Culture and community: observation of mealtime enactment in early childhood education and care settings

Suzanne Harte,Maryanne Theobald,Stewart G Trost

doi:10.1186/s12966-019-0838-x

Abstract

BackgroundEstablishing healthy eating behaviours in early life has implications for health over the life course. As the majority of Australian children aged five and under regularly attend early childhood education and care (ECEC) services, mealtimes at ECEC settings present opportunities to promote healthy eating behaviors. The purpose of this study was to explore children’s eating behaviours and interactions between peers and educators during mealtimes in ECEC settings, with the aim of constructing a grounded theory of children’s mealtimes in ECEC.MethodsIn-depth qualitative case studies were undertaken at two ECEC centres. Each centre had been assessed as meeting national quality standards and were located in a lower socioeconomic status area. Data collection consisted of direct observation, video recording, written memos, and daily field notes. The analysis included open coding of video recorded mealtimes and field notes resulting in the allocation of initial codes and focused codes. Codes were grouped to form thematic categories and emergent themes. Theoretical sampling was used to identify mealtime interactions exemplifying thematic categories.ResultsData from 47 mealtimes was available. A grounded theory of children’s mealtimes was developed to demonstrate children’s outcomes at mealtimes. Outcomes were represented by five thematic categories: rituals, learning moments, food preference development, socialisation and child agency. Mealtimes offered opportunities for children to construct a community of peers with their educators by sharing information, stories and occasionally their food. Each centre established its own unique culture within mealtimes observed as the children were involved in routines and rituals.ConclusionsMealtimes in ECEC settings are a unique cultural phenomenon co-constructed by the ECEC community of children and educators. The findings highlight the importance of mealtimes as a time for learning and socialization. The routine and rituals of mealtimes provide an opportunity for educators to support the development of healthy food preferences.

Highlights

Establishing healthy eating behaviours in early life has implications for health over the life course
Attendance statistics for early childhood education and care (ECEC) services in Australia show that 71% of 2–3 year olds and 83% of 4–5 year olds attend for an average of 15 h per week [5]
The ECEC setting in Australia is regulated, and ECEC centres are accredited in a process that includes the assessment of seven quality standards encompassing children’s health and wellbeing and the curriculum underpinned by the Early Years Learning Framework [8,9,10]

Summary

Introduction

Establishing healthy eating behaviours in early life has implications for health over the life course. As the majority of Australian children aged five and under regularly attend early childhood education and care (ECEC) services, mealtimes at ECEC settings present opportunities to promote healthy eating behaviors. Children’s early experiences with food and mealtimes are important determinants of eating behaviour over the life course. Despite the importance of nutrition in the early years, the majority of Australian children aged 2 to 5 years fail to meet guidelines for vegetable intake or consumption of discretionary foods [4]. In countries belonging to the Organization for Economic Co-operation and Development (OECD), the majority of children aged 5 years and under attend some form of early childhood education and care (ECEC). ECEC settings are ideally placed to foster a supportive environment for the development of healthy eating behaviors in young children

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