Food as a tool for learning in everyday activities at preschool – an exploratory study from Sweden

Abstract

BackgroundThere is a need for research both in relation to food education at preschools and in relation to how the individual teacher can handle and relate to the many different scientific facts and paradigms that are prevalent in relation to food, health, and a sustainable lifestyle.ObjectiveThe aim of this study was to explore the experiences and meanings that preschool teachers associate with involving food as a tool for learning in planned educational activities.DesignAn exploratory study was conducted in 14 preschools with 131 teachers. Twenty semi-structured individual or group interviews with 45 preschool staff were conducted, and 10 interviews were selected for analysis.ResultsAccording to participants, both children and teachers developed a sensory language; children became more positive towards tasting and teachers discovered new possibilities for interdisciplinary work. However, the results also show that an allowing system, with both an interested and confident teacher who recognises the competent child and a supportive organisation, is needed in order to make food a meaningful tool for learning in preschool.DiscussionAccording to previous studies, food has the potential to play an important part in everyday activities at preschool, both in planned educational activities as well as at meal situations. Our results imply that a holistic understanding of food in preschool is required for long-term work with food as a natural part of the everyday activities.ConclusionThe results imply that it is fun and meaningful for both children and teachers, and quite possible, to work with food as a tool for learning in everyday activities at preschool. In order to include food as a way to work with the preschool curriculum for a sustainable lifestyle, an allowing system is needed.

Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

“…Therefore, one benefit of sensory-based food education could be the enhancement of a positive atmosphere in children’s groups in relation to food. This is in line with a Swedish study ( 46 ) which noted that ECEC children learn from and with each other also in relation to food.…”

‘Would you like to eat an insect?’—Children's perceptions of and thoughts about eating insects

“…Previous research has also stated the important role of the school as well as preschool to both form and impact children's food behaviour, aiming at reducing food neophobia and increase the willingness to try new food (see e.g., Part & Cho, 2016). However, earlier studies have also indicated the limited knowledge and experience of preschool teachers regarding food (Sepp, Abrahamsson, & Fjellström, 2006; Sepp & Höijer, 2016), which might impact the overall possibilities to talk about and experimenting around novel food together with the children. Therefore, future research needs to further focus on the role of the school and preschool in both understanding attitudes and promoting acceptance of sustainable food in general and novel food, including insects, in specific.…”

Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum

“…Studies centered on incorporating nutrition in the classroom have demonstrated increased levels of academic achievement, initiative, and core content knowledge (Berezowitz et al, 2015;Duffrin et al, 2010;Sepp & Höijer, 2016;Stage et al, 2018). Despite this evidence, the integration of content related to nutrition as a pedagogical approach is often perceived by teachers as a daunting task with multiple barriers such as lack of support, instructional time, and responsibility towards delivering nutrition education (O'Dea, 2016;Hall et al, 2016;Perikkou et al, 2015).…”

“…Results indicated that 97% of the teachers found nutrition education to be somewhat to very important in elementary classrooms, and 87% of teachers indicated that it was the responsibility of teachers together with students' parents to impart nutrition education to children (Perera et al, 2015). Teachers have also reported difficulty in integrating nutrition into lessons because of cost restraints and lack of administrative support (Metos, Sarnoff, & Jordan, 2018;Sepp & Höijer, 2016). This lack of support can mitigate teachers' motivation to incorporate nutrition into their classrooms and take on this extra-role behavior (Prelip et al, 2006).…”