Wow! They really like celeriac! Kindergarten teachers' experiences of an intervention to increase 1-year-olds' acceptance of vegetables

Abstract Exposure to varied foods in early life is important for short- and long-term health and development. Strategically introducing toddlers to new vegetables is not a common practice in Norwegian kindergartens. Therefore, we developed, conducted, and evaluated a web-based cluster randomised kindergarten intervention, Pre-schoolers’ Food Courage 2.0. The purpose of the current qualitative study was to explore kindergarten teachers' experience of implementing this intervention and what they thought facilitated the positive impact of the intervention reported in the quantitative evaluation. Ten individual telephonic interviews with kindergarten teachers who took part in the intervention s…

Impact of Adizes’ Team Roles on Collaboration, Disagreements and Success in Student Enterprises – Teamwork Pedagogy in Higher Education

Staff feeding practices, food neophobia, and educational level in early education and care settings: A cross-sectional study

Feeding practices in early childhood education and care (ECEC) settings are important for the development of healthy eating habits early in life. However, there is limited research on feeding practices among ECEC staff working with infants and toddlers, and how these practices relate to staff education. This study assessed the feeding practices, level of food neophobia, and participation in shared meals among ECEC staff, and examined whether there were differences in feeding practices related to education and shared meals. Furthermore, we explored the association between food neophobia levels among ECEC staff and their respective feeding practices in ECEC. In total, 130 ECEC teachers and ot…

Rammefaktorenes påvirkning for gjennomføring av skolelunsj i norske skoler

Over the course of 1st to 10th grade, every school student will consume nearly 2,000 lunches, and how schools plan this meal can be of great importance to the students. This chapter addresses various factors related to planning and providing the daily lunch meal in Norwegian school with the research question: Which promotive and inhibitive framework factors influence the implementation of school lunch in Norwegian primary and lower secondary school? Physical factors such as kitchen equipment, kitchens and dining rooms are important for the success of food and meals in school, depending on the type of school meal provision plan. Resource factors, such as staffing, and organizational factors …

“It is really just brilliant to get credits for something that is so important to you!” Skills for Life: University students’ perceptions of a planned dietary life skills course

Objective Universities have a role in educating and empowering students to become healthy and literate citizens of the 21st century society. The aim of this study was to explore university students’ perceptions regarding the relevance and utility of a planned dietary life skills course. Design Qualitative design including focus group discussions. Setting A Norwegian university with participating undergraduate students from seven different disciplines. Method Data collection included 13 semi-structured focus group discussions involving 57 university students (35 women and 22 men aged 18–38 years). The focus group discussions were recorded and transcribed verbatim. To ensure in-depth knowled…