English
norskExploring seafood socialization in the kindergarten: An intervention’s influence on children’s attitudes
Permanent link
https://hdl.handle.net/10037/10130
Date
2015Type
Journal articleTidsskriftartikkel
Peer reviewed
Abstract
Purpose - This paper aims to enhance understanding of the influence of increased food
availability and social learning in kindergartens on children’s attitudes towards food. In
addition, it discusses questions regarding children and their parent’s attitudes and seafood
consumption at home.
Design/methodology/approach - The study employs a qualitative approach that includes semi structured interviews with twenty-four Norwegian children aged 4–6 years, interviewed in pairs. They represented two public kindergartens. One group attended a seafood intervention and the other did not. The intervention comprised seafood served as lunch twice per week, in addition to various educational activities designed to increase children’s knowledge of seafood.
Findings- Children who attended the seafood intervention used more cognitive associations by describing seafood as healthy. They also expressed more positive attitudes towards seafood compared with the other children. The findings indicate a stronger socialization effect from parents than preschool teachers.
Research limitations/implications- The children proved to have limited cognitive and communicative abilities for participation in semi structured interviews. Future studies should consider older samples and/or methods that are more adapted to their cognitive abilities. Results cannot be generalized due to the relative small sample and performed in one culture.
Social implications- To promote a healthier diet, children’s caregivers and school authorities should make seafood more available. Preschool teachers should be encouraged to eat meals with the children in order to function as positive role models.
Originality/value- The study addresses a currently under-researched issue concerning the influence of kindergartens on children’s food attitudes towards a specific food category.
Design/methodology/approach - The study employs a qualitative approach that includes semi structured interviews with twenty-four Norwegian children aged 4–6 years, interviewed in pairs. They represented two public kindergartens. One group attended a seafood intervention and the other did not. The intervention comprised seafood served as lunch twice per week, in addition to various educational activities designed to increase children’s knowledge of seafood.
Findings- Children who attended the seafood intervention used more cognitive associations by describing seafood as healthy. They also expressed more positive attitudes towards seafood compared with the other children. The findings indicate a stronger socialization effect from parents than preschool teachers.
Research limitations/implications- The children proved to have limited cognitive and communicative abilities for participation in semi structured interviews. Future studies should consider older samples and/or methods that are more adapted to their cognitive abilities. Results cannot be generalized due to the relative small sample and performed in one culture.
Social implications- To promote a healthier diet, children’s caregivers and school authorities should make seafood more available. Preschool teachers should be encouraged to eat meals with the children in order to function as positive role models.
Originality/value- The study addresses a currently under-researched issue concerning the influence of kindergartens on children’s food attitudes towards a specific food category.
Description
This is the accepted manuscript version. Published version available at http://doi.org/10.1108/YC-11-2013-00414