Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal

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.     

The impact of lifestyles and food knowledge on the food patterns of German children

The German youth is relatively well informed about healthy eating, but does not act in accordance with this knowledge. It is also known from empirical studies that there is an association between lifestyles, food knowledge and the eating patterns of older teenagers. However, is there a similar correlation in regard to younger children? This article shows results of a study addressing this issue by empirically investigating leisure time activities, food intake and food knowledge. The study conducted with 907 children, on average 12 years old, out of an urban region in northwest Germany using a written questionnaire, implies that food patterns and food knowledge have to be improved because they are – on average – only marginally acceptable. On this level, they are not in line with a healthy future. For the first time in Germany, food patterns and food knowledge of seventh grade pupils were analysed in relation to their lifestyles. The study revealed four lifestyles. One family‐oriented lifestyle and three non‐family oriented lifestyles: outdoor and sociable youth, culture‐oriented youth, and multimedia kids. The family‐oriented lifestyle influences the children's food patterns in a positive way; the three found non‐family‐oriented lifestyles lead to less preferable food patterns. The results imply that there is a phase of unhealthy food patterns at the beginning of the second life decade, which seems to be linked to the detachment from the parents and the gained independency, expressed by the first self‐chosen lifestyles. As lifestyles have such a vital influence on healthy eating, and family is no longer the place where children get their everyday competencies, school has to enable pupils to make healthier food and lifestyle choices.     

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.     

The golden age of protein: an initial teacher training perspective on the biological role of proteins in our everyday lives

We make use of proteins in all aspects of our daily lives from biological washing powders to soft‐centred sweets, yet their fundamental role in our diet is often misunderstood. This paper draws on the findings of a three‐phase research project into Initial Teacher Trainee's perception of food and eating, where students demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. More than 50% of the students thought that protein was a primary source of energy and were confused about the relationship between proteins, amino acids and nitrogen, and the role of DNA in synthesizing proteins. These misconceptions were often translated into practice in the diet the students consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the students were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and lifestyle is explored in secondary schools within Food Technology lessons. However, it is often too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the recommendation that we should reconsider how nutrition education is delivered in schools, especially at a primary level: emphasizing the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with proteins featuring centre‐stage.     

The golden age of protein: initial teacher trainee's perception of food and eating

We make use of proteins in all aspects of our daily lives from soft‐centred sweets to biological washing powders, yet we often misunderstand their fundamental role in our diet. This paper will draw on the findings of a three‐phase research project into initial teacher trainee's perception of food and eating. Trainees demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. Examples included the role of proteins as an energy source, the relationship between proteins, amino acids and nitrogen and the role of DNA in synthesising proteins. These misconceptions were often translated into practice in the diet the trainees consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the trainees were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and exercise/circumstance is explored in secondary schools within food technology lessons. Often, however, it is too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the firm recommendation that we should reconsider the dietary messages we are sending out either directly or indirectly, to children. It emphasises the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with the protein featuring centre‐stage.     

A content analysis of television food advertising to children: comparing low and general‐nutrition food

Television food advertisements targeted at children were content analysed. Data were collected on four major children's cable television channels in the United States aired during the hours of 3 p.m. to 7 p.m. over the period of 23 August to 5 September 2012. Based on the Elaboration Likelihood Model of persuasion, the study identified a variety of persuasive appeals with central and peripheral cues in the child‐targeted food commercials. Further, it investigated how the central and peripheral cues in the appeals were differently associated with low‐nutrition and general‐nutrition food commercials. Overall, the findings showed that general‐nutrition food commercials used persuasive appeals with central cues more frequently than low‐nutrition food commercials. Theoretical, practical and regulatory implications are discussed.     

Exploring the link between obesity and advertising in New Zealand

This paper reviews the debate on the causes and potential solutions to growing obesity and whether there is a proven correlation with advertising, particularly among children. The paper first considers this debate from the context of the burgeoning literature on this topic. The findings from an empirical study with parents of primary‐age children in New Zealand are then presented. However, any kind of proposed relationship between obesity and advertising tends to be as much emotive as evidential, with for‐and‐against camps lined up to defend entrenched positions. However, it does seem fair to argue that, while advertising does present a problem in relation to food selection choice, many other issues, such as peer pressure, quality of life, in‐school food services, nearby retail outlets and social class criteria, exacerbate the problem. Thus, easy solutions based on insufficient evidence that have failed to substantiate causal effects between advertising (ostensibly) directed at children and nutrition can be seen as inequitable and, thus, ineffective in their intended aims. Although here the paper considers the problem from a New Zealand perspective, the findings may have implications for research elsewhere in the world.     

Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming,growing and healthy eating

This paper reports on two case study examples of schools identified from Gloucestershire primary schools as showing particularly good practice in developing the concept of a Health Promoting School. The schools were selected from research projects linked to the Growing Schools programme for promoting children's understanding of food production and consumption, and the Gloucestershire Food Strategy for promoting healthy eating patterns in school children. Examples of curriculum development and associated pedagogy, school organization for democratic involvement of all its participants, and practical changes in the provision of eating choices are presented. These illustrate how integration of critical thinking and changes to the schools' provision of choices for healthy eating patterns can influence children's understanding and behaviour towards diet and health. The key factors that influenced such changes in the schools are identified as: clear leadership with vision from the head teacher, community involvement, ownership of processes of change by all participants, critical thinking as a focus for processes of learning; integrated practice to link experience and understanding, and the school acting as a model for good practice in health and environmental matters.     

Development of TV advertising literacy in children

This study investigates the role of physical appearance (body mass index (BMI), body shapeperception, self-esteem) and variables related to eating habits (food choice, critical attitude towards food, parents’ attitude towards food) in the development of advertising literacy in children focusing on food advertising. Based on the concept of self-esteem and the theory of cognitive dissonance, a research model is developed and tested in an empirical study with 249children aged 7 to 11. Using PLS path modelling, self-esteem and critical attitude towards food are identified as factors influencing advertising literacy directly. Self-esteem is significantly influenced by children’s BMI and body shape perception, while critical attitude is determined by children’s food choices and children’s perception of their parents’ attitude towards food. Evidence was found that the influence of body shape perception on advertising literacy is fully mediated by self-esteem. The results link variables related to physical appearance and eating habits to how children deal with advertising. Implications for academic research and public policy are discussed, and the study raises issues for children’s advertising literacy support and training.     

Why Do We Read On‐Pack Nutrition Information so Differently? A Typology of Reading Heuristics Based on Food Consumption Goals

While prior research has extensively studied nutrition labeling use and consumer errors of judgment in the nutrition evaluation process, less attention has been paid to the consumer motivations that simplify the reading of on‐pack nutrition information. To address this gap, this study examines how food consumption goals affect consumer reading of this information. On the basis of a qualitative study, eight food consumption goals have been identified and classified into four types of motivations which impact reading behaviors: “Food Optimization,” “Food Regulation,” “Food Gratification,” and “Food as Mere Necessity.” From this typology, we derive eight on‐pack nutrition information reading heuristics as well as specific inference biases resulting from these simplifying reading strategies. This research also provides guidelines for policymakers so that nutritional messages given to consumers will be more targeted in order to promote better reading of on‐pack nutrition information at the point of sales.     

Food choice,nutrition education and parental influence on British and Korean primary school children

The nutritional status of children can influence their health and the risk factors for developing chronic diseases later in life. Korea is unique in that it is relatively westernized and yet maintains much of the traditional foods and cooking methods. Effective nutrition education should help children to choose a healthy diet through the establishment of positive dietary practices and habits. The main purpose of this research is to compare awareness towards nutrition education between primary schools in the UK and Korea and nutritional knowledge that children and parents have in these countries. Dietary and healthy eating knowledge data were collected by a questionnaire as part of a case study comparison using one primary school in Manchester, UK, and one in Seoul, Korea. A total of 171 primary school children and 124 parents of the children were recruited. The results indicated that children and parents appeared to be aware of the importance of limiting fat, sodium and sugar intakes, and requiring non‐starch polysaccharide (NSP). However, in the case of some foods they did not have satisfactory nutritional knowledge of which foods were high in fat, salt, sugar and NSP. British children had a better understanding of the health implication of fat than Korean children, whereas more Korean children considered excessive salt intake harmful than British children. There seemed to be differences in dietary pattern and familiarity with food between the two countries. Children identified parents as the main source of nutritional information. Therefore, parents as well as children need to learn about nutrition in order to give appropriate information or advice to improve the diets of their children. Children preferred exciting, fun, positive and a practical approach to learning about nutrition, such as computer packages and cookery classes. Parents wanted schools to give their children more information about nutrition. This research has shown that nutrition education in schools should be concerned not only to provide nutritional knowledge but also to encourage children to choose healthy food by redesigning nutrition education and school meals.     

THE CONSUMER FOOD AND NUTRITION KNOWLEDGE OF PROSPECTIVE TEACHERS

Over 4000 prospective secondary and elementary teachers were tested in a national study to determine their knowledge of fourteen consumer subject areas. In the area of consumer food and nutrition knowledge the prospective teachers achieved only 48%. This area of consumer food and nutrition was found to be a critical weakness of prospective teachers relative to their performance in the other consumer subject areas. Prospective home economics and agriculture teachers scored higher than other majors on the food and nutrition questions but still revealed a poor cognitive grasp of the subject. Because of their impact on children's attitudes toward food and their eating patterns, prospective teachers need to be knowledgeable about food concepts. This study has implications for educators and college curriculum committees concerning the need for college level courses which deal with food and nutrition concepts.     

Comparison of attitudes towards school lunch by elementary school children in Japan,Korea and Thailand

The attitudes of elementary school children towards school lunch among three Asian countries, namely Japan, Korea and Thailand, were compared. More school children in Japan felt that their teachers gave them advice during the school lunch programme. Japanese and Korean teachers advised their children to eat as much as possible of the lunch. Korean children may be a little more obedient with regard to heeding the advice. However, few teachers in Thailand gave the children advice over eating lunch, and the Thai children looked forward to and enjoyed the school lunch. The different responses between Thailand and other two countries may be attributed in part to the differences in the teachers' instruction in the programme. Elementary school teachers, especially in Thailand and Korea, have to take more classes in food and nutrition in universities or colleges, and positively take part in the school lunch programme.     

Sustainable consumption in Vietnam: an explorative study among the urban middle class

The middle class of Vietnam is growing and so is their consumption, especially in urban areas. This is due to the effects of rapid economic growth, industrialization and increasing wealth in combination with a young, growing population. This paper aims to understand current consumption patterns and consumption categories that can provide a start for sustainable lifestyles among the Vietnamese middle class. Data was collected in the capital Hanoi, in the north of Vietnam. The current level of awareness, knowledge and attitude was explored on five specific consumption topics: energy, transport, water, waste, and food. A combination of quantitative and qualitative data was collected: 5 focus groups, 5 in‐depth interviews and a survey among 158 Vietnamese urban middle class consumers. The results are discussed according to the MOA model that explains behaviour as a function of three components: Motivation, Opportunity and Ability. The research concludes that awareness and knowledge of the urban middle class in Vietnam on sustainable consumption is generally low. However, the motivation to live healthy lifestyles and protect the planet for their future generations is rather high. In order to support more sustainable lifestyles, the awareness of environmental issues needs to be increased; knowledge needs to be made available and accessible (ability); and role models need to set an example for the urban middle class of Vietnam. Furthermore, health in combination with food is the most important reason for people to pursue a sustainable lifestyle (motivation) and the need to change was expressed. However, a general distrust towards business and governmental actors was also found. Therefore, opportunities for bottom‐up initiatives for sustainable food consumption must be explored in the future. This could support in engaging the middle class of Vietnam in sustainable lifestyles.     

Understanding consumers' perspectives on food labelling in India

This study aims at identifying the factors influencing consumers' perception on food labelling and its impact on food purchase decision making, through personal interviews of 631 respondents using a structured questionnaire. To analyse the consumers' perceptions on food labelling, factor analysis has been carried out to identify the underlying dimensions among a set of food labelling attributes using the principal component analysis. Based on factor analysis, four sets of components/factors have emerged, that is, (i) serving method; (ii) quality and nutrition; (iii) production and storage; and (iv) product identification, which explain 66.271% of the variance. Logit regression analysis indicates that among the socio‐demographic indicators, the estimated coefficients for gender, education, income and location of residence are statistically significant. Similarly, information on quality and nutrition, production and storage processes, and basic information of the product is found to be significant, implying that these factors are more likely to influence the use of food labels in making informed purchase decisions by the consumers. The findings of the study give practical insights on food labelling issues for the food processors and policy makers.     

Consumer Skepticism of Claims in Food Ads vs. on Food Labels: An Exploration of Differences and Antecedents

Considerable evidence shows that consumers are skeptical of advertising, that is, have a tendency to doubt the truth of advertising claims. The main focus of our paper is to explore, in the context of food products, whether this typically high level of skepticism is also exhibited for product labels. In addition, we look at consumer skepticism associated with health claims in food ads and labels as well as with the Nutrition Facts Panel on food packages. Finally, we examine some individual difference factors that might influence consumer skepticism. We report the results of a large‐scale survey designed to explore these issues, and we discuss the implications of our findings for public policy and future research.     

Educational quality as perceived by the actors involved: reflections based on a study in the Environmental Sciences course

Training professionals for the new 21st century requires universities to make major changes in their conception of teaching, which, through the active, committed participation of teachers and students, will lead to the building and developing of the competencies needed by students for them to perform efficiently, ethically and with social commitment in their future jobs. The participation of teachers and students and their commitment to quality in the teacher training process are essential elements in the search for alternative ways to enhance university teaching. This article discusses the teacher training experiences had by the author in the ICE of Madrid Polytechnic University with the inclusion of data from a study undertaken on the Environmental Sciences course of this university where teachers, students and postgraduates’ perception of the quality of their vocational training at university is an important starting point for the design of strategies aimed at enhancing the quality of teaching.     

Do Finnish home economics and health education textbooks promote constructivist learning in nutrition education?

In Finnish secondary schools, nutrition education is integrated mainly in home economics and health education lessons. The aim of this research was to describe the content and pedagogical style in food‐ and nutrition‐related texts in secondary school textbooks. Textbooks are important learning tools in education in so far as they reflect current pedagogical thinking and the objectives set in the national core curriculum. The study data consisted commonly used home economics (n = 4) and health education (n = 3) textbooks. Nutrition contents of the textbooks were compatible with the national core curriculum. The scope of nutrition education in health education textbooks was health centred, whereas home economics textbooks considered also cultural and environmental aspects of nutrition education. All textbooks considered adolescents' current nutrition issues. The pedagogical style was usually participative in exercises and neutral informative in a plain text; however, a considerable amount of text was written on using a persuasive style. Overall, textbook pedagogical style supported the constructivist idea of learning, and textbooks can be a positive agent for change as we strive towards a better nutrition health in children and adolescents.     

Combating deceptive advertisements and labelling on food products – an exploratory study on the perceptions of teachers

People are becoming more health conscious nowadays, but most of them are not able to adopt a lifestyle with adequate physical exercise and a healthier eating pattern. Many attempt to compensate by taking ‘health foods’. Despite the recent economic recession, the functional food market is expanding rapidly in Asian countries. Recent statistics indicate a huge increase in weight loss and functional food product advertising expenditure in Hong Kong and other Asian countries. In a large scale survey conducted by the Hong Kong Consumer Council on advertisements, it was found that 85% of the medicines, health food and therapies sampled contain questionable claims and misleading messages, which was the second most problematic category of the survey. In addition, young people do not understand much about modern food processing, in particular with regard to low energy and functional foods, and they know very little about modern food marketing strategies. The situation is potentially detrimental to consumer welfare, especially to the younger generation. This study was conducted to reflect critically on implications of the issue on the health and well‐being of young people in Hong Kong. Attempts are made to explore directions for designing relevant and effective education programmes to empower young people's abilities in understanding food advertising strategies and making informed decisions on food choice. This paper begins with a critical review of the current situation with regard to Hong Kong. Then, the results of an interview survey and a questionnaire survey on pre‐service and in‐service teachers’ perception towards misleading food advertising and labelling are reported. The situations at schools are defined and problems faced by teachers in providing relevant consumer education programmes to students are identified. Finally, some prospective foci for further investigation of this important issue, with a view to developing students’ critical skills in evaluating claims offered in food advertisements, will be considered.     

What Initiatives Are British Food Retailers Taking to Improve Children’s Health and Nutrition?

Along with food manufacturers, retailers contribute directly to the national diet. While efforts to reformulate private-label products have been assessed, little research considers other voluntary initiatives to impact public health. We explore efforts targeting children’s health and nutrition. Making use of the corporate social responsibility reports of the seven leading retailers from 2006 to 2011, we examine the types of actions, by which retail chains and when. Before 2008, most retailers reported on initiatives promoting children’s nutrition education and physical activity in schools. Since 2009, references to such programs have decreased, with a shift toward child wellness. We find that retailers differ in approaches and commitment. Those with larger market shares mention initiatives more frequently. Most activities are related to nutrition education, developing cooking skills, and promotion of physical activity and not product reformulation. Our research suggests these efforts are not coordinated, might be misplaced, and do not persist over time.