# data[].attributes.body
ECE 370 Introduction to Edible Education for Young Children supports learners in facilitating food-based learning experiences with young children.

While originally designed for early childhood education undergraduates, it is also open to undergraduates with other majors and lifelong learners taking the elective as a standalone module.

The course has six study units, presented above along an infinity loop to acknowledge that professional learning is eternal, limitless and looping:

1. Study Unit 1 – Introduction to Edible Education examines the history of edible education and the Slow Food values underlying food-based learning experiences.

2. Study Unit 2 – Health and Wellbeing in Edible Education looks at feeding practices that support pleasure and self-regulation, biophilic dispositions and school gardens.

3. Study Unit 3 – Supporting Academic Learning offers plans to link food-based experiences to the Nurturing Early Learners Kindergarten Curriculum Framework.

4. Study Unit 4 – Culture and the Arts in Edible Education talks about selecting culturally representative materials, using food as artistic inspiration, and the ethical issues related to using food for children’s art.

5. Study Unit 5 – School Kitchens and Gardens explores practical issues related to setting up an edible education program: tools, tasks and safety.

6. Study Unit 6 – Community Relationships discusses advocating for edible education with colleagues, administrators, families and policymakers.

# data[].attributes.body
While students have been invited to book one-on-one coaching sessions with me, few have indicated interest in the offer.

Learners seem to prefer asking time-sensitive questions during informal conversations after our weekly seminars or lectures (Thursdays, 7 – 10 pm). Based on learners’ comments, this preference appears to be due to time constraints (students prefer a quick post-class chat to having to set aside time for a separate meeting), and the less intimidating nature of tagging on any questions to an existing lecture (it seems more “natural”).

Nonetheless, the course is still in progress, and coaching experiences may yet be explored.

# data[].attributes.body
The table above illustrates how ECE 370's previous learning outcomes were transformed into less prescriptive guiding questions as part of the course redesign.

# data[].attributes.body
The value lines slide above was produced during an online seminar for Study Unit 1 of ECE 370.

1. For this activity, I introduced the values guiding the Slow Food movement (e.g., friendship, community, awareness, ripeness, aliveness, beauty, patience, honesty and respect).

2. Then, I explained how and why the values are relevant when facilitating food education experiences with young children.

3. I provided examples of how each Slow Food value might manifest as a caregiving behaviour or practice.

4. I acknowledged that these values are not universal or always uncontentious.

5. I invited the students to indicate their views about each value on the shared slide, which featured numerous long lines, each representing the spectrum of views on a particular Slow Food value.

6. I indicated that the right end of the line represented strong agreement with the value while the left end of the line represented strong disagreement with the value.

7. Learners shared their personal opinions on, and feelings of dissonance about each value. There was more dissonance about the values “beauty” and “honesty”. (Please read the value lines transcript for the full discussion.)

The value lines instructional strategy enables each learner to share their perspective, and supports any discussion where viewpoints and emotions are developed (Bennet & Rolheiser, 2001).

# data[].attributes.body
Students have been given pseudonyms in the transcript below.

Beth: Our own personal beliefs might not necessarily be practical? For example, even if we believe children should not be rushed through meals, preschool curriculum and schedule might not allow it.

Instructor: So, that’s a tension with “patience”.

Tara: For “honesty”, I prefer to not hide vegetable as I think children should know what they are eating. Through hiding veg, I feel eventually children will see the real veg.

Instructor: Uh huh, hiding food could also conflict with the value of “awareness”.

Rui En: Sometimes hiding vegetables is acceptable because children will subconsciously finish their food along with the vegetables without thinking so much. It worked for me. [Laughs.]

Natalie: Plating isn’t really the most important for me because it's more about the food quality and allowing the children to know what they are eating.

Instructor: Plating is one way to interpret the value of “beauty”. Hmm, I wonder, what are some other ways?

Jane: I think we shouldn’t hide food because children need to learn the importance of food such as veggies. From experience, by explaining it to them and encouraging them to try one piece, and gradually increasing the amount day by day, children are not so strongly opposed to eating veggies and some actually grew a liking to it.

Elly: Do I consider what practices I would like in an ideal education environment, or what I might do in my own classroom?

Instructor: That is challenging. How can we bring the ideal and reality closer together?

Willa: Hiding food is to make sure children takes in necessary food required for growing.

Instructor: I understand this concern! Next week, in class, we will look at different perspectives on nutritional and dietary adequacy.

Mun: Beauty and freshness may not be the main consideration for family who are not meeting financial ends.

Carol: Considering the current age group in my workplace right now—4 years old, as they are able to verbalise and share their thoughts such as if they want more or less food, if they prefer a certain kind of food.

Ai Ling: Personally, as someone that doesn’t eat vegetables, mixing or hiding the vegetable can get the children to at least get their nutrition into their body. [Soft chuckle.]

Rui En: What if the child does not want to eat vegetables and hiding is the only way for them to even consume them? I have witnessed children eating vegetables happily when we hide them but the moment they see it, they stop eating it. Is it really the taste or the sight of it? [Laughs.]

Instructor: The dietitian Ellyn Satter has some thoughts on this! Let’s revisit that question when we look at her work next week.

Rui En: Plating is important in my opinion as there is a visual effect on the child when the food looks more appetizing.

Jane: “Ripeness” may not be available to everyone due to financial reasons.

Sheena: Children should know what they are eating and tasting. If they don’t like it, then it’s ok. We can offer other vegetables.

Hidayah: When we eat with friends, just like children we became happier and chatted more. “Beauty”—food presentation makes our food look more appetising

Sofia: Hiding the veg will allow children to finish all the food and encouraging them to have a sense of achievement when able to finish the entire plate without forcing.

Jing Ling: I hide the vegetable sometimes to ensure a balance diet for the meal. But at the end, when they cleaned the bowl, I do tell them that they actually ate the vegetables. [Laughs.]

Joan: Yeah!

Hui Fen: Hiding food doesn’t really help them especially since they will not eat it in future too when they grow up!

Instructor: That’s long-term thinking! Very well-aligned with Slow Food values.

Denise: I feel that children should eat fresh rather than processed food because they need nutritious food especially when they are more active and energetic.

Hidayah: I did not hide veg from my kids so they know what they are eating.

Suri: Agreed!

Carol: In my opinion I feel they should at least try one bite of the food before deciding they don't like it.

Elly: I agree with this!

Joan: Me too!

Willa: Total agree, time limit vs ethical for hiding vegetables wanting children to eat (very true, there can be a tension between school schedules and our own values)

Denise: For beauty, I rated it 1. I feel that yes, food for children should be handled with care in a good environment for safety issues but my thoughts are if all meals that children take are plated and presented super nicely, they might not want to try food that are not plated nicely.

Jean: I have encountered a child who only wanted to eat the rice without any meat or veggie so I had no choice but to hide the veggie because I was worried that he will not obtain the necessary nutrients for his growth.

Hidayah: Me too.

Elly: Yes.

Li Fen: I encountered the same problem! As much as I do not want to hide the food the child dislikes, I also understand that just rice does not give enough nutrients. I hid meat and veg too.

Siti: I do not hide vegetables in the children’s bowls but I encourage them to eat vegetables by telling them about the benefits of eating the vegetables. E.g. Carrots are good for our eyesight.

Suri: Children are encouraged to eat vegetables. They can eat a small amount if they are unable to finish all of it. For example, for mixed vegetables, a girl in my class will say that she likes the carrots and corn but dislike the peas.

Dipa: We encourage children to try a little day by day and try to increase it slowly.

Denise: Family-style meals can help to encourage children to try new food as they see their teachers and children eat the food that is being provided. Additionally, having meals can strengthen bonds among a class of children and the teacher through the increased opportunities for interactions.

Awal: Depends on the child’s demographic as some young children are picky eaters, especially with vegetables. Gradually build their palates by introducing them; from a smaller piece to the actual-sized carrots.

# data[].attributes.attachment_caption
Nora's Hand-Drawn Discussion Board Post for Study Unit 3

# data[].attributes.body
Choice (in terms of subject matter and mode of response) was offered for a variety of ECE 370 assignments. For instance, for the Study Unit 3 discussion board, students could either post a typed response to prompts about a Capon (2010) reading or complete a “nature drawing” (see the full prompts for both options below).

Nora (whose voice is included in the main poster) much preferred drawing. Please find a sample image of her discussion board response above.

Study Unit 3 Discussion Board – Option 1

This week, we read Part 1 (pp. 15-58) of Capon, B. (2010). In the section on plant growth, we learnt about cells, seeds, root structures and leaves. Based on the reading, respond to the prompts below:

1. How might you incorporate this knowledge in your classroom practice?

2. What are some productive questions to ask children while exploring the school garden? For example, we can support children in identifying similarities and differences (e.g., between fibrous roots and tap roots; between simple leaves and compound leaves) by asking comparison questions such as “How are ___ and ___ alike/different?” In which situations might you apply these questions? List some questions and applications.

Study Unit 3 Discussion Board – Option 2

From your own imagination, take five minutes to draw some leaves, fruits, seeds or other natural materials. Save this sketch.

Go for a nature walk. While outdoors, examine some fallen leaves, fruits, seeds, sticks and stones. Sketch these items, taking care to include fine details.

Compare and contrast your original drawing with your later sketch. Take note of any similarities and differences between the two pictures. Reflect on this and consider if this offers you a new perspective.

Post an image of the two drawings here.

References

Capon, B. (2010). Botany for gardeners: An introduction and guide. Timber Press.

# data[].attributes.body
Please find the post-course self-mentoring prompts for ECE 370 above. They are still yet to be explored.