Food

Food

Early childhood education can strengthen children's relationship with food and drink. Some children adore eating and mealtimes are the highlight of their day. Other children have low appetites or eating anxieties and they may be hesitant to try new foods.

NQS and EYLF learning outcomes

The National Quality Standard requires early learning services to promote healthy eating that is appropriate for each child (2.1.3). Children's agency (1.2.3) can be supported by giving children choice in their meals and opportunities to serve and feed themselves.

The Early Years Learning Framework asks children to develop autonomy in areas like serving, feeding, cooking (1.2), and taking increasing responsibility for their own health and physical wellbeing (3.2).

Should children play with food?

Food play is a controversial topic in early childhood education. While playing with food is incredibly beneficial for children's sensory and fine motor development, it can also insult families who cannot afford to buy food. Some educators believe you can't teach children to value food if you also let them play with it.

These are some strategies you may use in your centre:

  • Make an exception for foods that can be reused (e.g. playdough, coloured rice, dried beans). Avoid ingredients that need to be thrown away immediately (e.g. coloured spaghetti).
  • Only use out-of-date products that wouldn't be eaten anyway.
  • Use clay instead of playdough.
  • Cook food instead of playing with it. Children get hands-on with food and have sensory experiences when they follow recipes. Make surplus food so children can take some home.
  • Survey your families and consider the context of your community. Food play doesn't offend everyone.
  • Find support for families living in poverty. Connect them with local services.

Meal times in childcare

Consider how you can make your mealtimes more pleasant. Dining spaces should be cosy, comfortable and calm. Mealtimes should be unrushed and facilitate small-group conversations.

Embrace hygge

The Danish have a concept called "hygge". It usually involves sharing a meal with close friends in a comfortable space. Hygge is about good company, ambience, and enjoying the simple pleasures in life.

Australian early childhood educators can improve their children's meal times by learning about Hygge. Read What do we mean by "hygge"? from Ministry of Foreign Affairs of Denmark.

Build relationships

Educators should sit with children and share meals - not stand over them. This is an opportunity for relationship development through spontaneous conversations. Language occurs organically during meal times.

  • Praise children for trying new foods.
  • Talk about the origin and health benefits of foods.
  • Use descriptive language to talk about the sensations of food: "This potato is so white and creamy!"
  • Talk about your personal experiences with foods and ingredients, including any cultural connections.
  • Remind children in gentle ways how food is valuable: "Cows worked hard to make this milk."

Incorporate other program areas

Meal times can connect with other areas of your program:

  • Ask children if they want fresh herbs from the garden with their lunch.
  • Promote literacy through the use of name tags.
  • Promote maths when setting the table (e.g. "How many plates do we need?")
  • Ask the chef to share the meal with you.
  • Paint and laminate personalised placemats.

Projects about food

The topic of food makes a fantastic ongoing project. There are so many connected topics to explore:

Read an article from CELA about the emergent curriculum that discusses a toddler-room project about coffee. Although the children never even tasted coffee, their project lasted half a year.

The children investigated different types of coffee machines and ground their own beans. They painted with coffee, set up their own dramatic play cafe, and visited the supermarket on an excursion.

Could your children study food in a similar way?

Games about food

Decide if something is edible 

Play a fun game where one educator or child says something, and other children say whether or not it is food. This game can get quite tricky and humorous. Children may disagree on what is food with good reasons!

  • "Can you eat an apple?"
  • "Is a worm food?"
  • "Can you eat a dump truck?"

Family and community connections

  • Hold a social event where families bring in a plate of food from their culture. Everyone shares and tries different foods.
  • Ask families to share recipes of their child’s favourite meals, especially cultural recipes. Make these with the children or add them to your menu.

Events

Discussions

  • How is food stored? 
  • Where is food prepared and served?
  • What tools and appliances are used to prepare food?
  • Where do people buy and sell food?
  • How do our bodies use food?
  • Have you ever eaten in a restaurant?

Reflections

  • Do you expose children to new foods on a regular basis? How do your current practices encourage children to try new foods in a supportive and positive way? Read Introducing new foods to children in education and care services by ACECQA.
  • Are meal times positive experiences for all children? Is there a sense of belonging? How could your tables become more comfortable and beautiful?
  • Have you considered progressive meal times? Should children be interrupted in their play and learning to eat?