Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health.
Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and chi...
| Publicado en: | Maternal & Child Nutrition Vol. 20; pp. 1 - 10 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
2024 Supplement
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175249463&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175249463 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17408695 0LU jtl: Maternal & Child Nutrition issn: 17408695 maglogo: Y pubinfo: dt: 2024 Supplement vid: 20 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 175249463 163351076 10.1111/mcn.13521 175249463 ppf: 1 ppct: 9 formats: tig: atl: Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health. aug: au: Bjørkkjær, Tormod Palojoki, Päivi Beinert, Cecilie affil: Department of Nutrition and Public Health, Faculty of Health and Sport Sciences, University of Agder, Kristiansand, Norway sug: subj: Food Education Food Education School Health Education Nurturing Behavior Health Knowledge Education Public Health Meals Child Adolescence Learning Diet, Nordic Schools Food Preferences Health Food Nutritive Value Child: 6-12 years Adolescent: 13-18 years ab: Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory-practice, creating room for discussion and focusing less on cooking-related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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