Food and nutrition literacy in day-care centres

Peer-Reviewed / Manuscript (original contribution) received: 26.09.2019 / Revision accepted: 14.01.2020

An analysis of the formal qualification of pedagogical staff

Introduction

The aim of food and nutrition literacy is to enable people to democratically develop and shape their own nutrition in a politically and socially responsible way under complex social conditions. Moreover, food and nutrition literacy always contains eating culture education, aesthetic-cultural as well as culinary educational elements and contributes to the development of the culture of living together [1]. Food and nutrition literacy thus represents a basic education for everyday life and is a prerequisite for participation in society [2]. It is a life-accompanying process that already begins before birth. This process is significantly influenced by the socio-cultural environment such as family and friends, but increasingly also by public educational institutions such as daycare centres [1].

The importance of day-care centres as an instance of socialisation is clearly illustrated by the quota of child care: In 2018, 93% of children aged three to under six years in Germany attended a day-care centre [3]. This makes the day-care centre as a place of learning and education, that is formative for most children early in life. In addition, almost all children in this age group can be reached via day-care centres, regardless of their cultural background or socioeconomic status. Hence, there is an institutional responsibility of the day-care centres to deal with questions and tasks of food and nutrition literacy.

The quality of nutrition-related educational processes in day-care centres is also influenced by the professional competence of the pedagogical staff [4]. In order to be able to initiate and arrange nutrition education processes professionally, they need knowledge, social skills and methodological abilities. Motivation and their stance towards food and nutrition literacy also play a crucial role [5].

Abstract

The study “Ernährungsbezogene Bildungsarbeit in Kitas und Schulen” (Nutrition- related educational work in day-care centres and schools) examined the curricula and examination regulations for the training of pedagogical staff in day-care centres. The extent to which food and nutrition literacy is anchored, depends on the vocational qualification or qualification pathways. In the childcare assistant and social assistant apprenticeship extensive and multifarious nutrition-related skills are to be acquired. However, in the educator apprenticeship or in the course of study for pedagogic in childhood, nutrition-related contents are not always taken into account. Thus, a comprehensive qualification in the field of food and nutrition literacy is not guaranteed. It is known that the competences of the pedagogical staff are a significant factor influencing the quality of nutrition-related educational offers in day-care centres. Therefore, it is urgently necessary that the field of food and nutrition literacy is integrated in the curricula of all training programs which qualify for the working area of day-care centres.

Keywords: day-care centres, food and nutrition literacy, curricula, qualification, pedagogical staff, education

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