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"You won't leave the table until you've finished!" A sentence many of us may have heard. Perhaps you can still recall the feeling of helplessness and frustration that built up inside you in that moment. You felt a huge weight on your chest and in your throat, lowered your eyes and reluctantly put another bite in your mouth. And the parent was probably just trying to make sure their effort in preparing the meal wasn't wasted. They too were feeling great frustration with the whole situation.

The atmosphere at the table plays a key role for a child in developing a (un)healthy relationship with food, building trust between parent and child, and shaping future eating habits.

For children, mealtimes are not just about satisfying hunger – they learn table manners, get acquainted with different textures of food, discover new tastes and aromas, learn to recognise feelings of hunger and fullness, and learn to respect food itself and the effort that goes into preparing it.

The atmosphere at mealtimes often reflects a parent's particular parenting style. The authoritative style – which listens to the child while also setting clear boundaries and rules – appears to be the most beneficial approach when it comes to eating. This applies at the table too.

What kind of lifestyle your child will prefer in the future is of course influenced by other factors, the most significant of which is the child's temperament. There is therefore no single universal guide that guarantees perfect eating habits. But we can try to outline at least the basic principles of communicating about food that seem most useful.

As time goes by…

It is very beneficial to develop conversation and communication skills during shared mealtimes or food preparation. Conversation should always match the child's current age. The older children are, the more we can talk with them about what food gives us, why we eat it and exactly what it contains. At the very beginning, simple sound words and exclamations are enough for children.

After a child's first year, we can begin using short sentences at mealtimes and symbolism starts to become important for them. During shared meals we can point out the shapes of foods and compare them to familiar things, or we can tell stories about food: "That tomato is round like a ball," or "That piece of pasta looks like a little flower."

It is still very abstract for young children to grasp cause and effect. Sentences like "If you don't eat your meat you won't have any strength" are hard for them to take in. It is better to focus on describing the properties of foods and to stimulate the child's imagination: "That carrot is orange and it crunches a lot – listen," or "Broccoli looks like a little tree for a dinosaur."

In the pre-school years, children begin to slowly develop logical thinking and we can gradually introduce specific examples of what foods do for us in our bodies: "Milk will help you have strong bones," or "Green vegetables help our body fight off germs."

Leading by example

The way we communicate with children changes over the years, but what stays the same? Respect for the child, joy and a calm atmosphere. We will certainly do a much better job of building a child's positive relationship with food if we adults also manage to leave out negative phrases at mealtimes such as "Ugh, I wouldn't eat that," or "That's more for rabbits, isn't it?" Children don't understand sarcasm and irony. If they hear us say things like "Sugar is poison," they may take this completely literally.

Sweets are often used as rewards or consolation. Phrases like "If you eat that you'll get a lollipop," or "Don't cry, come and have some ice cream," essentially tell the child that sweets are a reward, that they are something more than ordinary food. But treats shouldn't be taboo in the diet either – rather than using them as rewards, the right approach is to talk about them as desserts that we have only a little of in our diet.

In conclusion

So how should we talk to children about food? Honestly, with respect and in keeping with their age, focusing on the beautiful and positive aspects that eating brings us. Not using food to threaten or reward. Because just as you enjoy a relaxed atmosphere at dinner in a restaurant, children too deserve a relaxed atmosphere at the family table, where they can safely explore the colourful and fun world of nutrition.

Author: Alena Boukalová, nutritional therapist

Starting kindergarten is a big change. For the child, but often for the parents too. Some children run into the classroom on the first day and barely wave. Others need a few weeks to gain confidence. Both are fine. Adaptation is not a race and looks a little different for each child.

My child cries when saying goodbye. Does this mean they are not ready for kindergarten yet?
No. Crying is a natural way for a child to express their emotions when they are separated and going through a big change. More important than the crying itself is what happens during the first month – whether the child accepts the teacher's support, gradually calms down, joins in the game and builds a relationship with another safe adult at kindergarten.

Should I stay in the classroom as long as possible when handing over?
In the beginning, a short visit together can help. But then most children benefit from a clear, short and predictable goodbye. Long hesitation often tells the child: "Maybe there really is reason to be worried." At EduArt, we therefore set the first days gradually and always according to the specific child. We start with a shorter stay and gradually extend the time in kindergarten.

What if a child says they don't want to go to kindergarten?
It's good to accept their feelings, but at the same time reassure them. "I can see that you don't want to go today and that saying goodbye is hard for you. The teacher is waiting for you and I'll come back in the afternoon." We don't have to convince a child that kindergarten is wonderful when they're sad. They need to feel: I understand you. I believe in you. We'll get through this.

How long does adaptation take?
For some children, it takes a few days, for others a few weeks. For some children, the process can be even longer. That's why we monitor the child, communicate with the parents, and adjust the pace based on their reactions.

Can a child get worse after a few good days?
Yes. Adaptation is not always a straight line. A child may cope with everything perfectly for the first few days and the reaction will come later, when they understand that kindergarten is not a one-time trip. They may be more tired, more sensitive, have difficulty sleeping or be more demanding of their parents. These reactions are also a natural part of adapting to a new situation.

What is most important during adaptation?
For us, three things: trust – predictability – cooperation. The child needs to know that the parent will leave and return. They need to gradually gain trust in the teacher. And they need to feel that the parent and the kindergarten are one team. That is why we inform the parents during the adaptation, monitor even small progress and if something is not working, we look for another way together.

Should a child's favourite toy help?
Of course. A stuffed animal, small object, or other familiar thing can be a bridge between home and the new environment in the first few days.

And what if I, as a parent, am worried?
That is also normal. The whole family is adapting, not just the child. Ask us. Tell us what you are afraid of. It is just better to address these concerns between adults, not in front of the child. Above all, the child needs to feel from your attitude that you trust them and the people to whom you hand them over in the morning.

Our goal is not for the child to never cry. Our goal is for them to gradually discover: I am safe at kindergarten, someone understands me, I can handle it – and the parent will always come back.

Morning play at kindergarten is not just waiting for the programme to begin. For children, it represents the key start to the day that shapes how everything unfolds. During these moments, the child adapts to the new environment, learns to say goodbye to their parent and gradually integrates into the group. For teachers too, this time is very important – they observe the child's current mood, their needs, whether they feel safe, and they watch interactions with other children. Morning play is therefore not merely a transition phase but a valuable moment in which the child prepares for the entire school day.

Free play holds great significance – it is just as important for the child as, if not more important than, structured guided activities. It gives children the space to choose for themselves who they want to play with, what they want to do and how long they stay with a given activity. This freedom of choice builds independence, teaches cooperation, problem-solving and communication, while also developing creativity and imagination. Through free play, a child can also process their own experiences, emotions and memories from home or the previous day, which supports their psychological well-being.

Emotional validation was brought to wider awareness by American social worker Naomi Feil while working with elderly people with dementia. She found that people don't need to be constantly corrected, but rather understood, accepted and respected. When their emotions were acknowledged, they gradually subsided, while ignoring or devaluing them led to worsening difficulties. The same principle applies very well in parenting and working with children.

Emotional validation is one of the key skills for building healthy relationships – whether in partnerships, friendships, or the parent–child relationship. It means recognising and accepting another person's experience. This sends a clear message to the child that what they feel is understandable and that their feelings have a place. Acknowledging emotions helps reduce the intensity of unpleasant experiences and supports a sense of security. The opposite, emotional invalidation, can have a long-term negative impact on a child's development. If a child repeatedly experiences their feelings not being taken seriously, they may carry greater stress, low self-esteem or difficulties regulating emotions and impulsivity into adulthood.

Emotions don't disappear by being ignored, suppressed or avoided. When a child hears phrases like "it's nothing", "it'll pass" or "don't be so sensitive", they may feel misunderstood and quietly learn that their feelings are inappropriate or wrong. It is important to convey to children that there are no good or bad emotions. Every emotion has a function and brings information about what the child is experiencing and what they need. Long-term emotional invalidation doesn't teach children how to work with their emotions, but rather leads them to distrust and suppress their feelings – depriving them of the chance to find healthy and effective ways of coping.

The 2025/2026 school year at EduArt kindergartens was marked by gradual and meaningful changes to children's nutrition. Across all three branches we ran a project focused on improving and diversifying snacks, with the goal of supporting healthier eating habits and expanding children's taste experiences. The project kicked off in October 2025 with a snack audit prepared for us by nutritional therapist Alena Boukalova, and we gradually introduced the recommended changes. We added legume and fish spreads, fruit smoothies and nut butters to the menu, and increased the proportion of fresh and wholegrain bread.

The housekeeping team played a key role – a practical workshop led by a chef and nutritional therapist was prepared for them, allowing them to try out the new recipes and gain confidence in preparing them daily. The shared effort and openness to change enabled the new approaches to successfully enter everyday practice.

Children gradually adapted to the changes. Fruit smoothies were the biggest hit and quickly became a favourite snack. Legume spreads needed more time and repeated offerings, but through playful presentation the children gradually found their way to them. At the Prague 9 branch, giving spreads fairy-tale names proved very effective in encouraging children to try new flavours.

A re-audit in May confirmed the changes are having a real impact. The proportion of fresh and wholegrain bread increased, the range of nuts and nut butters expanded, and legume and fish spreads appear more frequently. Improvements were also made in the way food is served, better supporting children's independence.

The project also included educational activities. A workshop called Journey to a Happy Tummy for children and parents took place at the Prague 2 branch. Given the high interest, we plan to continue it at the Prague 4 and 9 branches. Going forward, we want to expand the range of fish spreads, introduce homemade granola, healthy fruit desserts and popular porridges. A big thank you to all the housekeepers, teachers, children and parents whose cooperation made it possible.

Children love sweet things! And that's no coincidence. We are programmed to enjoy sweetness from birth. The first thing a baby tastes is breast milk or infant formula – and both are naturally sweet. Since ancient times, sweetness has signalled that food is safe, energy-rich and will help us survive. But while sweet energy sources were once rare, today we live in an age of abundance. Food is available at every turn, often in enticing colourful packaging. No wonder many parents look for healthier treats or alternative sweeteners for their children. Not everything that sounds like a better choice actually is.

White, cane, coconut… the differences are smaller than they seem

When it comes to sweeteners, you can reach for classic white sugar, cane sugar, date or maple syrup, or for example xylitol and chicory syrup. You may be surprised to learn that most sweeteners have very similar compositions – they consist mainly of glucose and fructose. White beet sugar, or sucrose, is made up of half glucose and half fructose. It makes no pretence and is simply there to sweeten our lives. By contrast, its brown natural variant often carries a reputation as a superhero packed with minerals and vitamins.

Cane and coconut sugar follow the same pattern. This may be your first disappointment, but the golden colour does not make it a hero. The mineral content that marketing usually boasts about is present in such trace amounts that it is meaningless – and to feel any benefit, we would have to significantly increase sugar consumption, at which point the negative effects would outweigh the benefits.

Then there is the group of syrups such as maple, date or agave. These appear healthier largely because they carry the label natural. However, they are a very concentrated natural energy source that must be used sensibly.

What about honey?

Honey has an almost identical composition to ordinary sugar. To benefit from the enzymes, vitamins and minerals it contains, we would have to consume it in kilograms.

Sugar alcohols

An interesting sweet group is sugar alcohols – erythritol, xylitol, sorbitol, maltitol and isomalt. Despite having alcohol in their name, there is no need to worry about children getting drunk from them. Their advantage is a negligible rise in blood sugar after consumption, and they don't contribute to tooth decay. A winner then? Not quite. Sugar alcohols can be included in the diet in limited amounts, but in higher quantities they can have a laxative effect – and children may be even more sensitive than adults.