Other publication
The role of food education activities in moderating food neophobia with Finnish pre-school children
Authors: Ojansivu Pauliina, Laitinen Kirsi, Hoppu Ulla, Sandell Mari
Publication year: 2014
Book title : Values of childhood and childhood studies
Web address : http://childhood2014.files.wordpress.com/2014/05/abstraktikirja_060514.pdf
Abstract
Food perception process is complex and full of product and eating context related variables. We are using our senses individually to observe food properties such as smell, appearance, sound, texture and taste. Any of those sensations may contribute to rejection of food. Food provides nutrition for us after swallowing. Healthy food does not reach its goal if we avoid it. Sensory-based food educational activities offer activities for all the five senses, and support food-learning process with children. Exploring the origin of food or cooking together with adults is also important.
The goal of this study was to investigate the impact of food education activities on food neophobia of preschoolers using questionnaire (Pliner and Hobden, 1992, Pliner 1994) filled by parents in Turku (Finland). A total of 86 families from three Sapere kindergartens and 85 families from control kindergartens participated. Before the study, sensory education together with exploring and cooking, were applied for seven months in Sapere-kindergartens. In addition their staff conducted the Finnish curriculum in food education.
Based on results, age range of children varied from one to six years and 87 % of respondents were mothers. There was no significant difference between Sapere and control group when mean food neophobia scores (FNS) were compared. However, distribution of neophobia scores was different (p< 0.01) in groups. The portion of strongly neophobic (FNS>40) children was 30 % in Sapere group and 41 % in control group. This finding supports the theory that food education may moderate the level of strong neophobic reaction of pre-schoolers children.
Food perception process is complex and full of product and eating context related variables. We are using our senses individually to observe food properties such as smell, appearance, sound, texture and taste. Any of those sensations may contribute to rejection of food. Food provides nutrition for us after swallowing. Healthy food does not reach its goal if we avoid it. Sensory-based food educational activities offer activities for all the five senses, and support food-learning process with children. Exploring the origin of food or cooking together with adults is also important.
The goal of this study was to investigate the impact of food education activities on food neophobia of preschoolers using questionnaire (Pliner and Hobden, 1992, Pliner 1994) filled by parents in Turku (Finland). A total of 86 families from three Sapere kindergartens and 85 families from control kindergartens participated. Before the study, sensory education together with exploring and cooking, were applied for seven months in Sapere-kindergartens. In addition their staff conducted the Finnish curriculum in food education.
Based on results, age range of children varied from one to six years and 87 % of respondents were mothers. There was no significant difference between Sapere and control group when mean food neophobia scores (FNS) were compared. However, distribution of neophobia scores was different (p< 0.01) in groups. The portion of strongly neophobic (FNS>40) children was 30 % in Sapere group and 41 % in control group. This finding supports the theory that food education may moderate the level of strong neophobic reaction of pre-schoolers children.
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