Traces of sustainability in food practices in a Norwegian kindergarten

The study investigates how sustainability is integrated into food practices in a Norwegian kindergarten. The research addresses four dimensions of sustainability: ecological, economic, social/cultural, and sound governance. The study looks at how these aspects are expressed through menu planning, meal organisation and child participation. The purpose is to understand how conscious food choices can promote sustainability in kindergarten contexts, and how children can act as agents of change.

The results show that kindergarten consciously integrated sustainability into food practices. The menu was varied with a focus on plant-based food and reduced meat consumption, which reduced environmental impact. An emphasis was also placed on reducing food waste through portion control and reuse of food leftovers. Economic sustainability was achieved by keeping costs down without compromising food quality. The children actively participated in menu decisions through a mailbox where they could submit food wishes, and older children served as role models for the younger ones. The researchers behind the study believe the results show that consciously planned meals can serve as an arena for teaching children sustainable eating habits that may influence their lives outside of kindergarten.

The data material consists of semi-structured interviews and observations in a Norwegian kindergarten. Six staff members, including two pedagogical leaders, one assistant, the cook, and the kindergarten coordinator, were interviewed about meal organisation and the children’s eating habits. In addition, one week of observation was carried out during meals, focusing on mealtime environment, organisation and children’s eating behaviour. The children who were observed came from two departments involving a total of 36 children aged three to five years.

Ciren, B., Hu, A., Aadland, E. K., & Wergedahl, H. (2023). Traces of sustainability in food practices in a Norwegian kindergarten. Nordisk barnehageforskning, 19(3), 85–103.