PLATES: Preschool Learning Around Temperament, Eating and Self-Regulation

Welcome to PLATES!

Thank you for joining PLATES.

PLATES is a supportive six-week programme for parents and caregivers of children aged 2–6 years. It is designed to help you better understand your child’s eating behaviours and common mealtime challenges, and build confidence in responding to them in ways that work for your child and family.

Throughout PLATES, we’ll take a practical, supportive and non-judgemental approach, recognising that every child and every family is different.

This is directly consistent with the target population and the intervention’s collaborative, strengths-based and non-judgemental approach.

Before the Workshops

Before PLATES begins, you will be asked to complete a pre-workshop questionnaire.
This should take approximately 15 minutes and will include the Participant Information Sheet, Consent Form and questionnaires about your current experiences of children’s eating, feeding and family mealtimes.

The questionnaire will ask for your name, however this is for registration purposes only (completion of the questionnaire is required for the PLATES workshop) and will not be linked to your questionnaire responses or answers in anyway.

Complete the Questionnaire here

The Workshops format

Each week, materials will be released on here for you to use that week in your home environment. This materials will include:

A short pre-recorded video for you to watch in your own time.
Activities that you can complete at home with your child

Workshops

Welcome to PLATES

PLATES stands for Preschool Learning Around Temperament, Eating and Self-regulation.

Across the six weeks, we’ll explore children’s eating behaviours and individual differences, food fussiness and food refusal, temperament and emotions, parental feeding practices, and the wider family mealtime environment. We’ll then bring everything together to help you build confidence and maintain positive changes beyond the programme.

PLATES isn’t about giving every family the same set of rules to follow. Instead, you’ll be supported to understand the evidence, reflect on your own experiences and explore realistic approaches that can be adapted to your child and family.

That accurately summarises the six-week progression in the intervention. PLATES Intervention.docx It also retains the important person-centred principle that PLATES does not prescribe a single “correct” approach.

How PLATES works
Each week you will:
🎥 Watch a short pre-recorded video introducing the week’s topic.
📚 Use your PLATES workbook to reflect on your own experiences and put the week’s learning into practice.
💻 Join a live online group session on Microsoft Teams to explore the week’s topic, discuss experiences and ask questions.
🏠 Try what you’ve learned at home before we meet again the following week.
New materials will be released each week so that we can work through PLATES together, with each week building on what you’ve already learned.

Weeks 1–3: UNDERSTANDING YOUR CHILD
Weeks 4–6: SUPPORTING POSITIVE CHANGE

Your PLATES Workbook
Each week you’ll receive a new section of your PLATES workbook.

The workbook gives you space to reflect on your own child, your experiences of mealtimes and the ideas we explore throughout PLATES. As the programme progresses, it will also help you plan and try realistic changes within your own family.

There aren’t any “right” answers. Your workbook is there to help you reflect on your experiences, notice patterns and think about what feels realistic for you and your family.

Each new section will be available alongside that week’s PLATES materials.

Live Sessions
Each week we’ll meet online using Microsoft Teams. The live sessions give us an opportunity to explore the week’s learning together, look at realistic examples, ask questions and think about how the ideas might apply within your own family.
You’ll also be able to hear about other parents’ experiences and share your own if you would like to. There is no expectation that you have to discuss anything you would rather keep private.

From Week 2 onwards, we’ll also look back at how things went during the previous week, including what worked well and anything you found difficult.

A note before we begin: Small changes can make a difference
Every child is different, every family is different, and mealtimes happen within real family life.
PLATES isn’t about judging the way you currently feed your child or expecting every child to eat everything. Instead, we’ll build a better understanding of your child and what happens around food, and explore realistic approaches that can support positive mealtime experiences within your family.
Throughout the six weeks, the focus is on understanding, reflection and gradual, realistic change. What works for one family may look different for another, and approaches can be adapted as your child and family change.

The aim is to help you finish PLATES with greater understanding, confidence and practical ways of supporting positive mealtimes that feel manageable for your family.

Week 1 - Understanding Your Child’s Eating

Welcome to your first week of PLATES.

This week is all about understanding your child’s eating.

Children can be very different when it comes to food. Some seem very interested in food, while others appear less interested. Some eat quickly, some slowly, and some are happy to explore unfamiliar foods while others are more cautious.

It can be easy to compare your child’s eating with siblings, friends or other children of a similar age and wonder, “Should they be eating differently?”

This week, we’re going to move away from those comparisons and start looking at your child’s individual eating behaviours.

Most importantly, we’re not trying to change anything yet. We’re starting by observing and understanding your child’s eating and noticing some of the things that might influence it.

🎥 Watch: This Week’s Learning
In this week’s video, we’ll explore:

Why children’s eating behaviours can differ
What psychologists mean by appetitive traits
Biological, developmental and environmental influences on eating
Why variation in eating during the preschool years is normal
How understanding your child’s individual eating patterns can help you make sense of their behaviour

📝 Key Take-Home Messages

Children are different. There isn’t one single way that a preschool child should respond to food.
Lots of things influence eating. Biological predispositions, development and children’s experiences can all contribute to how they respond to food.
Comparison isn’t always helpful. Your child’s eating doesn’t need to look the same as another child’s.
Understanding comes before changing. This week is about noticing and understanding your child’s eating, not trying to change it.

Before our live session, think about this:
If you had to describe your child’s eating to someone who had never met them, what would you say?
There isn’t a right or wrong answer. Just keep this question in mind as you begin noticing your child’s individual eating patterns.

📚 Your PLATES Workbook
This week’s workbook activity is called Getting to Know My Child’s Eating.
You’ll begin observing and recording when, where, what and how your child eats, looking for patterns without judging their eating as “good” or “bad”.
Instead, you’re beginning to notice patterns that we can explore together throughout PLATES.

💻 Live PLATES Session: Understanding Your Child’s Eating
Date: Thursday 17th September 2026
Time: 8pm
Microsoft Teams: tbc
Our first live session is a chance to meet each other and explore some of the ideas from this week’s video together.

We’ll talk about some of the eating behaviours and concerns parents commonly experience, look at examples of how children can differ in their eating, and reflect on our own experiences and expectations.

We’ll also introduce this week’s workbook activity, and there will be time for questions and discussion.

You don’t need to prepare anything formal. Just watch the Week 1 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Try This at Home
Over the next week, simply observe your child’s eating.

Using your Week 1 workbook, record what you notice about:

When they eat
Where they eat
What they eat
How they respond to food

As the week goes on, you may begin to notice patterns, different situations or things that seem to influence your child’s eating.

You don’t need to change anything this week. The aim is simply to observe and become more familiar with your child’s individual eating patterns.

▶️ Next week:
We’ll use what you’ve noticed about your child’s eating to explore food fussiness, food refusal and responsive feeding.

Week 2 - Understanding Food Fussiness and Food Refusal

Welcome to Week 2 of PLATES.

Last week, we started by observing your child’s eating and getting to know their individual eating patterns.
This week, we’re focusing on food fussiness and food refusal, two common concerns during the preschool years.
We’ll explore why children may refuse foods, what food neophobia means, and why becoming familiar with new or previously refused foods can take time. We’ll also begin looking at how we respond when children refuse food, including how repeated, pressure-free exposure and responsive feeding can support children as they learn about food.
The aim isn’t to make your child eat a particular food. Instead, we’ll look at how we can create positive, supportive opportunities for children to gradually become more familiar with foods.

🎥 Watch: This Week's Learning
In this week’s video, we’ll explore:

What we mean by food fussiness, food refusal and food neophobia
Why these behaviours commonly emerge during the preschool years
How children gradually become familiar with foods through repeated exposure
What responsive feeding means when a child refuses food
Why pressure, bribery or negotiation may not have the effect we hope for
Some common myths around “picky eating”

📝 Key Take-Home Messages

Food fussiness is common. For many children, fussiness and food refusal form part of normal development during the preschool years.
Food refusal doesn’t always mean something is wrong. Understanding why it happens can help us respond with more realistic expectations.
Familiarity can take time. Repeated, pressure-free opportunities to experience foods can help children gradually become more familiar with them.
How we respond matters. Pressure, bribery and negotiation can contribute to difficult mealtime interactions, while calm, consistent and responsive approaches can create more positive opportunities around food.

Before our live session, think about this:
When your child refuses a food, what do you usually find yourself doing next?
There’s no right or wrong answer. Just begin noticing your usual response.

📚 Your PLATES Workbook
This week’s workbook activity is called Looking at Food Refusal Differently.
You’ll think about situations where you might find yourself using more pressure, negotiation or persuasion when your child refuses food, and consider what happens during those interactions.
You’ll then begin developing a simple plan for giving your child repeated, pressure-free opportunities to experience one unfamiliar or previously refused food.

💻 Live PLATES Session: Understanding Food Fussiness and Food Refusal
Date: Thursday 24th September 2026
Time: 8pm
Microsoft Teams: tbc
We’ll start by looking back at what you noticed about your child’s eating during Week 1.
We’ll then talk about experiences of food refusal, explore some common mealtime situations and look at some of the myths surrounding fussy eating. Together, we’ll explore repeated food exposure and responsive feeding, and think about how these ideas might apply within everyday family life.
There will also be time for reflection, questions and group discussion.
You don’t need to prepare anything formal. Just watch the Week 2 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Try This at Home
This week, choose one unfamiliar or previously refused food.
Give your child repeated, pressure-free opportunities to experience the food throughout the week, using the responsive feeding approaches we’ve explored together.
Using your workbook, record:

The situation or context
How you responded
How your child responded
Anything you noticed about your confidence or the atmosphere around the mealtime

The focus isn’t on whether your child eats the food straight away. Instead, we’re interested in the process of giving them repeated, pressure-free opportunities to become familiar with it.

▶️ Next week:
We’ll look beyond food itself and explore how your child’s temperament and emotions can influence their eating behaviours and experiences at mealtimes.

Week 3 - Temperament, Emotion and Children’s Eating Behaviours

Welcome to Week 3 of PLATES.
Over the last two weeks, we’ve looked at your child’s individual eating behaviours and explored food fussiness, food refusal and repeated food exposure.
This week, we’re going to look beyond food itself and explore how your child’s temperament, emotions and developing self-regulation can influence their eating and experiences at mealtimes.
Children don’t all respond to food, emotions or mealtime situations in the same way. Understanding these individual differences can help us make sense of why a child might respond differently depending on the situation, and think about how our own expectations and responses can be adapted to better support them.
The aim isn’t to change your child’s temperament. Instead, we’ll focus on understanding your child and responding to their individual needs.

🎥 Watch: This Week's Learning
In this week's video, we'll explore:

What we mean by temperament
Emotional development and self-regulation during the preschool years
How temperament and emotions can influence children’s eating behaviours
Why children may respond differently to food and mealtime situations
Recognising children’s emotional needs during mealtimes
How understanding these individual differences can help us respond more sensitively and flexibly

📝 Key Take-Home Messages

Every child is different. Children don’t all experience food, emotions or mealtimes in the same way.
Eating doesn’t happen in isolation. Temperament, emotions, development and the situation around a mealtime can all play a part in how a child responds.
Behaviour isn’t always deliberate. Understanding temperament and emotional development can help us make sense of behaviours that might otherwise look like deliberate refusal or non-compliance.
We’re not trying to change your child’s temperament. The focus is on understanding your child’s individual characteristics and thinking about how we can adapt our own expectations and responses.

Before our live session, think about this:
Are there particular situations where your child seems to find mealtimes easier or more difficult?
You don’t need to work out why. Just begin thinking about whether you notice any differences depending on things like your child’s emotions, tiredness or changes in routine.

📚 Your PLATES Workbook
This week’s workbook activity is called Getting to Know My Child’s Temperament.
You’ll reflect on your child’s temperament, emotional responses, adaptability and developing self-regulation, alongside what you typically notice during mealtimes.
You’ll then begin thinking about how these individual characteristics might influence your child’s eating and what responses might better support their individual needs.

💻 Live PLATES Session: Temperament, Emotion and Children's Eating Behaviours
Date: Thursday 1st October 2026
Time: 8pm
Microsoft Teams: tbc
We’ll start by looking back at your experiences of the Week 2 home activity and repeated, pressure-free food exposure.
We’ll then explore children’s different temperaments and emotional responses, look at examples of how children with different characteristics might experience the same mealtime situation, and discuss some of the situations that can make mealtimes more emotionally challenging.
Together, we’ll think about how expectations, communication and feeding responses can be adapted to better support different children.
There will also be time for questions, reflection and shared discussion.
You don’t need to prepare anything formal. Just watch the Week 3 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Try This at Home
For this week’s home activity, choose two or three typical mealtimes across the week to observe your child.
Where possible, choose meals that reflect your child’s usual home mealtime routine.
Using your workbook, notice:

Your child’s emotional state
Any temperament-related responses you observe
Things happening around the mealtime, such as tiredness or changes in routine
Your own expectations and responses
Whether adapting your response appeared to influence the mealtime experience

The aim is to start noticing how your child’s individual characteristics, the situation and your own responses can come together during a mealtime.

▶️ Next week:
We’ll shift our attention towards parental feeding practices, exploring how the ways we respond around food can interact with children’s eating behaviours and developing self-regulation.

Week 4 - Understanding Parental Feeding Practices

Welcome to Week 4 of PLATES.
Over the first three weeks, we’ve focused mainly on understanding your child: their individual eating behaviours, food fussiness and refusal, temperament, emotions and developing self-regulation.
This week, we’re shifting the focus towards what happens from the parent’s side of the feeding relationship.
As parents, the ways we respond around food are usually driven by understandable concerns and positive intentions. We want our children to eat enough, eat a varied diet and develop healthy eating habits.
This week, we’ll explore some common parental feeding practices, how these can interact with children’s eating behaviours, and how responsive feeding can support children’s autonomy and developing ability to respond to their own hunger and fullness cues.
The aim isn’t to judge what you’ve done before. It’s about becoming more aware of what happens during your own family mealtimes and exploring responsive approaches that might work for you and your child.

🎥 Watch: This Week's Learning
In this week’s video, we’ll explore:

What we mean by parental feeding practices
Common feeding practices, including pressure to eat, restriction and monitoring
What responsive feeding means
How parents and children can influence one another during mealtimes
The role of parental modelling
Some common feeding myths and misconceptions
Practical principles of responsive feeding

📝 Key Take-Home Messages

Feeding is a two-way interaction. How children behave around food can influence how parents respond, and parental responses can also shape children’s experiences of food and mealtimes.
Feeding practices often come from positive intentions. Pressure, restriction, negotiation or rewards may arise because we’re concerned about what or how much our child is eating.
Responsive feeding still provides structure. It isn’t about removing parental guidance. It involves providing appropriate structure while responding to children’s cues and supporting their developing autonomy.
We can focus on what is within our control. We cannot determine whether or how much a child chooses to eat at a particular meal, but we can provide the foods, structure and responsive interactions that support positive mealtime experiences.

Before our live session, think about this:
When mealtimes become difficult, are there particular things you notice yourself doing more often?
There’s no right or wrong answer. Just begin noticing your own responses and what might be influencing them.

📚 Your PLATES Workbook
This week’s workbook activity is called Reflecting on My Feeding Practices.
You’ll reflect on some of the feeding practices you currently use and think about the beliefs, emotions and situations that might influence how you respond during mealtimes.
You’ll then choose a mealtime situation that you find particularly challenging and explore a realistic alternative response using the responsive feeding principles we’ve introduced this week.
The workbook is intended to be a non-judgemental reflection on current feeding practices, including situations involving pressure, restriction, negotiation or food-based rewards, before developing responsive alternatives appropriate to the family’s own routines.

💻 Live PLATES Session: Understanding Parental Feeding Practices
Date: Thursday 8th October 2026
Time: 8pm
Microsoft Teams: tbc
We’ll start by looking back at what you noticed during Week 3 about your child’s temperament, emotions and your own responses during mealtimes.
We’ll then explore some common parental feeding practices and use realistic mealtime examples to look at the difference between responsive and more controlling approaches.
We’ll reflect on some of the things that can influence how we respond around food and explore practical opportunities for trying responsive approaches within everyday family life.
There will also be time for questions, reflection and shared discussion.
You don’t need to prepare anything formal. Just watch the Week 4 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Try This at Home
This week, choose one responsive feeding strategy that you’d like to practise.
Try using it during one mealtime each day and use your workbook to record:

The responsive feeding strategy you tried
What was happening during the mealtime
Your own thoughts and emotions
How your child responded
Anything you noticed about how the interaction felt compared with your usual approach

The focus isn’t on whether your child eats more, eats less or accepts a particular food.
Instead, focus on your own response, what you notice from trying the strategy and what you learn from the experience.

▶️ Next week:
We’ll widen the focus to the family mealtime environment, exploring how routines, communication and the wider environment around meals can support positive mealtime experiences and responsive feeding.

Week 5 - Creating Positive Mealtime Environments and Family Mealtime Goals

Welcome to Week 5 of PLATES.
Last week, we explored parental feeding practices and how responsive approaches can support children during mealtimes.
This week, we’re widening the focus to look at the whole family mealtime environment.
What happens at mealtimes isn’t only about what food is served or how much a child eats. Family routines, communication, distractions, parental modelling and the overall atmosphere around a meal can all contribute to children’s experiences of eating.
We’ll also think about something that can sometimes get overlooked: what you actually want from family mealtimes. Different families have different priorities, and even within the same family we may be trying to balance things like eating well, reducing conflict, spending time together and simply getting everyone fed within a busy day.
Rather than aiming for an ideal version of a family meal, this week is about identifying what matters to your family and exploring small, realistic changes that can support more positive mealtime experiences.

🎥 Watch: This Week's LearningIn this week’s video, we’ll explore:

How the wider family mealtime environment can influence children’s eating experiences
What we mean by family mealtime goals
The role of parental modelling
How consistent mealtime routines can help
The influence of distractions during meals
Positive communication and the emotional atmosphere around mealtimes
Developing realistic expectations for everyday family life

📝 Key Take-Home Messages

Mealtimes are about more than food. The physical, social and emotional environment around a meal can all contribute to children’s eating experiences.
Different families have different mealtime goals. What matters most to your family can help shape the changes that feel useful and realistic.
Small things around the meal can matter. Routines, communication, modelling and distractions can all contribute to the overall mealtime experience.
A positive mealtime isn’t defined only by how much your child eats. The quality of the interactions and experiences around food matters too.

Before our live session, think about this:
If you could change one thing about your family mealtimes, what would you most like to feel different?
There’s no right or wrong answer. Just begin thinking about what matters most to you and your family.

📚 Your PLATES Workbook
This week’s workbook activity is called My Family Mealtime Goals.
You’ll reflect on your family’s current mealtimes, including:

Your usual routines
Where and how you eat
Communication during meals
Distractions
Opportunities to eat together

You’ll then think about what matters most to your family at mealtimes, how well your current routines support those priorities, and identify one or two realistic changes you’d like to try.

💻 Live PLATES Session: Creating Positive Mealtime Environments and Family Mealtime Goals
Date: Thursday 15th October 2026
Time: 8pm
Microsoft Teams: tbc
We’ll start by looking back at your experiences of trying a responsive feeding strategy during Week 4.
We’ll then explore some common family mealtime challenges and think about the different goals and priorities families may bring to mealtimes.
Using realistic examples, we’ll look at how different mealtime environments can influence children’s experiences and work together to explore practical changes that could fit within everyday family life.
There will also be time for questions, reflection and shared discussion.
You don’t need to prepare anything formal. Just watch the Week 5 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Try This at Home
This week, choose one or two realistic changes from the action plan you’ve developed in your workbook and try them during your family mealtimes.
This might involve a change to your routine, reducing a distraction, thinking differently about communication or another change that reflects the goals you’ve identified for your own family.
Using your workbook, record:

What you changed
What you noticed about the overall mealtime atmosphere
How your family interacted or responded
Your own responses
How the change supported, or perhaps challenged, the mealtime goals you identified

Remember, the focus isn’t simply on whether your child eats more or less. We’re looking at the overall quality of the mealtime experience and what you learn about what works for your family.

▶️ Next week: Next week is our final week of PLATES. We’ll bring together what you’ve learned across the programme, identify the approaches that have worked best for your family and develop a personalised plan for maintaining positive changesbeyond PLATES.

Week 6 - Building Confidence and Maintaining Change

Welcome to Week 6, our final week of PLATES.
Over the last five weeks, we’ve explored your child’s eating behaviours, food fussiness and refusal, temperament and emotions, parental feeding practices, and the wider family mealtime environment.
This week is about bringing everything together.
We’re not introducing another set of feeding strategies. Instead, you’ll have an opportunity to look back at what you’ve learned, recognise the changes you’ve made and identify the approaches that have worked best for you and your family.
We’ll also think about what might make those changes more difficult to maintain in the future and how you can adapt when new challenges arise.
Children develop, family life changes, and mealtimes won’t always go according to plan. The aim is to leave PLATES feeling more confident in your ability to reflect, adapt and respond as your child and family continue to change.

🎥 Watch: This Week's Learning
In this week’s video, we’ll explore:

The key ideas we’ve covered throughout PLATES
What it means to maintain behaviour change
Why intending to make a change and maintaining it in everyday life aren’t always the same thing
How action planning, coping planning and self-monitoring can help
Recognising the progress you’ve already made
Building confidence in maintaining positive changes
Preparing for future feeding and mealtime challenges as your child continues to develop

📝 Key Take-Home Messages

Recognise your progress. Think about what you’ve learned, what you’ve tried and what has worked well for your family.
Keep what works for you. The aim isn’t to follow every strategy in exactly the same way, but to identify approaches that support your own family.
Challenges don’t mean you’ve failed. Behaviour change isn’t always a straight line. New challenges and setbacks are an expected part of maintaining change.
Your approach can change as your family changes. Responsive feeding is something you can continue to reflect on and adapt as your child develops and family circumstances change.
Small, consistent changes matter. Positive mealtimes aren’t about achieving perfection, but about responsive changes that can evolve alongside your child and family life.

Before our live session, think about this:
Looking back to Week 1, what do you understand or do differently now that you would most like to take forward?
There’s no right or wrong answer. Think about what feels most useful or important for you and your family.

📚 Your PLATES Workbook
This week’s workbook activity is called My PLATES Maintenance Plan.
You’ll look back over the strategies and ideas you’ve explored throughout PLATES and identify what has worked best for you and your family.
You’ll also think about:

The approaches you’d like to continue
Early signs that your routines or strategies might be becoming more difficult to maintain
Challenges that might come up in the future
What you could do if things don’t go according to plan
How you’ll continue supporting positive mealtime experiences beyond PLATES

By the end, you’ll have your own personalised maintenance plan that you can continue to use and adapt after the programme finishes.

💻 Live PLATES Session: Building Confidence and Maintaining Change
Date: Thursday 22nd October 2026
Time: 8pm
Microsoft Teams: tbc
We’ll use our final live session to look back over the six weeks of PLATES and reflect on what you’ve learned and experienced along the way.
We’ll talk about successes as well as things you’ve found challenging, and explore some of the situations that might make maintaining changes more difficult in the future.
Together, we’ll think through possible future mealtime scenarios and you’ll develop your own maintenance plan for continuing the approaches that work for your family.
Most importantly, we’ll take some time to recognise and celebrate the progress you’ve made throughout PLATES.
You don’t need to prepare anything formal. Just watch the Week 6 video beforehand and come ready to share as much or as little of your own experience as you feel comfortable with.

🏠 Taking PLATES Forward
There isn’t another weekly activity to complete after this session.
Instead, your My PLATES Maintenance Plan is something you can continue to use after the programme.
Use it to reflect on how things are going, recognise what’s working, and adapt your approaches when your child’s development or your family circumstances change.
There may be times when something that was working well becomes more difficult. That doesn’t mean you’re back at the beginning or that what you’ve learned hasn’t worked. It simply gives you an opportunity to reflect, adapt your plan and decide what might help now.

📋 Complete Your Final PLATES QuestionnairesBefore you finish PLATES, there is one final thing I’d like you to do.
At the beginning of the programme, you completed a set of questionnaires about your child’s eating, your experiences around feeding and mealtimes, and your own thoughts and experiences as a parent.
Now that you’ve completed the six weeks of PLATES, I’d like you to complete the post-programme questionnaires.
Your responses are really important. They will help us understand whether anything has changed over the course of PLATES and evaluate how useful and acceptable the programme has been for parents.
You’ll also have an opportunity to tell me about your experience of PLATES, including what you found most useful and anything you think could be improved.
Please complete the questionnaires after you have finished Week 6.

Complete Post-workshop Questionnaires

💚 As PLATES comes to an end
Over the last six weeks, you’ve taken time to understand your child’s eating, think about your own responses, explore your family mealtime environment and try approaches that feel realistic for your family.
PLATES doesn’t finish with a “perfect” mealtime, because family life will continue to change.
Instead, the aim is for you to leave with a better understanding of your child, greater confidence in how you respond, and approaches that you can continue to reflect on and adapt as your child grows.
Positive mealtimes are built through small, consistent and responsive changes that evolve alongside children and family life.