Eating together: Staff members' perceptions of a social lunch meal in kindergarten

The study explores kindergarten employees’ perceptions about lunchtime as a social arena in Norwegian kindergartens, especially in light of changes during the COVID-19 pandemic. The study focuses on how different meal arrangements affect the social dynamics between children and employees. The main aim is to understand how lunchtimes can promote interaction and community, as well as how changing guidelines may have affected the social quality of mealtimes.

The results showed that employees perceived served meals as better for social interaction than packed lunches, as served meals created a stronger sense of community around the table. In addition, most employees experienced that meals where children could participate in food preparation enhanced calmness and well-being. During the pandemic, meals involving packed lunches became more common, which several staff members felt reduced interaction and conversations. Furthermore, employees pointed out that they had more time for the children when they did not have to fetch or prepare food during the meal. The study concludes that meals in kindergarten can strengthen a sense of community, but that this depends on how the meals are organised and whether staff have the opportunity to sit with the children in a calm environment.

The data collection was carried out using a questionnaire that was distributed electronically to employees in kindergartens throughout Norway. Respondents were encouraged to express their thoughts about lunchtimes and specifically comment on their experiences before and after the COVID-19 pandemic. The questionnaire included both closed-ended and open-ended questions, and the analysis was conducted using qualitative software to identify topics and categories related to social aspects of lunchtime.

Wergedahl, H. (2024). Eating together: Staff members' perceptions of a social lunch meal in kindergarten. I Eating Together in the Twenty-first Century (s. 88–98). Routledge.

Online year: 2023

Issue year: 2023

Review year: 2023