buy to meet the program’s needs…

  43. Design of FBG • Arranged in Sections • Meat/Meat Alternates • Fruits and Vegetables • Grains/Breads • Milk

  44. FBGColumn 1 • Lists Food as Purchase, or AP • Specific characteristics of the product • Fresh or frozen • Chopped or diced • Cooked or raw

  45. FBG Column 2 • Lists the Purchase Unit • Unit of measure • List how food is packaged • Number 10 can • Number 300 can

  46. FBG Column 3 • Lists Servings per Purchase Unit, EP • EP stands for edible portion • Smaller than AP portion • Makes it easier to determine how much food to purchase

  47. FBGColumn 4 • Lists the Serving Size per Meal Contribution • Lists the serving size by measure, weight, or number of pieces

  48. FBGColumns 5 & 6 • Column 5 lists the number of purchases unit for 100 servings • Most appropriate for large child care centers • Column 6 lists additional information.

  49. Convert to Calculate Method Is designed to convert multiple serving sizes to one single size…

  50. Convert to Calculate Method Steps • Identify the age groups and the projected total servings. • Identify the serving size needed and convert fractions into decimal numbers. • Multiply the projected servings by the serving sizes. • Calculate the number of servings to meet the Serving Size per Meal Contribution. • Calculate the total amount to purchase.

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