Description of Emo-Demo Activities Gerakan Rumpi Sehat Campaign
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Description of Emo-Demo Activities Gerakan Rumpi Sehat Campaign
Creating Bonds
Purpose:
To demonstrate that breastfeeding helps to develop bonds between mothers and
Breastfeeding
infants. Breastfeeding is also a time for studying and memorizing each other’s
faces, for speaking or singing to your baby and developing their trust and nonverbal
communication – not just feeding.
Primary motive or behavioural lever: nurture
Items needed for this activity:
Baby bottles or a range of other random items which can be used as a substitute
(ie a pole, a formula milk tin, a chair, a towl etc.)
Actions:
1. Get mothers to break up into pairs, ideally with someone they don’t know
very well.
2. Ask them to sit in front of each other (facing each other) and hold hands
while they take turns to look into each other’s eyes, introduce themselves
and tell the other person about the thing they value most in life.
3. When they have done this exercise give each pair a bottle or a random
object. Ask them hold onto opposite ends of the object so this time their
hands are not touching. They should then do the same exercise -
reintroducing themselves and describing the thing the value most in life.
4. Ask each pair which version they felt was most powerful? During which
version did they feel they were best able to connect with the other person?
5. Most people will probably answer the first experience, where they held
hands, was more powerful where they held hands because there was a
physical connection and there was no foreign object in-between. The same
experience applies for breastfeeding where there is a connection just between
the mother and the child with no foreign object in-between. Breastfeeding
helps to develop bonds between mothers and infants.
Example:
Page 1
Baby Tummy
Purpose: To make formula milk and unhealthy snack food disgusting and breast
Breastfeeding
milk seem pure.
Primary motive or behavioural lever: disgust
Items needed for activity:
2 clear plastic bags, straws, milk, variety of unhealthy child snacks.
Actions:
1. Take 2 transparent plastic bags: Imagine that these are your baby’s tummy.
This is just a metaphor, of course the size are different from babies’ tiny
tummies.
2. Pour some milk to the first plastic bag and put in a straw. Let’s pretend
this is the tummy of a baby who only drinks breast milk.
3. Ask the participants: Would you be willing to drink this from this bag? If
someone wants to, give the plastic bag with milk inside to the participant
to drink.
4. Take the second plastic bag, pour some milk into it, and then add crushed
crackers, formula milk, a sweet fruit drink, and crunchy snacks. Let’s
pretend this is the tummy of a baby who is not exclusively breastfed, instead
their mother gives them some breastmilk, some formula milk, some sweet
drinks and a few different kinds of snacks if they are crying.
5. Shake/stir the plastic bag and offer it again to the mothers to drink: would
you be willing to drink from this bag? (The facilitator displays a disgusted
expression).
6. Ask the participants again:
• Mothers who want to drink from the bag with ASI only inside, raise
your hands (The Facilitator smiles).
• Mothers who want to drink from the bag with formula milk inside,
raise your hands (The Facilitator displays a disgusted expression).
Chit-chat:
1. Why do you choose to drink from the plastic bag with only breastmilk
inside?
2. Since we’re pretending these are baby’s tummies, could you imagine what
kind of things happen inside?
3. Will you give a mixture of ASI, formula milk, and unhealthy snacks to your
children? Why?
4. Breastmilk only is enough for your baby up to 6 months of age because it
contains everything a baby needs during that age. No need to add formula
milk. Babies under 6 months old don’t need food, let alone snacks or other
unhealthy food. If you wouldn’t want to consume what was in the second
baby’s stomach then why would you expect your child to?
Page 2
Example:
Breastfeeding
Page 3
Refilling the Glass
Purpose: to demonstrate that feeding formula will reduce a mother’s milk
supply making it harder for mothers to breastfeed.
Breastfeeding
Primary motive or behavioural lever: curiosity and surprise
Items needed for activity: milk, oil, four glasses of equal size.
Actions:
1. Convey: Moms, let’s pretend these glasses are breastfeeding babies, the
liquid milk is breastmilk, and the oil is formula milk.
2. Pour liquid milk to the first glass (Glass A): So the story is, your baby is
drinking this much breastmilk (pour milk into glass until Glass A is full).
3. If a child is being exclusivenly breastfed then they are receiving only
breastmilk for the first 6 months. That is why you can see this glass is full of
only breastmilk. You don’t have to worry about running out of breastmilk
because the next day when you breastfeed your body will automatically
produce the same amount of breastmilk. This much (show the glass full of
milk) (The Facilitator smiles)
4. Basically if you only give them breastmilk everyday, the amount of milk
produced by your bodies will be the same (pour the milk back and forth
from A Glass to B Glass, then back to A Glass, and so on) (The Facilitator
smiles)
5. So that’s the first story, about a mother that only gives breastmilk to her
baby. Let’s proceed to the second story.
6. This is a tale about a mother that sometimes gives breastmilk to her baby
(pour milk up to a quarter-full of Glass C), sometimes formula milk (pour a
quarter-full of oil to Glass C), for example breastmilk in the afternoons
(pour another quarter-full of milk to Glass C), and then formula milk at
night (pour another quarter-full of oil to Glass C; so there is a total of 1
glass full of milk and oil). Let’s find out what happens next!
7. So remember that we’re pretending that the milk is breastmilk. See how
much breastmilk is in the glass? About half of the glass?
8. So if you give breastmilk sometimes and give formula milk other times, the
next day when you breastfeed, only the same amount of breastmilk is
produced, only this much (show the mixture of milk and oil that contains
only half of glass of milk) (The Facilitator displays a disappointed
expression)
9. If this keeps on going, everyday, your body will continue to produce this
reduced amount of breastmilk so it may seem that breastfeeding is
becoming more difficult (pour the mixture of milk and oil back and forth
from C Glass to D Glass, then back to C Glass, and so on) (The Facilitator
displays a disappointed expression)
Page 4
10. Basically, the amount of milk we produce depends on demand and the
volume of milk our body is used to producing. Our bodies will remember and
produce the same volume of breastmilk. If you rarely give breastmilk and
Breastfeeding
alternate with formula milk, your body will only produce a little amount.
While if you give only breastmilk and avoid mixing it with other things, our
body will continue producing milk, and this is important because breastmilk
lets our babies grow strong and healthy.
Example:
Page 5
Throw the bottle
Purpose: to be a symbolic gesture of throwing away the bottle and getting rid of
Breastfeeding
formula milk.
Primary motives or behavioural lever: Disgust, pledging, shock
Items needed for activity: bottle, several empty containers of formula milk,
rubbish bin
Actions:
1. There are two variations of this game.
2. For the first version stack the formula milk containers in a tower and get
mothers in turn to pledge that they will no longer give formula milk and
then throw a baby bottle at the tower to knock it down. See how many
each mother can knock down.
3. An alternative version of this activity is to just use the bottle and a
rubbish bin. The activity then becomes about trying to get the bottle into
the bin as if it were a basketball hoop.
4. Congratulate and applaud those mothers who successfully knock down
the containers or get the bottle into the bin.
Chit chat:
How did this make you feel?
Formula milk is a second rate choice for feeding your child. The milk you
produce is perfectly formulated to ensure your baby grows healthy and
strong in the first 6 months.
It may have seemed a bit dramatic what we just did but it’s not that
different from reality where bottles are often left lying around in unhygienic
places, or even be dropped on the floor – yet still we give them to our
children. I know I wouldn’t want to drink from a bottle and I think if our
babies could speak they would also say ‘yuk’ to bottle feeding and throw the
bottle out with all the other yucky things in the bin.
Example:
Page 6
Time Competition
Purpose: To demonstrate that breastfeeding mothers are always ready to breast
Breastfeeding
feed so breastfeeding can save mothers time and hassle.
Primary motive or behavioural lever: convenience and time-saving
Items needed for activity: props relating to formula feeding (ie kettle, formula
milk, spoon, bottle etc) and a timer (we used a timer app on the tablet so that it
was easily visible).
Actions:
1. Ask: How much free time do you have in a day that’s really for yourself?
2. Would you like to have more free time for yourself?
3. Ask the participants: Who here gives formula milk to your baby?
4. Ask one of the mothers who give formula milk to become a volunteer.
5. Ask her to demonstrate how to prepare formula milk using the props
available. When the demonstration starts, the Facilitator should start a
stopwatch to find out how long it takes to prepare formula milk. Note:
they have to prepare the formula as realistically as possible. This means
that they should start with cold water in the kettle and have to wait for it
to boil. The process of making formula is likely to take a while, during this
time just wait without doing anything (let the situation become
awkward). The mother should be told to yell out ‘ready’ when the formula
is prepared and she is ready to feed her crying child
6. After the preparation is done, stop the stopwatch and announce the time
required.
7. Ask the audience: What about mothers who only give ASI?
8. Ask one of the mothers who breastfeed exclusively to come forward and
give a demonstration of how long it takes her to prepare to breastfeed.
9. Switch on the timer. Again ask the mother to shout ‘ready’ when she is
ready to breastfeed. This should be almost instantly! When she does so
stop the timer and compare it to the time that it took to prepare formula
milk. Ask the audience to clap because she could tend to her baby faster.
Chit-chat:
1. How often do you breastfeed or give milk to your babies?
2. Multiply the number of times with the time required to prepare formula
milk. What is the total time required?
3. If you switch from giving formula milk to ASI exclusively, what will you use
the freed-up time?
Lesson:
Since mothers have a busy schedule, it would surely be nice to have more free time
for oneself. Just as shown, breastfeeding is very easy, hassle free and practical to
serve.
Page 7
Example:
Breastfeeding
Page 8
Formula milk cost calculations:
Breastfeeding
Purpose: To demonstrate that formula feeding is incredibly expensive compared
to its better free alternative.
Primary motive or behavioural lever: economic saving
Items needed for activity: Paper, Pens, Formula milk carton, 2-3 calculators.
Actions:
1. Ask mothers for one thing they would like to buy for themselves or for
their family but cannot afford at the moment. Get them to write the name
of this item in big letters on a strip of paper.
2. On the other side of the strip of paper get them to write how much they
estimate this item costs.
3. Go round the room with the formula box and ask mothers to place these
‘dreams’ into the formula box.
4. Ask mothers how much a tin of formula milk costs them on average. Get
them to write their answer on a new piece of paper. Ask them how long
one tin normally lasts them. Get them to write this down alongside the
first figure.
5. Ask mothers to calculate (in their heads or with a calculator) how much
they are likely to spend on formula milk over the period of 6 months by
multiplying these numbers over the duration of 6 months.
6. Mothers should write the total of what they would spend on the reverse
side of the paper in big writing.
7. The facilitator should then take out the ‘dreams’ from the formula tin and
ask mothers to compare their result with the item they desired to see if
they could have bought the item/saved a significant proportion of the cost
by now if they had chosen to only breastfeed.
Chit-chat:
Has this activity changed the way you think about how you prioritise
money and make feeding decisions?
Lesson:
Sometimes when we buy an individual packet of formula milk we might not think
about the cumulative cost of formula feeding our child and what other
compromises in our spending we are forced to make as a consequence. For those
mothers who have committed to exclusively breastfeed why not set aside a
container at home to save money. Each week you can place in the container the
money that you saved by choosing to exclusively breastfeed and use this money
as a reward for you and your family for choosing the healthy behavior.
Page 9Example:
Breastfeeding
Page
10Aerobics
Breastfeeding
(Since this activity is quite physical mothers should be notified a week in advance to wear
something they can comfortably move around in)
Purpose: Women in Indonesia are concerned about their body image and
generally desire to be thin. Many worry that the weight they gain during
pregnancy will make their husbands find them less attractive. This activity helps
mothers to realize that breastfeeding is a great natural way for them to regain
their pre-pregnant figures.
Primary motive or behavioural lever: attract
Items needed for activity: Music and a pre-prepared aerobics routine – this
should be fairly low impact so that it is suitable for pregnant mothers also.
Actions:
1. The facilitator should have pre-preapred a low impact, introductory
aerobics work out that runs for 10 minutes. If they feel uncomfortable
leading this a sample workout can be found online and downloaded to the
tablet for people to follow.
Chit chat:
1. Did any of you struggle to get back to your normal weight after having
children?
2. Were you worried about the way you looked?
Lesson:
During that 10 minutes of aerobics you will have burned roughly 100 calories.
However on a daily basis mothers who breastfeed will burn about 300-600
calories! This means that formula feeding mums would have to do that workout
6 times daily just to be as healthy and look as good mothers that breastfeed.
Breastfeeding is a great way to get back to their previous sexy figure after giving
birth.
Example:
Page
11Preparing to go out
Breastfeeding
Purpose: To demonstrate that breast feeding is hassle free and convenient.
Primary motive or behavioural lever: convenience
Items needed for activity: 2 similarly sized carry bags, props associated with
formula feeding (ie a bottle, formula, flask of hot water, spoon), other things
mothers commonly carry in their bags such as a mobile, wallet, diapers, wipes,
bibs, snack food etc.
Actions:
1. Ask two mothers to volunteer as part of the activity. They will be given
two similarly sized carry bags.
2. Set the scenario: ‘both of you are going out for the whole day with your 4
month old child so you need to pack you bag with whatever you think you
will need. Remember you will need to feed your child several times while
you are out.’
3. To Mother A explain that she gives formula feed only to her child and
should prepare to be able to formula feed her child on several occasions
throughout the day. Mother B should be told that she exclusively
breastfeeds and that she should pack whatever she will require to
breastfeed her child several times during the day.
4. At the end mothers should compare the size and weight of their bags.
Chit Chat:
1. How does this compare to your own experience of feeding your child
when you are out and about?
Lesson:
Breastfeeding is hassle free because it means that you can feed anywhere,
anytime without having to prepare anything or take anything with you. Mothers
always have a lot to think about and take with them, formula milk only ads to
this headache. Plus when you are away from home it’s hard to make sure that
you have the right temperature for formula milk and that the bottle is adequately
clean.
Example:
Page
12Breastfeeding
Page
13Ideal plate
Purpose: To distinguish between current complementary feeding practices and
healthy diverse feeding practices. Also to help mothers become familiar with
what portions of food they should give their child.
Primary motive or behavioural lever: shame and curiosity
Items needed for activity: Paper plates (one for each mother) with double-
sided tape strips/blue tack already stuck on them, triangle-shaped slices made
from different colors card, colourful plate picture.
Actions:
1. Give each mother one plate and several cards in different colours
Complementary feeding
2. Explain the meaning of the coloured cards: White for rice, green for
vegetables, red for side-dishes/meat, and yellow for fruit.
3. Instruct: Stick cards of different colours on the plate according to what you
gave your child yesterday. The plate needs to be full, no more and no less
than a total of 10 pieces inside. The time is 1 minute.
4. The Facilitator walks around and checks each participant’s work. Ensure
that cards of the same colour are grouped together/stuck together so it is
easier to see and score.
5. Ask mother to present their plate and how they split it up into the
portions.
6. Once finished, the Facilitator shows a colourful plate (see images below)
and conveys that this is the ideal portion for children over 6 months.
7. The facilitator asks the audience to score the plates together. Ask for
applause for whichever mothers presented a correct plate. Ask for input
from the audience if the composition in the plate is wrong (unbalanced),
and how to correct it.
Chit-chat:
1. How differ was your meal from the ideal meal?
2. What will you have to do to make sure that the meals you give in the future
will be more diverse?
Lesson:
When you give complementary food, it is important to pay attention to the
content, the composition, and the portion because children require a balanced
nutrition.
• Content: Varied, not only porridge/rice
• Composition: Needs to comprise of porridge and soft/blended vegetables,
side-dish (meat), and fruit.
• Portion: 25% rice, 25% side dish and 50% vegetables and fruit.
Page
14If you are used to giving food that is not very balanced in nutrition, for example:
a lot of porridge (and less of everything else), please try to correct it as soon as
possible. Champion Moms don’t take the easy way, but she does the best for her
children – do you agree?
Example:
Complementary feeding
Page
15Fashionable plate
Purpose: To make mother feel that if they give their child a meal that is mainly
rice then it will be seen as boring and dull by the child and by their neighbours
who notice how they feed their child.
Primary motive or behavioural lever: affiliation and fashion
Items needed for activity: the Facilitator should wear clothes that are all one
colour – ie a shirt and trousers that are all black. Picture cards, one of rice and
one of the colorful plate.
Actions:
1. Ask a few mothers whose clothes have a variety of colors to stand up.
Complementary feeding
2. Ask the mothers to explain: why did you wear these clothes today? How
do you choose what goes with what? What makes something fashionable?
3. What do you think about the clothes I’m wearing today? (display a doubtful
expression) Would you say that it’s a bit dull? A bit lacking in colour?
Chit-chat:
1. Now, what do you (mothers) think about this picture? (hold up the picture
of plain rice) Would you say that it’s exciting or a bit dull?
2. What about this one? (hold up the colorful plate picture) Would you say
that it’s exciting or a bit dull?
Lesson:
Remembering which food is good for your children is very easy. The principle is
to combine different things together – just like combining different patterns and
colors when you choose your clothing so it is not boring. Ensure the contents of
the plate are varied and that they are not similarly-colored. The portion of rice
and side dishes have to be balanced, don’t just give a large portion of rice.
Example:
Page
16Food art
Purpose: To make mothers feel like mealtimes are fun and encourage them to
think creatively about the food options available for their child.
Primary motive or behavioural lever: creativity
Items needed for activity: knives, cutting boards fruits and vegetables that are
normally fed to children under 2.
Actions:
1. Divide the participants into groups.
2. Ask the group representative to choose some fruits and vegetables for her
Complementary feeding
group.
3. Convey: This time we will be creative and make interesting shapes from our
foodstuff. You can make flowers, suns, clouds, stars, and such. Each group
can make however many you want in 10 minutes, but try to make at least 3
shapes.
4. Mothers start the activity.
5. The Facilitator walks around to check the participants’ work and give
advice or encouragements.
6. When the time is up ask the group representative to come forward and
show the results of their work. Applaud group members as they present
7. The Facilitator can take photographs of each product (to be shown in
Notice Board and in Facebook Group)
Chit-chat:
1. What do you think about this activity? Was it fun?
2. Do you think it would have an impact to the children you’re trying to feed?
3. What are the important things to be learned from this activity? (The food
needs to be varied)
Lesson:
• Ensuring that children are given a diet with balanced nutrition is a form
of mother’s love.
• It is not easy to feed your children healthy food; sometimes it’s easier to
give them unhealthy snack foods, but a Champion Mom would make time
to prepare special food for her children.
• A creative activity like this is a good way to relax. This could be a therapy
in the midst of a tiring, busy day.
• Remember though that here we are using some uncooked foods like
carrots, broccoli and peppers. When you are preparing these for your
child you will need to cook them first as otherwise they will be too hard
for your child to eat.
Page
17Complementary feeding
Page
18
Example:Recipe development
Purpose: For mothers to share their feeding experiences with other mothers
and feel like they are able to offer their child something special.
Primary motive or behavioural lever: creativity and pride
Items needed for activity: Pens, paper, folder, gold stars for rating, picture of a
diverse plate and picture of a plain, mainly rice plate.
Actions:
1. Ask the mothers to think of one of their favourite meals that they prepare
Complementary feeding
for their child.
2. Firstly ask each participant to write down the ingredients.
3. Then ask participants to write down exactly what you need to do to
prepare the meal.
4. At the end each participant can briefly summarise the meal they have
written down (in larger groups you may wish to just select a few to
share).
5. The facilitator should show the group the two pictures, firstly holding up
the ideal plate and explaining why it is ideal. Then comparing this to the
plain, rice heavy, plate.
6. The facilitator should give out some gold stars and ask the mothers to
pass their recipe to the person sitting next to them.
7. Each person should look at the recipe in front of them and give the recipe
a rating out of 5. The rating should be based on how creative the meal is
as well as how many different ingredients it includes (ie how diverse it is
compared to the ideal plate).
8. The facilitator will then collect the recipes and before the next meeting
they will type them up, using pictures to show which ingredients are in
the meal. If possible the facilitator will also include a photo of the recipe
creator at the top of page in recognition of the person who wrote it down.
These will be compiled in the folder. The file can be brought to every
arisan meeting and mothers can borrow a recipe for a week so they can
try it at home and then return the recipe next week. Some mothers may
like to add extra recipes later on.
9. The recipes can also be entered into the recipe book on the tablets.
Chit chat:
How similar were the recipes you read to the ideal plate?
For those that were not so diverse have can we improve or add
ingredients so that the meal is healthier?
Page
19 Are there some new recipes here that you would like to try making for
your child?
Lesson:
By sharing recipes we can find interesting and different ways of making sure our
children receive a diverse plate for every meal. Meal variety is important for
your child but preparing different foods each day is can also make meal
preparation more interesting for you.
Example:
Complementary feeding
Page
20Feeding timeline
Purpose: To encourage mothers to think through how feeding can be better
spaced and remind mothers not to feed a snack just before a meal.
Primary motive or behavioural lever: shame and curiosity
Items needed for activity: feeding timeline image, pictures of food, tape/blue
tack
Actions:
1. Stick the timeline on the wall or lay on the ground if this is not possible
2. Appoint 3 volunteers to come forward.
3. Give pictures of food to the 3 volunteers: 1 mother gets a set of
breastfeeding pictures, 1 mother gets a set of healthy snack pictures, and
another 1 gets a set of complementary food pictures.
4. Give a scenario: Let’s say a mother wants to give food to a child that’s
started to eat complementary food. Together, with input from the rest of the
group, your job is to give a suggested timeline of when they should give each
type of meal.
5. Invite the mother with the breastfeeding cards to start. Mothers do not
have to use up all their cards if they don’t think it is necessary. Then invite
the mother with the complementary meal cards to add hers in. Lastly
invite the mother with the snack cards to add these in. If the facilitator
notices that they place a snack within an hour of a meal then the
facilitator should immediately exclaim ‘Salah? Benarin!’ (Got it worng?
Get it right! – as per the TV adverts) to indicate that the snack needs to be
rearranged so that it is better spaced. Hopefully what the mothers should
realise is that they can’t fit all the snacks on the timeline and have them
well spaced
Snacking
6. After an ideal feeding timeline is produced, ask the audience to clap
together.
Lesson:
These 3 food categories are best for children: Breast milk (not mixed with any
other kinds of milk), healthy snacks, and varied complementary food. But giving
snacks within an hour of mealtimes is a big mistake as it will mean that you child
is not hungry enough to eat their main meal.
Page
21Example:
Snacking
Page
22Disgusting Snacks
Purpose: To make bad snacks disgusting. To show that even though things may
taste nice, and children like they contain preservatives, colouring and bad oils, all
things which are not good for young children (and adults).
Primary motive or behavioural lever: disgust
Items needed for activity: clear glasses (enough for each type of snack), spoons,
kettle, water, a variety of unhealthy snacks such as Chiki balls, Gummi bears and
prawn crackers, a variety of good snacks such as grapes, orange pieces etc.
Actions:
1. Boil water
2. Convey: Ladies, I’m going to prepare for our 2nd activity today (the demo)
first. Our second activity is going to be about snack foods. So here I have
some snacks. Who sometimes feeds these things to their child or has seen
others feed these to their children? Today we are going to try and have a
look at what is inside these snacks.
3. Place each of the different types of snacks into a glass (separately).
4. Pour some boiling water into each glass until it is relatively full and
covers the snacks.
5. Stir.
6. Convey: Ok, let’s leave this for now, we’ll start with the first activity.
7. After the group is finished with the first activity, return to the demo.
8. Convey: Let’s take a look at the snack-filled glasses we made earlier. Firstly
hold up the unhealthy snacks. They don’t look quite the same now do they?
Snacking
Eeeew!
9. Circulate the glasses among the participants. Ask them to look at the
contents closely before handing it over to the person sitting beside them.
Make sure everyone gets a good look into the 3 glasses. What did you see?
(The Facilitator displays a disgusted expression).
10. Now hold up the healthy snacks. What about our healthy snacks? Why
don’t they look disgusting?
Chit-chat:
1. Would you want to drink any of the glasses with unhealthy snacks in them?
2. Do you think this kind of food is suitable for children?
3. Now that you have seen how disgusting these snacks are, would you give
this kind of food to your children?
4. What makes them the healthy snacks different?
Page
23Lesson:
• Unhealthy snacks look attractive from the outside, but often we don’t
know what things they contain inside.
• We are often tempted to give any kind of snack to our children, something
fast, something that could keep them from being fussy, while the contents
is not necessarily good/healthy for children.
• Our children are not able to make decisions for themselves, so the choice
is ours. As a mother, we have the responsibility to provide them with the
best food.
Example:
Snacking
Page
24Bad snack tag
(This is quite an active exercise so mothers could be told a week in advance to come to the
meeting with something they can easily move in.)
Purpose: To encourage mothers to quickly be able to distinguish good snacks
from bad snacks. To make bad feeding choices seem embarrassing and good
feeding choices associated with being a champion mother.
Primary motive or behavioural lever: Shame and curiosity
Items needed for activity: Bad snack and good snack picture cards, Snack Judge
label.
Actions
1. Facilitators should scatter the picture cards on the floor, mixing up the
ones showing good snacks and those depicting bad snacks.
2. The facilitator should put a sign around their neck that says ‘Snack Judge’.
3. The Mothers will be asked to line up against one wall. Two or three at a
time their challenge is to try and move across to the opposite wall without
being ‘tagged’ (tapped on the shoulder/caught) by the ‘Snack judge’
facilitator.
4. As mothers move across the room they should try and pick up snack cards
that they think are healthy for their children – making sure that they get
them before their competitors.
5. If when a mother is tagged by the facilitator, they haven’t picked any
cards up they are out of the game. However if while they were crossing
the room they picked up a picture card showing a healthy snack they can
give this to the facilitator and remain in the game. Alternatively if they
pick up and give the facilitator a bad snack then the facilitator will exclaim
‘Salah? Benarin’ (Got it wrong? Get it right! – as per the TV adverts) and
Snacking
do the head-slap gesture (also from the adverts) and the individual will
also be out of the game. For every good snack that they can take to the
other side of the room they get 1 point and for every bad snack they have
at the other side of the room they get minus 1 point.
6. For this exercise it would be good to give a test run first for the first few
mothers so that everyone is clear on how to play.
7. At the end the mothers who have the most points and are still in the game
can be congratulated/applauded.
Chit-chat:
How did it feel when you got caught by the snack judge and had picked up
the wrong card?
Was it a little embarrassing?
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25 How did it feel to be able to win the game by producing a healthy snack to
feed your child rather than an unhealthy option?
Lesson:
It’s important that as mothers we can quickly identify what is healthy or
unhealthy for our child. Feeding healthy snacks to your child is one of the secrets
to becoming a champion mother and ensuring that your child is a winner! Now
that most people in your community know the importance of healthy snacking it
can be embarrassing to be caught out feeding your child unhealthy snacks. As
mothers we often make mistakes, no one is perfect, but the important thing is
that we learn from our mistakes and next time we choose a healthy snack option.
Snacking
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26Instant satisfaction
Purpose: To ensure mothers were aware of fortified instant porridge as a
suitable food for children 6-9months and to teach them how to make it correctly.
Primary motive or behavioural lever: knowledge
Items needed for activity: Instant fortified porridge, hot water, bowls, spoons,
baby crying noise (can be played via tablet)
Actions:
1. Explain to participants that they should imagine their child is crying
because they want something to eat. When we hear our child crying we
often want to give our child something quickly to make them be quiet and
stop them being upset. This is when we often, without thinking give our
children unhealthy snacks. However there are lots of healthy alternatives
that are also quick to make. One example of this is instant porridge so I
am going to show you just how simple and quick it is to make.
2. Facilitators should play a baby crying noise to simulate the situation and
put on a stopwatch timer that the audience can see (ie on a tablet).
3. The facilitators should then prepare a bowl of instant porridge and stop
the timer and the crying baby noise when they are done – highlighting
how simple and quick it was to make.
4. Facilitators should then hand out bowls, spoons and instant porridge
packets to mothers for them to copy the process. Facilitators should guide
and provide support as need.
Chit-Chat:
1. How do you feel when your baby cries and you know they want food?
2. How do you often respond to these cries?
3. Do any of you feed your children instant porridge at the moment?
4. Does anyone know why instant porridge is a healthy thing to feed your
Snacking
child?
Lesson:
Often being champion mum may require us not to just take the easy route –
however sometimes there are shortcuts which are still healthy and nutritious for
our children. Instant porridge is a great thing to include in your child’s diet
because sometimes it is difficult for us to feed our children diets which include
all the nutrients children need. While the instant porridge may not look
particularly special it contains additional micro-nutrients that help our children
grow. Feeding shortcuts such as instant porridge are important for us to have in
the home because sometimes it can be hard to resist our children when they cry
for food – these are the times when we are most likely to make a feeding mistake
and give an unhealthy snack.
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27Example:
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28Shopping basket
Purpose: To encourage mothers to prioritise healthy diverse food and to show
that this can be achieved at the same price as unhealthy foods.
Primary motive or behavioural lever: economic savings and shame
Items needed for activity: 2 Shopping Bags, Pictures of food each labeled with a
price (approximate to their real cost), 60 fake coins, tablet for countdown.
Actions:
1. Arrange the food cards on a table or the floor.
2. Divide the participants into 2 groups and ask each group to send a
representative
3. Give a bag and some coins to the representatives (1 mother gets 30 coins)
and ask them to shop
4. Give instructions: To buy items the participant must exchange coins with
a picture of food (according to price). All the food pictures taken need to
go to the shopping bag, otherwise it will be disqualified. The winner is the
mother who buys the most numbers of healthy food with her coins within
1 minute.
5. Explain to mothers that there are a range of foods on the table, some good
and some bad. As in real life the foods also cost different prices and the
mothers will not be able to buy everything on the table.
6. Ask the audience to clap and shout encouragement to their representative
when the countdown starts. They can also stand around and give advice
on what to choose. Instruct the audience: Count out loud when there is
only 10 seconds left in the timer.
7. Set the timer for 1 minuts.
8. Give command: Begin! Ask the audience to clap and give encouragements.
9. Give command: Finished!
10. Open and review the contents of Mother A’s shopping bag. Count out loud:
a. How much did you spend altogether?
b. How many of the food items purchased are healthy? (Clearly display
each item purchased by Mother A and ask the audience to
determine whether it is healthy or not)
c. Announce the number of healthy food items chosen by Mother A.
11. Open and review the contents of Mother B’s shopping bag. Count out loud:
All behaviors
a. How much did you spend altogether?
b. How many of the food items purchased are healthy? (Clearly display
each item purchased by Mother B and ask the audience to
determine whether it is healthy or not)
c. Announce the number of healthy food items chosen by Mother B.
12. Announce the winner. Ask the audience to clap.
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29Chit-chat:
1. Are there any healthy option on the table that mothers could have bought
instead?
2. Is it always cheaper to buy unhealthy foods? Explore this question by
giving some examples of cheap healthy alternatives.
Lesson:
We are often presented with choices of healthy and unhealthy foods in the
market, shops, or local stall. Even though we are limited, for example money-
wise, we can still choose the healthy options for our children. Demonstrate that
even in the cheapest food category there are some very healthy options ie
spinach rather than crisps etc. The most important thing to remember is that the
food that our children eat depends on our selections. Do you want your children
to be healthy or not?
Sample food cards:
Example:
All behaviors
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30What are you doing? (Sedang Apa?)
Purpose: A way of reinforcing knowledge about healthy feeding choices and
associating mistakes with being laughed at or feeling embarrassed.
Primary motive or behavioural lever: shame and knowledge
Items needed for activity: none
Actions:
1. Divide the participants into 2 groups.
2. Ask them to sing the Indonesian nursery rhyme: “Sedang apa?” (“What
are you doing?”) in call-and-response mode with the theme of baby
feeding. Give examples such as: “What are you doing? – I’m breastfeeding
– breastfeeding my baby – my baby who is healthy … etc” The game stops
when one group fails to respond to the song.
3. Announce extra points for:
a. The group who mentions any word describing healthy food or
healthy child feeding behaviours is rewarded 1 extra point per
word.
b. The group who mentions any word describing unhealthy food or
practices get docked 1 less point per word.
c. The group who mentions any word that has nothing to do with
healthy food or behaviour gets no additional point.
4. Ask both groups to do rock-paper-scissor (to decide who starts first)
5. Give command: Begin!
6. Make sure all participants clap and sing along. The Facilitator also claps
and gives encouragements.
7. Clap every time a song is finished.
8. The Facilitator asks the participants to review each response: Was it
correct or not? Was it healthy or not?
9. Tally the points for each group together with the participants.
10. Announce the winner. Ask the audience to clap.
Lesson:
Just like choosing a response to the other group’s prompt, we will always be able
to choose the best for our children. We will always be able to choose the
healthiest. Each time you feed your children healthy food, you will get a “bonus
point” and become a champion mom.
All behaviors
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31Food categorization
Purpose: To make clear to mothers which snack foods are healthy and which are
not.
Primary motive or behavioural lever: curiosity
Items needed for activity: food cards, cards with titles of the categories: ‘food
that will help my child grow strong and healthy’ and ‘food that is bad for my
child’.
Actions:
1. Spread the food cards out on the floor or on a table. Below place the other
category cards, spread apart. Explain what they category cards are.
2. Instruct: Line up the food items, the further left you go, the unhealthier the
food; the further right you go, the healthier the food.
3. Give the sign to begin; the mothers can work together on this.
4. Let them finish on their own; do not give commentaries, but listen to the
discussions they have among themselves.
5. After all the food pictures are lined up, ask mothers about their choices
and discuss any disagreements.
6. The facilitator should correct any clear errors or uncertainties. In
particular the facilitator should discuss where rice was placed on the
spectrum and whether or not too much rice can sometimes make it a bad
food?
Lesson:
Now that you have done this activity you can keep this arrangement of foods in
your mind when you go shopping. But remember the most important thing is to
feed your child a colourful diverse plate, made up of lots of difernt healthy
ingredients.
Example: All behaviors
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32Roll the dice
Purpose: To associate good feeding choices with the status of being a champion
mother and make bad feeding practices seem socially judged.
Primary motive or behavioural lever: shame and status
Items needed for activity: The child feeding dice (3 sides depict good feeding
practice, 3 depict bad feeding practice), 2 chairs
Actions:
1. Divide the group into 2 and ask each group to volunteer 2 people: 1 to roll
the dice and 1 to play (Note the game may not be suitable for heavily
pregnant mothers to play).
2. Instruct:
a. Rock-paper-scissors to decide who goes first. Roll the dice:
• If the dice rolls a picture of good feeding practices
(something that is to be determined by the audience), the
audience shouts “Correct! Just give breastmilk/healthy
snack/varied food!”; the player then moves to the next
position
• If the dice rolls a picture bad feeding practice, the audience
shouts “Wrong! Formula milk/unhealthy snack/too much
rice!”; the player goes back to the previous position.
b. Positions:
i. Kneeling
ii. Sitting on a chair
iii. Standing
iv. Standing on a chair
v. Standing on a chair with arms open
c. As soon as one of the players reaches the final position, everyone
shouts, “Champion Mom!”
3. Even though there is already a winner, wait for the losing player to reach
the final position. This also depends on the audience’ enthusiasm (for
example, let them roll the dice 3 more times, and if they still haven’t
reached the final position, stop the game).
Chit-chat:
1. Ask the participants how it felt to roll a bad feeding practice?
All behaviors
2. What about a bad feeding practice? How does it feel to have everyone say
‘wrong’ at you?
Lesson:
In this game, what we do depends on how lucky we are. However, in everyday
life, we have the option to make our own decisions: do we make the right feeding
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33choices for our children and become Champion mothers or do we sometimes
take the easy options or do the things that aren’t the best for our child’s growth??
Their health is in our hands.
Example:
All behaviors
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34You can also read
