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Teachers’ Resources to Support School Lunch: Professional Development Is Warranted. Nutrients 2022; 14:nu14214596. [PMID: 36364866 PMCID: PMC9655880 DOI: 10.3390/nu14214596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 10/10/2022] [Accepted: 10/29/2022] [Indexed: 11/06/2022] Open
Abstract
In the United States, many children who come from low-income backgrounds and experience food insecurity do not take and eat school lunch, despite it being a nutritious meal. Teachers could play a role in encouraging students’ consumption of school lunch; however, teachers in America are traditionally uninvolved in the lunch period. The purpose of this research was to understand the resources kindergarten through twelfth grade (K-12) teachers need to encourage students to take and eat school lunch. Two data collection workshops and semi-structured follow-up interviews were conducted with K-12 teachers. The workshops and interviews were recorded, transcribed, and analyzed for salient themes. Ten teachers participated in the workshops and six teachers participated in the follow-up interviews. In general, teachers believe school meals are essential for students’ focus and behavior in the classroom. However, to encourage students to take and eat school lunch, teachers need support and resources. From the workshops and interviews, three themes emerged: (1) improvements in the food quality; (2) school community support; and (3) professional development. The data suggests professional development is the greatest resource teachers need, as professional development can enhance teachers’ motivation to advocate for better food quality and engage school community support. Greater teacher involvement in school lunch could lay the groundwork for future healthier generations.
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Patterson E, Andersson F, Elinder LS. What works to improve school lunch nutritional quality - legislation or self-audit? Public Health Nutr 2022; 25:1-25. [PMID: 35356862 PMCID: PMC9991739 DOI: 10.1017/s1368980022000817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 03/17/2022] [Accepted: 03/25/2022] [Indexed: 11/06/2022]
Abstract
OBJECTIVE Sweden updated its legislation on universal free school meals in 2011 and nutrition was explicitly mentioned. This study i) describes cross-sectional changes in school lunch nutritional quality during the following eight years, and ii) examines if repeated self-auditing, using a fully automated, online tool (School Food Sweden), based on the implementation strategy of audit and feedback, was associated with improvements. DESIGN Both repeated cross-sectional and longitudinal design. Factors associated with meeting nutritional criteria were examined using variance weighted least squares regression and logistic regression. SETTING Sweden. PARTICIPANTS Primary schools who self-selected to audit meal quality between March 2012 and July 2019. RESULTS Almost half of all (ca 4800) primary schools signed up to use the tool, and 1500 audited nutritional quality at least once. Repeated cross-sectional analyses showed the proportion meeting the nutritional criteria increased significantly between 2012/13 (11%) and 2018/19 (34%). Longitudinally, each additional audit completed increased the odds of meeting the nutritional criteria by 1.30 (CI 1.20-1.41), controlling for region and time elapsed since the legislative change. In 774 schools with repeat audits, both number of audits and frequency of accessing feedback predicted meeting the nutritional criteria (OR 2.02, CI 1.23-3.31), even after adjusting for time since the legislative change and days elapsed since previous audit. CONCLUSIONS Both legislation and self-audit with automatic feedback appear effective in helping schools to improve school meal quality. Self-audit with feedback may be an effective complement to legislation, or a promising alternative in settings where regulation is not an option.
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Affiliation(s)
- Emma Patterson
- Department of Global Public Health, Karolinska Institutet, Stockholm171 77, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm104 31, Sweden
| | - Filip Andersson
- Department of Global Public Health, Karolinska Institutet, Stockholm171 77, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm104 31, Sweden
| | - Liselotte Schäfer Elinder
- Department of Global Public Health, Karolinska Institutet, Stockholm171 77, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm104 31, Sweden
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How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042019. [PMID: 35206208 PMCID: PMC8871606 DOI: 10.3390/ijerph19042019] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 01/31/2022] [Accepted: 02/01/2022] [Indexed: 01/03/2023]
Abstract
(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.
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Burton M, Wood JM, Booth AO, Worsley A, Larsson C, Margerison C. Enough time for lunch? The duration and governance of lunch eating times in Australian primary schools: A mixed-methods study. Appetite 2021; 169:105817. [PMID: 34826526 DOI: 10.1016/j.appet.2021.105817] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Revised: 11/11/2021] [Accepted: 11/17/2021] [Indexed: 01/01/2023]
Abstract
Developing healthy eating behaviours is important to assist children in maintaining good health and decrease the risk of chronic health conditions. Recent nutrition promotion efforts in Australian primary schools have mainly focused on canteen guideline compliance and obesity prevention interventions. The aim of this study was to investigate the primary school food environment, specifically, allocated lunch eating duration and the governance of children's lunch breaks. Parents (n = 402) and teachers (n = 123) were asked via an online survey, about school allocated lunch eating duration and its adequacy. Respondents were asked about the supervision, monitoring and feedback of children's lunches, as well as how they felt about these practices. Parents (n = 308) and teachers (n = 102) also responded to the open-ended question "What could be done to improve the school food environment at your school?". Ten minutes was the allocated lunch eating duration reported by most parents and teachers and 58% of those parents and 30% of those teachers rated this as inadequate. Increasing the allocated lunch eating duration was frequently cited as a way to improve the school food environment. A similar proportion of parents and teachers agreed with teachers monitoring food intake, not providing feedback on food brought to school, and that parents should decide what children eat. More parents (44%) than teachers (23%) believed that teachers should eat their own lunch with the children. These findings provide an insight into the primary school lunch environment and the views of two key stakeholder groups. School food policies should consider these findings in future revisions, particularly with regards to eating times.
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Affiliation(s)
- Melissa Burton
- Deakin University, School of Exercise and Nutrition Sciences, Geelong, Australia.
| | - Julie Maree Wood
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Alison O Booth
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Anthony Worsley
- Deakin University, School of Exercise and Nutrition Sciences, Geelong, Australia
| | - Christel Larsson
- Department of Food and Nutrition and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - Claire Margerison
- Deakin University, Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Geelong, Australia
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Aydin G, Margerison C, Worsley A, Booth A. Essential food and nutrition knowledge and skills for primary school children: Australian parents' opinions. HEALTH EDUCATION 2021. [DOI: 10.1108/he-09-2021-0131] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis paper examines the views of Australian primary school parents regarding the food and nutrition education (FNE) curriculum. Associations with personal values (Universalism and Hedonism) and demographic measures were also explored.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021. Parents rated the importance of 17 FNE topics. They were also asked about their support for six curriculum improvements and to state their own improvement suggestions.FindingsParents viewed the “Effect of food on health” and “Food hygiene” as the most important topics. Three FNE components were derived: (1) food safety and preparation, (2) health and nutrition information, (3) food origins and environmental sustainability. The “Food safety and preparation” component score was associated with both universalism-nature and hedonism values but negatively associated with parental education. The “Health and nutrition information” component score was associated with universalism-nature value and main language spoken at home. Lastly, the “Food origins and environmental sustainability” component score was associated with universalism-nature value. The two personal values, universalism-nature and hedonism, were more strongly associated with parents' views of curriculum topics than parental demographic characteristics. Parents had several criticisms of current FNE, including school food environments not resonating with FNE taught in the classroom and that FNE might increase the risk of eating disorders. They also suggested that the FNE curriculum should support both parents and teachers by providing relevant resources and training.Originality/valueAustralian parents' views of the importance of FNE topics and how to improve FNE in primary schools have been under-examined.
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Liz Martins M, Rodrigues SSP, Cunha LM, Rocha A. Factors influencing food waste during lunch of fourth-grade school children. WASTE MANAGEMENT (NEW YORK, N.Y.) 2020; 113:439-446. [PMID: 32599349 DOI: 10.1016/j.wasman.2020.06.023] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 06/03/2020] [Accepted: 06/17/2020] [Indexed: 06/11/2023]
Abstract
This study aims to explore the factors that influence plate waste at lunches served in primary schools. Data was collected for all fourth-grade children attending 21 primary schools from the city of Porto (Portugal) (n = 463). Plate waste was evaluated by the weighing method and factors influencing plate waste were collected by observation of menu and canteen characteristics and through the application of a questionnaire to children aiming to evaluate factors related to preferences and dietary patterns. Logistic regression was performed to identify predictors of plate waste. It was observed that fish menus and composed dishes showed a higher tendency for increased plate waste. However, this effect was not observed when adjusted for other variables. Soups without pulses and blended soups were less likely to be discarded by children. The presence of the teacher during meals and the possibility for children to leave the canteen whenever they wish, protected both the main dish and the soup from being wasted. A higher number of children in the canteen was associated with increased soup waste. As expected, children more pleased with the sensory characteristics of the main dish and soup were less likely to waste food. Children who consumed high-saturated fat content mid-morning snacks were more likely to waste soup. The main factors associated with plate waste were related to the presence of teachers during the mealtime, school meal policies and the meals' sensory characteristics. Additionally, soup waste was determined by its composition, mid-morning snacks and the number of children in the canteen.
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Affiliation(s)
- Margarida Liz Martins
- Faculty of Food Sciences and Nutrition, University of Porto, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal; University of Trás-Os-Montes e Alto Douro, Quinta de Prados, 5000-801 Vila Real, Portugal; Universidade Católica Portuguesa, CBQF - Centro de Biotecnologia e Química Fina - Laboratório Associado, Escola Superior de Biotecnologia, Rua Diogo Botelho 1327, 4169-005 Porto, Portugal; GreenUPorto - Sustainable Agrifood Production Research Centre, Campus de Vairão - Edifício de Ciências Agrárias (FCV2), Rua da Agrária, 747, 4485-646 Vairão, Portugal.
| | - Sara S P Rodrigues
- Faculty of Food Sciences and Nutrition, University of Porto, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal; Epidemiology Research Unit, Institute of Public Health, University of Porto (EPIUnit), Portugal.
| | - Luís M Cunha
- DGAOT, Faculty of Sciences, University of Porto, Rua do Campo Alegre, s/n, 4169-007 Porto, Portugal; GreenUPorto - Sustainable Agrifood Production Research Centre, Campus de Vairão - Edifício de Ciências Agrárias (FCV2), Rua da Agrária, 747, 4485-646 Vairão, Portugal.
| | - Ada Rocha
- Faculty of Food Sciences and Nutrition, University of Porto, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal; GreenUPorto - Sustainable Agrifood Production Research Centre, Campus de Vairão - Edifício de Ciências Agrárias (FCV2), Rua da Agrária, 747, 4485-646 Vairão, Portugal; LAQV-Requimte - University of Porto, 4051-401 Porto, Portugal.
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Wallace R, Lombardi K, De Backer C, Costello L, Devine A. Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services. Nutrients 2020; 12:nu12010229. [PMID: 31963185 PMCID: PMC7019312 DOI: 10.3390/nu12010229] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2019] [Revised: 01/10/2020] [Accepted: 01/15/2020] [Indexed: 11/16/2022] Open
Abstract
Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children's social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader 'Supporting Nutrition for Australian Childcare' (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia's future generations.
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Affiliation(s)
- Ruth Wallace
- School of Medical & Health Sciences, Edith Cowan University, Perth, WA 6027, Australia; (L.C.); (A.D.)
- Correspondence: ; Tel.: +61-863-042-731
| | | | - Charlotte De Backer
- Department of Communication Studies, University of Antwerp, 2000 Antwerpen, Antwerp, Belgium;
| | - Leesa Costello
- School of Medical & Health Sciences, Edith Cowan University, Perth, WA 6027, Australia; (L.C.); (A.D.)
| | - Amanda Devine
- School of Medical & Health Sciences, Edith Cowan University, Perth, WA 6027, Australia; (L.C.); (A.D.)
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Alfaro B, Rios Y, Arranz S, Varela P. Understanding children's healthiness and hedonic perception of school meals via structured sorting. Appetite 2020; 144:104466. [DOI: 10.1016/j.appet.2019.104466] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Revised: 08/27/2019] [Accepted: 09/19/2019] [Indexed: 10/26/2022]
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Comparisons of school and home-packed lunches for fruit and vegetable dietary behaviours among school-aged youths. Public Health Nutr 2019; 22:1850-1857. [PMID: 30803460 DOI: 10.1017/s136898001900017x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
OBJECTIVE School-based interventions and policies encourage youths to include and consume fruits and vegetables at lunchtime via school lunches, but limited research has examined how these behaviours compare when youths have home-packed lunches. The objective of the present study was to compare fruit and vegetable contents and consumption among students having school or home-packed lunches over the school week. DESIGN Participants were observed over five consecutive days at school lunchtime. Trained analysts estimated students' lunchtime fruit and vegetable contents and consumption using digital imaging. Mixed models examined associations between fruit and vegetable dietary behaviours and lunch source (school v. home-packed), controlling for student gender, grade and school. SETTING Three elementary schools in northern California, USA.ParticipantsFourth-, fifth- and sixth-grade students (nchildren 315; nobservations 1421). RESULTS Students were significantly less likely to have and to consume fruits and vegetables (all P<0·05) when having home-packed lunches, compared with when having school lunches. Among those who did have or did consume these foods, having a home-packed lunch was associated with consuming significantly less fruit (P<0·05) but no differences for other dietary outcomes. CONCLUSIONS The study adds to a growing body of literature indicating shortfalls in fruit and vegetable contents and consumption associated with having a home-packed lunch, relative to having a school lunch. Findings suggest that school-based interventions, particularly when targeting home-packed lunches, should focus on whether or not these foods are included and consumed, with less emphasis on quantities.
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BREDA LS, BELUSSO AC, NOGUEIRA BA, CAMARGO GH, MITTERER-DALTOÉ ML. Acceptance of fish hamburgers in school meals in the Southwest Region of Paraná, Brazil. FOOD SCIENCE AND TECHNOLOGY 2017. [DOI: 10.1590/1678-457x.34016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Abstract
Purpose
The purpose of this paper is twofold: first, to explore to what extent teachers eat together with pupils during school lunches and their attitudes toward using these lunches to reach the educational goals stated in the Swedish compulsory school curriculum; and second, to study to what degree teachers see themselves and school meal personnel as role models during school lunches.
Design/methodology/approach
A questionnaire was completed by 3,629 teachers in Swedish schools.
Findings
In total, 90 percent of the teachers ate lunch together with the pupils one or more days per week. The majority reported that meals were fully (54 percent), or partially (40 percent) subsidized when they were eating with pupils. In total, 72 percent thought that school lunches should be considered part of the school’s educational activities while 28 percent thought that it should be a time to get a break from educational activities. Most teachers thought that school lunches could be useful for learning about the issues of food waste and healthy eating while there were more diverse views on using lunches for learning about fundamental values. A majority of the teachers considered themselves to be role models in the school meal situation.
Practical implications
The authors suggest that the educational component of the school meal per se should be regulated in the Educational Act together with guidelines from the Swedish National Agency for Education.
Originality/value
This study is unique since it covers a previously little studied area; teachers’ attitudes toward using the school lunch situation for educational purposes.
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Dev DA, Carraway-Stage V, Schober DJ, McBride BA, Kok CM, Ramsay S. Implementing the Academy of Nutrition and Dietetics Benchmarks for Nutrition Education for Children: Child-Care Providers' Perspectives. J Acad Nutr Diet 2017; 117:1963-1971.e2. [PMID: 28844891 DOI: 10.1016/j.jand.2017.07.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2016] [Accepted: 07/05/2017] [Indexed: 10/19/2022]
Abstract
BACKGROUND National childhood obesity prevention policies recommend that child-care providers educate young children about nutrition to improve their nutrition knowledge and eating habits. Yet, the provision of nutrition education (NE) to children in child-care settings is limited. OBJECTIVE Using the 2011 Academy of Nutrition and Dietetics benchmarks for NE in child care as a guiding framework, researchers assessed child-care providers' perspectives regarding delivery of NE through books, posters, mealtime conversations, hands-on learning, and sensory exploration of foods to young children (aged 2 to 5 years). DESIGN Using a qualitative design (realist method), individual, semistructured interviews were conducted until saturation was reached. PARTICIPANTS/SETTING The study was conducted during 2012-2013 and used purposive sampling to select providers. Final sample included 18 providers employed full-time in Head Start or state-licensed center-based child-care programs in Central Illinois. MAIN OUTCOME MEASURE Child-care providers' perspectives regarding implementation of NE. STATISTICAL ANALYSES PERFORMED Thematic analysis to derive themes using NVivo software. RESULTS Three overarching themes emerged, including providers' motivators, barriers, and facilitators for delivering NE to children. Motivators for delivering NE included that NE encourages children to try new foods, NE improves children's knowledge of healthy and unhealthy foods, and NE is consistent with children's tendency for exploration. Barriers for delivering NE included that limited funding and resources for hands-on experiences and restrictive policies. Facilitators for delivering NE included providers obtain access to feasible, low-cost resources and community partners, providers work around restrictive policies to accommodate NE, and mealtime conversations are a feasible avenue to deliver NE. Providers integrated mealtime conversations with NE concepts such as food-based sensory exploration and health benefits of foods. CONCLUSIONS Present study findings offer insights regarding providers' perspectives on implementing NE in child care. Drawing from these perspectives, registered dietitian nutritionists can train providers about the importance of NE for encouraging healthy eating in children, integrating NE with mealtime conversations, and practicing low-cost, hands-on NE activities that meet the food safety standards for state licensing. Such strategies may improve providers' ability to deliver NE in child-care settings.
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Preschool and School Meal Policies: An Overview of What We Know about Regulation, Implementation, and Impact on Diet in the UK, Sweden, and Australia. Nutrients 2017; 9:nu9070736. [PMID: 28696403 PMCID: PMC5537850 DOI: 10.3390/nu9070736] [Citation(s) in RCA: 72] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2017] [Revised: 06/29/2017] [Accepted: 07/03/2017] [Indexed: 01/08/2023] Open
Abstract
School meals make significant contributions to healthy dietary behaviour, at a time when eating habits and food preferences are being formed. We provide an overview of the approaches to the provision, regulation, and improvement of preschool and primary school meals in the UK, Sweden, and Australia, three countries which vary in their degree of centralisation and regulation of school meals. Sweden has a centralised approach; all children receive free meals, and a pedagogical approach to meals is encouraged. Legislation demands that meals are nutritious. The UK system is varied and decentralised. Meals in most primary schools are regulated by food-based standards, but preschool-specific meal standards only exist in Scotland. The UK uses food groups (starchy foods, fruit and vegetables, proteins and dairy) in a healthy plate approach. Australian States and Territories all employ guidelines for school canteen food, predominantly using a "traffic light" approach outlining recommended and discouraged foods; however, most children bring food from home and are not covered by this guidance. The preschool standards state that food provided should be nutritious. We find that action is often lacking in the preschool years, and suggest that consistent policies, strong incentives for compliance, systematic monitoring, and an acknowledgement of the broader school eating environment (including home provided food) would be beneficial.
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The rural school meal as a site for learning about food. Appetite 2017; 117:29-39. [PMID: 28601679 DOI: 10.1016/j.appet.2017.05.055] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2016] [Revised: 03/31/2017] [Accepted: 05/30/2017] [Indexed: 11/27/2022]
Abstract
The aim of the article is to contribute to the understanding of the school meal as a site for learning about food, nutrition and the wider determinants of health in three small rural schools of Ecuador. Based on a year-long qualitative fieldwork, the multiple case study associates Vygotsky's sociocultural theory of learning with Noddings' theory of care to analyze the findings. In the study, elements of care in the relationships between children and adults seemed to promote dialogue and, in this way, adults were able to model what is required to care for others and oneself. This entails that a focus solely on food or limitations on social interaction during the school meal may reduce its learning opportunities. The study concurs with the research that the food is better received when it is more aligned with the students' expectations. In addition, the findings support the view that rural school meal programs should address the views of parents and teachers because of their influence on how the meal is prepared and provided. The article proposes that schools work within a flexible framework emphasizing attention to the caring aspects of the meal, as a means to develop this dimension of the school meal. The study also contends that a collaborative reshaping of conditions formally set by school food policy is consistent with a critical approach to food and nutrition. In connection with this, the study concludes by highlighting the value of revisiting Noddings' perspective of care as deriving from the practice of opening up and meeting the other.
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Abstract
AbstractObjectiveTo determine and compare the effect of two interventions in reducing the plate waste of school lunches.DesignA between-group analysis was conducted among children from three primary schools: (i) a group receiving intervention A, designed for children and focusing on nutrition education and food waste; (ii) a group receiving intervention B, intended for teachers and focusing on the causes and consequences of food waste; and (iii) a control group with no intervention. For each child, physical weighing of individual meals and leftovers was performed on three non-consecutive weeks at baseline (T0), 1 week (T1, short term) and 3 months (T2, medium term) following the intervention. Plate waste was recorded for a total of 1742 lunches during 14 d over eight different menus.SettingPortuguese public primary schools in the city of Porto.SubjectsAll fourth-grade children (n 212) attending the three preselected schools.ResultsAfter intervention A focusing on nutrition education designed for children, a decrease in soup waste was observed compared with the control group. The effect was greater at T1 (−11·9 (se 2·8) %; P<0·001) than at T2 (−5·8 (se 4·4) %; P=0·103). The plate waste of identical main dishes decreased strongly at T1 (−33·9 (se 4·8) %; P<0·001). However, this effect was not found at T2 (−13·7 (se 3·2) %; P<0·001). After intervention B involving teachers, plate waste decreased at T2 (−5·5 (se 1·9) % for soup; −5·4 (se 2·4) % for identical main dishes).ConclusionsNutrition education designed for children was more effective in the short than the medium term. Thus, this kind of intervention was not effective in reducing food waste in the medium term. In contrast, an intervention focusing on teachers revealed better results in the medium term than in the short term.
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Chapman-Novakofski K. Am I a social, evasive, or educating parent? JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2013; 45:385. [PMID: 24018113 DOI: 10.1016/j.jneb.2013.07.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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