hkr.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Höijer, Karin, Universitetslektor i mat- och måltidskunskapORCID iD iconorcid.org/0000-0003-3948-5714
Alternative names
Publications (10 of 10) Show all publications
Sepp, H., Höijer, K. & Wendin, K. (2016). Barns matvanor ur ett sensoriskt och pedagogiskt perspektiv. Uppsala
Open this publication in new window or tab >>Barns matvanor ur ett sensoriskt och pedagogiskt perspektiv
2016 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Uppsala: , 2016. p. 37
Series
Rapport / Livsmedelsverket ; National Food Administration, ISSN 1104-7089 ; 2016:11
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hkr:diva-15488 (URN)
Available from: 2016-06-08 Created: 2016-06-08 Last updated: 2018-01-10Bibliographically approved
Sepp, H. & Höijer, K. (2016). Food as a tool for learning in everyday activities at preschool: an exploratory study from Sweden. Food & Nutrition Research, 60(1), Article ID 32603.
Open this publication in new window or tab >>Food as a tool for learning in everyday activities at preschool: an exploratory study from Sweden
2016 (English)In: Food & Nutrition Research, ISSN 1654-6628, E-ISSN 1654-661X, Vol. 60, no 1, article id 32603Article in journal (Refereed) Published
Abstract [en]

Background: There 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.

Objective: The 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.

Design: An 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.

Results: According 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.

Discussion: According 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.

Conclusion: The 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.

Keyword
Preschool, teacher, meal education, food education, Sapere, cooking
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hkr:diva-16159 (URN)10.3402/fnr.v60.32603 (DOI)000396880900001 ()27717411 (PubMedID)
Available from: 2017-04-19 Created: 2016-10-07 Last updated: 2017-11-13Bibliographically approved
Sepp, H. & Höijer, K. (2016). Food as a tool for learning in preschool: an exploratory study from Sweden. In: Abstract book NERA 2016: social justice, equality and solidarity in education. Paper presented at NERA 2016 Social Justice, Equality and Solidarity in Education, 9-11 March, Helsinki, Finland.
Open this publication in new window or tab >>Food as a tool for learning in preschool: an exploratory study from Sweden
2016 (English)In: Abstract book NERA 2016: social justice, equality and solidarity in education, 2016Conference paper, Poster (with or without abstract) (Refereed)
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15650 (URN)
Conference
NERA 2016 Social Justice, Equality and Solidarity in Education, 9-11 March, Helsinki, Finland
Note

In Sweden, most children aged 1–5 years are enrolled in preschool, where they have one or more meals per day. A great deal of learning about food and eating occurs early in life, especially regarding preferences for taste and attitudes towards food. Food, eating practices and meals culture are thus experienced by young children both at home and at preschool. Despite this, Swedish preschool teachers have very little theoretical and practical knowledge about preschool’s role and responsibility for children’s food habits. Several studies (eg. Mikkelsen et al. 2014, Dev and McBride 2013) as well as the American Diet Association (Benjamin Neelon and Briley 2011) and the European Food Information Council (EUFIC) argue that children’s education concerning a healthy lifestyle is an important key to good health. As of 1998 Sweden has a specific curriculum for preschool with goals that specify the orientation of the work (The Swedish National Agency for Education 2011). Although the curriculum is very comprehensive and the expected developments are very detailed, the curriculum does not include food or meals, either from a health or a learning perspective. The aim of this study was to explore the experiences and the meanings that preschool teachers associate with involving different pedagogical methods in their everyday activities. 14 preschools in the south of Sweden were included in the study which involved working with two books based on two specific pedagogic methods: Sensory education, so-called Sapere (Algotson, Öström, and Alfredsson 2011), and Cook and learn step-by-step (Andersson 1994). Six months later, 20 semi-structured individual or group interviews with 45 preschool staff were conducted during preschool hours, held in 10 different preschools. A theory of social constructionism was used as a tool for analyses. The results show that support, both individual and structural, is needed in order to make food meaningful among educational activities in preschool. The lack of experienced individual and/or structural support makes it hard to integrate food as a natural part of planned educational activities. There is no potential at all to work with food if both individual and structural support is missing. However, if either individual or structural support is lacking, it may still be possible to work with food during a limited time, as was the case with the reported project. To enable long-term work, with food as a natural part of the educational activities and with food as a way to work with the preschool curriculum as well as national goals for public health and environment, both individual and structural support is required. The preschool teachers need knowledge, skills and tools, as well as the support of managers concerning both organisation and the allocation of resources. Otherwise the success of implementing food as a tool for learning relies on enthusiasts who consider it important that food should be integrated as a natural part of the planned educational activities in preschool.

Available from: 2016-08-01 Created: 2016-08-01 Last updated: 2017-05-08Bibliographically approved
Höijer, K. (2016). Omstridd mat: är det olika mellan hur lärare och elever uppfattar maten i hem- och konsumentkunskap?. In: : . Paper presented at Skolportens konferens om Hem- och konsumentkunskap, Stockholm, 5-6 april 2016. Stockholm
Open this publication in new window or tab >>Omstridd mat: är det olika mellan hur lärare och elever uppfattar maten i hem- och konsumentkunskap?
2016 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: , 2016
Keyword
Hem- och konsumentkunskap, kostvetenskap, mat- och måltidskunskap
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hkr:diva-15387 (URN)
Conference
Skolportens konferens om Hem- och konsumentkunskap, Stockholm, 5-6 april 2016
Available from: 2016-04-12 Created: 2016-04-12 Last updated: 2018-01-10Bibliographically approved
Gerberich, J., Olsson, V., Müller- Hansen, B., Håkansson, A., Höijer, K. & Wendin, K. (2016). Promoting creativity in Food and Meal Science educations at Kristianstad University. In: : . Paper presented at Carl Jan Granqvist Science Symposium, Örebro University, 18 March, 2016.
Open this publication in new window or tab >>Promoting creativity in Food and Meal Science educations at Kristianstad University
Show others...
2016 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15376 (URN)
Conference
Carl Jan Granqvist Science Symposium, Örebro University, 18 March, 2016
Available from: 2016-04-06 Created: 2016-04-06 Last updated: 2016-09-29Bibliographically approved
Nyberg, M., Bryntorp, A., Håkansson, A., Höijer, K., Olsson, V., Rothenberg, E., . . . Wendin, K. (2015). Exploring the meal concept: an interdisciplinary literature overview. In: : . Paper presented at The IX International Conference on Culinary Arts and Sciences (ICCAS) (pp. 69-75). New Jersey: Montclair State University
Open this publication in new window or tab >>Exploring the meal concept: an interdisciplinary literature overview
Show others...
2015 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The meal concept is used in varying contexts, and within several scientific fields, however often without a clear definition of what it includes. The meal has been identified as a subject in multiple research areas such as nutrition, medicine, sensory science, history, design product development, food service, biology, physiology, anthropology, sociology, psychology, marketing and so forth 1. A meal may be defined and identified by the time of the day, by its energy content and how the food is combined as well as by its social interactions, implying that it may be understood in relation to the food itself as well as to the social and cultural context 2. The meal has also been discussed in relation to the concept of “snacks”, where a meal has been defined as a “structured food event”, while “snacks” represent “unstructured food events”3 . Some attempts have been made in order to define the meal and also to present a more holistic model of what it includes. One way of defining the meal is by using certain cues related to food as well as the environment 4. Another example is the Five Aspects Meal Model (FAMM) which was developed as a model in the early 2000s 5, with the ambition to capture an entirety of the meal by including the room, the meeting, the product, the logistics and the atmosphere in defining and understanding a meal. Although there have been many attempts trying to find a general and precise definition, the complexity makes it difficult, and maybe impossible, to capture the meal concept in a single definition 6. Different disciplines focus on various aspects, which may complicate a common understanding 7,8,9.

It has been stated that meals are only one form of eating 10, and that the meal alone does not capture the diversity of todays’ eating. Still, it is recurrently used as a point of reference and as a norm for discussions concerning food and eating. The meal concept is however in constant change and must be understood in relation to societal patterns and norms, how we organize our eating and what role food plays as a social and cultural glue 2, but also in relation to our perception of health, sustainability, convenience and so forth. Other concepts, such as “eating episodes” 11,12, “eating occasions” see f ex. 13 and “eating events” 14 have also been used as attempts to illuminate the complexity of food habits. Nonetheless, the meal is still universally used and recurrent in various research works, and therefore it is of importance to investigate how the concept is actually used and understood in the different areas related to food- and meal science, an interdisciplinary field studying food and meals within Food scienceNutrition and health, and Food culture and communication.

Place, publisher, year, edition, pages
New Jersey: Montclair State University, 2015
Keyword
Meal, food science, nutrition, health, food culture
National Category
Nutrition and Dietetics
Identifiers
urn:nbn:se:hkr:diva-14390 (URN)
Conference
The IX International Conference on Culinary Arts and Sciences (ICCAS)
Available from: 2015-08-31 Created: 2015-08-03 Last updated: 2017-12-20Bibliographically approved
Wendin, K., Brunosson, A., Bryntorp, A., Håkansson, A., Höjier, K., Nyberg, M., . . . Sepp, H. (2015). Food and Meal Science – a part of academic life The Research Group MEAL – Food and Meal for Everyday Life, Food and Meal Science, Kristianstad University, Sweden. In: : . Paper presented at ICCAS 2015: Opportunities and Challenges for Food and Eating in Society.
Open this publication in new window or tab >>Food and Meal Science – a part of academic life The Research Group MEAL – Food and Meal for Everyday Life, Food and Meal Science, Kristianstad University, Sweden
Show others...
2015 (English)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Abstract [en]

Food and Meal Science is an interdisciplinary research and education field at Kristianstad University with a vision to create a sustainable and healthy society. Here gastronomists (BSc in Food and Meal Science) and teachers in home and consumer studies (MSc in Subject Education) are educated. The field include the areas “Nutrition and Health”, “Food Science” and “Food Culture and Communication”. The BSC-programme comprise science, craftsmanship and creativity. Theory is turned into practice through laborative exercises and working life placements. In 2014, the programme was evaluated to be of “Very high quality” by the Swedish educational authority. Approximately 25 gastronomists graduate yearly and find work opportunities within industry, eg innovations and product development and within the public meal sector.Currently, efforts are made to develop a Masters degree programme for students interested in higher education. The research group MEAL was founded 2013. One of the aims is to reach a holistic understanding of food and meals. Research projects include sensory, consumer and nutritional aspects in relation to age, culture and health. Food habits and behavior are of interest as well as sociological aspects. Further key concepts, such as “cooking” and “meal“, are explored from different angles of the field. The research is a key factor in the academisation of the field and will lay a stable ground for education at MSc-level. Food and meal science has a great opportunity to combine and use aspects from the different areas in order to form a holistic understanding within research and education.

National Category
Other Humanities
Identifiers
urn:nbn:se:hkr:diva-14412 (URN)
Conference
ICCAS 2015: Opportunities and Challenges for Food and Eating in Society
Available from: 2015-08-10 Created: 2015-08-03 Last updated: 2015-08-31Bibliographically approved
Wendin, K., Höjier, K., Sepp, H. & Rothenberg, E. (2014). Barns smakpreferenser och matvanor. Nordisk Nutrition (3), 19-22
Open this publication in new window or tab >>Barns smakpreferenser och matvanor
2014 (Swedish)In: Nordisk Nutrition, ISSN 1654-8337, no 3, p. 19-22Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Lund: SNF Swedish Nutrition Foundation, 2014
National Category
Nutrition and Dietetics
Identifiers
urn:nbn:se:hkr:diva-14414 (URN)
Available from: 2015-08-10 Created: 2015-08-03 Last updated: 2017-12-04Bibliographically approved
Höijer, K. (2013). Contested food: a focused ethnography of how food and food practices are made sense of in Swedish home economics. In: : . Paper presented at Food2. A making sense of: project.
Open this publication in new window or tab >>Contested food: a focused ethnography of how food and food practices are made sense of in Swedish home economics
2013 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

This presentation reports from a focused ethnographic study on how teachers of Swedish Home Economics and their students in collaboration with each other and objects make sense of food. The study was based on a social constructionist perspective in combination with theories on space and culture. Food in Home Economics offers a challenging complexity. On the one hand Swedish Home Economics is a school subject with a long history, framed by certain conditions such as the syllabus and issues of time. Here, teachers and students meet according to plan with the expressed intention to teach and learn about food. On the other hand we as humans use food to make sense of the world. Home Economics can thus be conceived of as a space where a rich array of interests, beliefs, traditions and norms relating to food coexist and are being transformed. This study was conducted through what can be described as a focused ethnography where attention was directed towards a particular setting and by giving emphasis to particular behaviour in particular settings rather than attempting to portray a whole cultural system. Data gathering was initially broad and explorative with observations to find ways to proceed, which was followed by focus group interviews with students and teachers. Formal data gathering thus began in early 2007 with a short fieldwork and concluded with focus group interviews with teachers in the spring of 2009. This work resulted in three different data sets that was analysed both separately and in conjunction with each other with the help of different analytical theories. The main finding was that food in Swedish Home Economics could be described as contested: teachers and students made sense of food in opposing ways.

National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hkr:diva-11156 (URN)
Conference
Food2. A making sense of: project
Available from: 2013-10-11 Created: 2013-10-11 Last updated: 2018-01-11Bibliographically approved
Höijer, K. (2013). Framtidens konsumenter: föredrag om avhandlingen Contested food vid Livsmedelsakademins matforskarnätverk den 4 december.
Open this publication in new window or tab >>Framtidens konsumenter: föredrag om avhandlingen Contested food vid Livsmedelsakademins matforskarnätverk den 4 december
2013 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Föredraget bygger på den färska avhandlingen Contested food : the construction of home and consumer studies as a cultural space. Elever berättar att de upplever sig som delaktiga i matarbetet hemma - de får vara med och bestämma och anses som en viktig del i familjens mataktiviteter, även om de kanske inte lagar alla maten själva. I skolan däremot upplever de sig som utestängda från vissa för matarbetet väsentliga delar. Det här får som konsekvens att maten i Hem- och konsumentkunskapen upplevs som fejk och oautentisk - den handlar om ett liv långt bort i framtiden och inte om livet här och nu. I kontrast till detta finns lärarnas beskrivning, som är förankrad i de ursprungliga anledningarna till att införa mat som en del av skolundervisningen. Jag kommer att berätta om ett skolämne som är fyllt av motsägelser och paradoxer.

National Category
Other Social Sciences
Identifiers
urn:nbn:se:hkr:diva-11591 (URN)
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2016-01-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3948-5714

Search in DiVA

Show all publications