Chloe Wong
“Maybe I should feed him. Look how slowly he’s eating.”
“If we don’t help him now, the food will go cold.”
At the table, Grandma picks up the spoon, her voice edged with worry.
Mum stands nearby, frowning slightly. “But I want him to feed himself… the teacher said we should build independence.”
In the middle sits the child — one bite still hovering in the air, rice already scattered across the floor.
For many families, especially immigrant households, this scene feels all too familiar.
On one side, grandparents worry the child won’t eat enough.
On the other, parents worry the child won’t learn enough.
And so, the dinner table becomes one of the most common battlegrounds between generations.
Two Generations, Two Different Fears
For many grandparents, feeding is an act of love.
They grew up in times when food was not always abundant. To be full was not a given. A child who eats well and eats enough is a child who is cared for. Slow eating and food dropped on the floor are not signs of learning — they look like waste.
For today’s parents, however, mealtime has become more than nutrition. It is about independence, attention, hand–eye coordination, and even confidence.
One generation focuses on the outcome.
The other values the process.
One fears hunger.
The other fears missed opportunities for growth.
They may seem opposed, but both are acting from love.
The Hidden Framework Behind Feeding: Division of Responsibility
In feeding therapy, there is a widely used concept called the Division of Responsibility, developed by feeding therapist Ellyn Satter.
The idea is simple but powerful:
Adults are responsible for providing.
Children are responsible for deciding.
In practical terms:
•Adults decide when food is offered, what is served, and where meals happen.
•Children decide whether to eat, how much to eat, and how fast to eat.
This is not permissiveness. It is about returning hunger and fullness cues to the child.
When children are allowed to make these small decisions, they gradually build body awareness and trust in themselves.
Why Constant Feeding Can Undermine Learning
From a developmental perspective, children are born with the capacity for self-regulation. They know when they are hungry. They know when they are full.
But self-regulation is a skill — and skills require practice.
When a child is consistently fed by an adult, they lose opportunities to notice and respond to their own internal signals. Over time, decisions like “Am I still hungry?” or “Do I want another bite?” shift from the child to the adult.
Independence is often taken away not in dramatic moments, but in these small, repeated choices.
Slow, Messy, and Food on the Floor — This Is What Learning Looks Like
Many parents struggle most with the mess.
But eating is a highly integrated skill. It requires:
•fine motor control
•oral sensory processing
•visual–motor coordination
•sustained attention
Learning rarely looks neat.
The rice on the floor is not failure. It is evidence of attempt, adjustment, and retrying.
If every spill is met with immediate intervention, the learning process is interrupted before it has time to consolidate.
Letting Go Doesn’t Mean Doing Nothing
Encouraging independence does not mean total withdrawal.
Many families feel stuck between two extremes:
If we don’t feed, will the child eat enough?
If we do feed, will they ever learn?
There is a gentler middle path.
Instead of focusing on the result of one meal, think in terms of a developmental process.
•Start by modelling — eat slowly and visibly.
•Then eat together, offering support (steadying the bowl rather than placing food into the mouth).
•Gradually step back and allow the child to attempt a few bites independently.
•If intake is genuinely low, consider topping up after the meal rather than interrupting the learning process mid-way.
In this way, the child does not go hungry — and does not lose the opportunity to practise.
Walking With Grandparents, Not Against Them
In many immigrant families, the real difficulty is not the method — it is the relationship.
For many elders, feeding is love.
If we dismiss feeding outright, what they often hear is: Your way of loving is wrong.
Instead of saying, “You shouldn’t feed him like that,”
try, “Let’s let him try on his own for a little while. Could you sit with him and keep him company?”
When grandparents understand that they are not being excluded, but included in a different role, collaboration becomes much easier.
A Therapist — and a Mum
As a speech pathologist, I understand the theory.
As a mother, I have felt the doubt.
When my daughter first started feeding herself, the floor was always a disaster zone. Family members asked, “Aren’t you worried she’s not eating enough?”
I wondered too.
But I chose to sit with her and let her try — bite by bite. Sometimes I helped. Sometimes I held back.
Over time, she improved. One day she proudly declared, “I can do it myself!”
That confidence did not come from being hurried.
It came from being trusted.
In Closing
For children, eating is not just about nutrition.
It is about confidence, attention, and self-management.
For adults, the real challenge is rarely whether the child can eat —
it is whether we can tolerate the discomfort between caring and letting go.
Grandparents feed out of love.
Parents step back out of love.
When we slow down our urgency for quick results, children often move further in the long run.
Because true independence is not forced into existence.
It grows — slowly, steadily — in the presence of patient support.
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About the Author
Chloe Wong
Chloe Wong is an immigrant mother and speech pathologist based in Melbourne. She is the founder of Blackburn Speech & Paediatric Therapy, a bilingual multidisciplinary clinic supporting children and families from culturally and linguistically diverse backgrounds.
Having worked closely with immigrant families for many years, Chloe believes that while grandparents and parents may differ in approach, their intention is the same — to give the next generation a better life.
Through this column, she brings together research-informed insights and practical strategies to build bridges between generations, helping love translate into meaningful, effective support for children.
Follow her on Instagram: @phd.speechie.mum