Food practices and risk constructions in Norwegian and French kindergartens

Author
Greve, A., Garnier, P., Ulvik, O. S., Øien, I., Chantseva, V., Fallang, B., Gulbrandsen, L. M. & Rayna, S.
Source
European Early Childhood Education Research Journal, 27(4):494-505.
Year
2019

Purpose

The study analyses and compares meal practices in Norwegian and French kindergartens. The researchers compare cultural norms and local practices related to food in kindergartens with a particular focus on ‘risk’ structures. In this study, risks are defined as unforeseen hazards and safety risks. The researchers believe that our modern society is concerned with safety and the future, especially in a kindergarten context. The researchers claim that food plays a central role, especially with regard to the children’s future and the importance of introducing good eating habits as early as possible. The research question is: How are risk structures in connection with food practices understood, processed and negotiated by kindergarten teachers in Norway and France?

Result

The analysis shows that both Norwegian and French society are concerned with challenges related to obesity and being overweight, and they attach importance to following international recommendations on healthy food for future good health. What were perceived as risky food practices were defined through instructions from the authorities, rather than through the experiences of children, parents and staff. Kindergarten teachers perceived that their role was to adopt an expert attitude towards the children’s parents, where neither the parents’ nor the children’s voices were heard. In the French kindergartens, the chefs were guarantors of healthy meals, while in Norway it was the kindergarten teachers who told the parents what types of food were good for their children. The researchers claim that the parents were deprived of making risk assessments, and therefore the responsibility, regarding what types of food were good for the children. Therefore, they believe that kindergarten is part of a sociopolitical tool that either supports or works against the eating habits the children practice at home. In turn, this can affect children’s understanding of their own culture and ability to be proud of their origins. 

Design

In order to compare practices in these countries, group interviews were conducted with educators from five different kindergartens in Norway and France. In Norway, the sample consisted of employees from two kindergartens in Oslo, a toddler department (1-2 years old) and a department for older children (3-6 years old). The French sample consisted of a day centre (crèche) with children aged two, and two toddler departments (maternelles) in the Paris area. All kindergartens were located in urban areas and were subject to local authorities and national regulation. The researchers made video recordings of everyday food practices in each kindergarten. The recordings were shown to the educators, who reflected on and discussed their own and others’ practices.

References

Greve, A., Garnier, P., Ulvik, O. S., Øien, I., Chantseva, V., Fallang, B., Gulbrandsen, L. M. & Rayna, S. (2019). “Food practices and risk constructions in Norwegian and French kindergartens”. European Early Childhood Education Research Journal, 27(4):494-505.