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Sepp, H. (2017). Medvetna måltider leder till lärande. Förskoletidningen (3)
Open this publication in new window or tab >>Medvetna måltider leder till lärande
2017 (Swedish)In: Förskoletidningen, ISSN 0348-0364, no 3Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Nutrition and Dietetics
Identifiers
urn:nbn:se:hkr:diva-16950 (URN)
Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2017-07-04Bibliographically approved
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. (2016). Concept and strategies to integrate food in educational activities in preschool: a meal education project in a Swedish municipality. In: : . Paper presented at 11th Nordic Nutrition Conference 20 -22 June, Gothenburg, 2016.
Open this publication in new window or tab >>Concept and strategies to integrate food in educational activities in preschool: a meal education project in a Swedish municipality
2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15651 (URN)
Conference
11th Nordic Nutrition Conference 20 -22 June, Gothenburg, 2016
Available from: 2016-08-01 Created: 2016-08-01 Last updated: 2016-10-13Bibliographically 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.

Keywords
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
Gerberich, J. & Sepp, H. (2016). Recipe development of snack recipes for children: Snacks of the Season (Årstidernas mellis). In: : . Paper presented at Carl Jan Granqvist Science Symposium, Örebro University, 18 March, 2016.
Open this publication in new window or tab >>Recipe development of snack recipes for children: Snacks of the Season (Årstidernas mellis)
2016 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15375 (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
Rosander, U., Rumpunen, K., Olsson, V., Sepp, H., Rosander, P. & Wendin, K. (2015). Could a smoothie, rich in nutrients and bioactive substances, improve school performance?. Paper presented at 12th European Nutrition Conference(FENS), Berlin, Germany, October 20–23, 2015. Annals of Nutrition and Metabolism, 67(Suppl. 1), 212, Article ID 149/1319.
Open this publication in new window or tab >>Could a smoothie, rich in nutrients and bioactive substances, improve school performance?
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2015 (English)In: Annals of Nutrition and Metabolism, ISSN 0250-6807, E-ISSN 1421-9697, Vol. 67, no Suppl. 1, p. 212-, article id 149/1319Article in journal, Meeting abstract (Refereed) Published
Abstract [en]

Introduction: Fruits and vegetables contain vitamins, minerals and other bioactive substances, which are important for intellectual performance. In a previous study it was shown that approximately two third of the pupils were hungry the last lesson before lunch. The average fruit and vegetable intake at lunch was much lower than the recommendations.

Objectives: The purpose of this pilot study was to investigate effect on attention and school performance of a vegetable smoothie, rich in berries, fruits and vegetables, served at the mid-morning brake.

Method / Design: In total 250 Swedish children aged 10-12 years participated. The study was designed as a cross-over trial with two study periods of ten schooldays. The children were randomly divided into two groups and were administered either an active smoothie (smoothie 1; group A) or a fruit-based placebo with the same energy content (smoothie 2; group B). Both smoothies were designed to provide 5% of the daily energy. After a three week wash-out period, group A was administered smoothie 2 and group B, smoothie 1. Statistical tests were performed using SPSS package, version 22.0, using Independent-Samples T test. Analysis included processing speed (PTO), concentration performance (CP) and percentages of error (Ep) as assessed by the D2-test

Results: Preliminary analyses indicate that PTO and CP increased during the intervention period, whilst Ep decreased, for both groups. The effect was stronger in the group drinking the active smoothie, than in the group drinking the placebo. The effect might partly be caused by the addition of water and energy

Conclusions: Attention, and thereby also school performance, may be improved by mid-morning consumption of a smoothie containing water, energy and preferably nutrients and other bioactive substances.

Keywords
School performance, fruit and berries
National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-14902 (URN)10.1159/000440895 (DOI)000374988801034 ()
Conference
12th European Nutrition Conference(FENS), Berlin, Germany, October 20–23, 2015
Projects
Skolskjutsen
Note

Projektet "Skolskjutsen – Skånsk smart smoothie för skolbarn" har finansierats av Länsstyrelsen i Skåne inom den Skånska Dryckesstrategin 2013–2020 via Europeiska jordbruksfonden för landsbygdsutveckling.

Available from: 2015-10-02 Created: 2015-10-02 Last updated: 2017-12-01Bibliographically 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
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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
Keywords
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
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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
Rosander, U., Rumpunen, K., Olsson, V., Sepp, H., Rosander, P. & Wendin, K. (2015). Food'n fruit - promoting healthier eating at school: could a smoothie, rich in nutrients and bioactive substances, improve school performance?. In: : . Paper presented at ISBNPA 2015 annual meeting, Edinburgh, Scotland, June 3-6, 2015.
Open this publication in new window or tab >>Food'n fruit - promoting healthier eating at school: could a smoothie, rich in nutrients and bioactive substances, improve school performance?
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2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Effect on attention of a vegetable smoothie, rich in berries, fruits

and vegetables, served at the school mid-morning brake. Viktoria

Ohlsson. Kristianstad University

Purpose:

The purpose of this pilot study was to investigate effect on

attention of a vegetable smoothie, rich in berries, fruits and

vegetables, served at the mid-morning brake. The smoothie was

designed to provide only 5% of the daily energy. The effect was

assessed by the D2-test of attention.

Participants and setting:

Pupils, aged 10 to 12 years, from twelve school classes in southern

Sweden, were invited to participate in the study. In total 250

children participated. Children suffering from serious food allergies

or food intolerance were excluded from the study.

Data collection:

The study was designed as a cross-over trial with two study

periods of ten schooldays. The children were randomly divided

into two groups and were administered either an active smoothie

(smoothie 1; group A) or a fruit-based placebo with the same

energy content (smoothie 2; group B). After a three week washout

period, group A was administered smoothie 2 and group B,

smoothie 1.

Prior to the study, all children answered a questionnaire about their

consumption of fruit, berries and vegetables, physical activity habit

and and their perceived hunger during the school day. Age, height

and weight was also recorded.

Data analysis:

Analysis of the data focused on concentration performance as

assessed by the D2-test.

National Category
Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-14007 (URN)
Conference
ISBNPA 2015 annual meeting, Edinburgh, Scotland, June 3-6, 2015
Projects
Skolskjutsen
Note

Projektet "Skolskjutsen – Skånsk smart smoothie för skolbarn" har finansierats av Länsstyrelsen i Skåne inom den Skånska Dryckesstrategin 2013–2020 via Europeiska jordbruksfonden för landsbygdsutveckling.

Available from: 2015-10-02 Created: 2015-06-08 Last updated: 2015-12-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9663-5390

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