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Pre-school staff’s attitudes toward foods in relation to the pedagogic meal
Department of Domestic Sciences, Uppsala University. (Mat- och måltidsvetenskap)ORCID-id: 0000-0001-9663-5390
Department of Domestic Sciences, Uppsala University.
Department of Domestic Sciences, Uppsala University.
2006 (engelsk)Inngår i: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 30, nr 2, s. 224-232Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study, with the pedagogic meal in focus, was to identify pre-school staff members' attitudes to the role of food and meals as part of daily activities at pre-school. Interviews were carried out at 12 pre-schools and a total of 34 pre-school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre-school staffs' lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre-schools' role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers' identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre-school teachers and childminders.

sted, utgiver, år, opplag, sider
2006. Vol. 30, nr 2, s. 224-232
Emneord [en]
Attitudes, children, food, interviews, pre-school, staff
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-5370DOI: 10.1111/j.1470-6431.2005.00481.xOAI: oai:DiVA.org:hkr-5370DiVA, id: diva2:279866
Tilgjengelig fra: 2009-12-07 Laget: 2009-12-07 Sist oppdatert: 2017-12-12bibliografisk kontrollert
Inngår i avhandling
1. Pre-school children's food habits and meal situation: factors influencing the dietary intake at pre-school in a Swedish municipality
Åpne denne publikasjonen i ny fane eller vindu >>Pre-school children's food habits and meal situation: factors influencing the dietary intake at pre-school in a Swedish municipality
2002 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

A pre-school-based dietary survey, using seven-day records, focus group interviews and semi-structured interviews, was carried out in a suburban area of Stockholm. The overall objective was to investigate the individual food and nutrient intake of pre-school children at all meals during the day, as well as factors that might influence children’s intake. The average energy and nutrient intake per day for the whole week was satisfactory for the 109 pre-school children, but the temporal distribution throughout the day was skewed. The energy and nutrient intakes of food at the pre-school were lower than recommended. This was, however, compensated for by meals eaten at home. The children had a more varied food intake during weekdays than weekend days. This study has not provided any evidence to support the selection of water versus milk as a preferable lunch beverage in terms of pre-school children's total milk consumption and general dietary quality. However, the dietary analyses showed that there could be a reason to limit pre-school children’s daily milk and fermented milk intake to half a litre, according to the existing guidelines. The children associated food and eating with rules and norms. They did not categorise food as good or bad, as adults often do, but as "food" and "non-food"; for example, sweets were not food. The method used in this study, the focus group interview, was judged to be a useful tool for exploring how children think about and jointly reflect upon food. The role of the teacher had changed over the past years and they had not yet found a solid ground for integrating food and meals into their everyday work.

sted, utgiver, år, opplag, sider
Uppsala: Acta Universitatis Upsaliensis :, 2002. s. 64
Serie
Comprehensive summaries of Uppsala dissertations from the Faculty of Social Sciences, ISSN 0282-7492 ; 114
Emneord
Nutrition, förskolebarn, mat och matvanor, Sverige
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-6212 (URN)91-554-5240-X (ISBN)
Disputas
(engelsk)
Merknad
Diss. (sammanfattning) Uppsala : Univ., 2002Tilgjengelig fra: 2010-03-03 Laget: 2010-02-18 Sist oppdatert: 2010-12-07bibliografisk kontrollert

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