TODDLERS AND VEGETABLES

NEW YORK TIMES COLUMN: FAMILIES TODAY:
TODDLERS AND VEGETABLES
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

Q. My 3-and-1/2-year-old son will not eat vegetables at all, except (very occasionally) a couple of baby carrots. He has thus far defeated every one of the strategies I’ve used to sneak in veggies. He will eat certain kinds of fresh fruit, so I give him those whenever possible.

We also avoid sweets and use whole grains rather than refined flour. But I worry that he’s getting poor nutrition – his diet is so heavy on meat, cheese, pasta and bread (in addition to whatever fruit he will eat, the current favorites being cantaloupe and red grapes).

For his age, he’s only in the 25th percentile for height, while 50th for weight. Our pediatrician said he didn’t need a multivitamin and she didn’t see any cause for worry about weight. What do you think?

A. Vegetables! I hated them as a child – and I still hate them. My younger brother hated them more. As I watched my mother hover over him for hours trying to shovel vegetables into him, while completely ignoring me, I began to hate my brother even more than vegetables. Now you know why I became a pediatrician – to stamp out vegetables, and to overcome my guilt at wanting to kill my brother!

When I turned 50, I began to get along with my brother – of course we both had to wait for this moment until our mother had died. But I’ve never forgiven her for vegetables. So every time I am asked about young children and vegetables (and in the course of 50 years of practice, I have discovered that my mother was not the only mother who cared so deeply about vegetables), I tell mothers, and grandmothers, “Forget about vegetables.”

They turn pale. Open their eyes wide. Feel faint. I offer them a seat, and repeat, “Forget about vegetables.”

As they gasp for breath, I continue, “When a young child struggles with you over food, you won’t win. The more you struggle, the more he’ll hate whatever you’re trying to shovel into him. Back off. Apologize. Let him know that you know that only he can swallow the stuff you prepare for him.”

As they begin to recover, they stammer, “Really? No vegetables? No green vegetables? No yellow vegetables?”

“Really,” I say. “You can cover them with a multivitamin during this temporary period – usually between 2 and 3 years old – when any battle over food will backfire into even worse nutrition. They’ll make it through this with enough milk, meat, eggs, grains and fruit.”

As a pediatrician, I would carefully monitor for growth and general health. Height and weight need to be considered not only separately, but together, and not just at one single moment in time, but over time. The context of a child’s overall health, eating habits and activity level, and his parents’ height and weight, also need to be factored in. Any parent who is concerned about a child’s weight, height or eating certainly deserves to have this taken seriously by the child’s pediatrician.

Of course, the truth is that science is still working to identify all the active ingredients of vegetables, and how they promote health – and not all of these are contained in multivitamins. Yet even once this has all been fully worked out, there still will be certain basic bodily functions – such as eating and breathing – that we can’t take over or control for children.

Jessica Seinfeld has written an intriguingly entitled book, “Deceptively Delicious,” in which she whips up a number of child-friendly disguises for vegetables. If you try this kind of maneuver, try not to make an issue of it, or to take your stealthy nutritional missions too seriously.

Instead, keep mealtimes relaxing and enjoyable, and focus talk on fun things, but not on food.

Many children take time to acquire tastes for new foods, and their taste-sensing equipment actually matures with age. So in the meantime, you can introduce a vegetable over and over, in very small amounts, so that there is no pressure to try it. The tiny bit of new and different food should just repeatedly appear – without commentary, without pressure, without monitoring of or reaction to whether or not it is consumed. On the sixteenth time, you may be surprised to see the child give it a try, and you may be disappointed as you watch him spit it out. In the meantime, if you avoid processed sweets, and salty and fried foods, your child’s palate will not become overwhelmed with and addicted to these easy-reach taste blasts, and will be more likely to welcome the more subtle tastes of – vegetables.


Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Prior to his passing, Dr. Brazelton was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.
www.touchpoints.org.

Reprinted with permission from the authors.

TEACHING IMPULSE CONTROL TO A TODDLER

NEW YORK TIMES COLUMN: FAMILIES TODAY:
TEACHING IMPULSE CONTROL TO A TODDLER
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

The toddler grabs the glass paperweight.

“Put it back on the desk.”

Entranced with the object, the child appears oblivious to his father’s words. Wisely, the father extracts the paperweight from the small fingers. The child falls in a heap on the floor.

“You can’t have it. It might break.” More sobs. “I’m sorry I had to take it away from you. But when you can’t stop yourself, I need to help you.”

After a violent heave of the child’s chest, the sobs begin to space out.

“It could break so easily. That would make you sad too.” The child looks up at his father through his tears. “Would you like a hug?” The child holds out both arms. He’s forgotten about the paperweight.

Sometime during his second year, a toddler discovers cause and effect. I drop the paperweight. It breaks. I climb on the coffee table. I fall down and hurt myself.

Until this understanding is achieved, a parent must always be present to counteract the toddler’s lack of judgment. Even then, the child will have trouble using his knowledge of cause and effect to guide his behavior when his impulses hold sway.

Discipline at this age is the gradual teaching of control to this young bundle of impulses. Impulse control is not learned instantly. Parents of toddlers know that such episodes are bound to repeat themselves countless times every day.

The parent with the paperweight tested the child’s response to words alone and quickly realized that words were not enough. Had he repeated the request several times, it would have been increasingly unclear to the child that his father meant it. The words would have lost their potential to stand alone, as they will more often in the next year or so. As soon as the spoken instructions went unheeded, the father moved in and retrieved the paperweight.

Had he stopped there, he would simply have demonstrated that he had more control over the situation than his son did. Instead, he explained why he had to take over. Then he gave his son a moment to relax before helping him to imagine his own feelings had the precious object been damaged. Most important, he left his son with the feeling that one day he would be able to control himself.

Self-discipline means that a child is motivated to control himself because it matters to him, not just to others. Having learned self-discipline, a child can then balance his own and others’ needs. You are laying the groundwork for learning for years to come.

Guidelines for Impulse Control:

  • First get your child’s attention. Look him in the eye to be sure he is focusing on your message.
  • Make clear that he can’t act on the impulse.
  • If necessary, physically stop him from doing what you have forbidden.
  • When possible, offer the child an alternative. “You can have this instead.” This is one way to teach problem-solving. Make the alternative a take-it-or-leave-it offer, not a negotiation.
  • Sympathize with the child’s frustration or disappointment. “It feels terrible when you can’t have what you want.” You’re not teaching the child to give up all his wishes and dreams, only to hold back on those that can’t be acted on. You are not trying to teach him to like all the rules, just to manage his negative feelings about them so they don’t overwhelm him.
  • Help him understand why – in simple terms – his wish can’t come true.
  • Comfort him, and offer him your faith that he can learn, little by little, to control himself.
  • When a day is filled with “no’s,” find something to which you can say “yes.” This helps a child to see discipline as an act of love, not as a response to something “bad” in him.
  • Don’t take your child’s misbehavior personally, especially the repeated testings. If you see them as a personal attack, you are bound to respond in kind. Instead, look for what he is trying to learn with his misbehavior, so that you can respond with the teaching he needs.
  • Share this responsibility for discipline, and for teaching, with the other adults in your child’s life.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Prior to his passing, Dr. Brazelton was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.