Thesis Karlijn Koudstaal (2010) 'From Field to Table'

“From Field to Table”
Children’s View on and Participation in
Food Education and Production
Thesis by Karlijn Koudstaal
Project number: 2010219
Amsterdam, June 2010
FoodShare
Bachelor Nutrition and Dietetics
University of Applied Sciences (HvA) Amsterdam

Colophon
“From Field to Table”
Children’s View on and Participation in
Food Education and Production
Amsterdam, June 2010
Project number
2010219
Author
Karlijn Koudstaal
karlijn910@hotmail.com
karlijn@koudstaal.eu
Supervisors
Drs A.J. de Graaf-Croes
Department of Nutrition and Dietetics
Hogeschool van Amsterdam
Dr. Meurerlaan 8, 1067 SM Amsterdam
The Netherlands
M. Hayes
Field to Table Schools and Youth Program Manager
90 Croatia Street, Toronto, ON M6H 1K9
Canada
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Preface and acknowledgements
This thesis, to graduate for my studies in Nutrition and Dietetics of the University of Applied Sciences
(Hogeschool van Amsterdam) has emerged from a research project conducted in Toronto, Canada. A year
ago, I initiated contact with the Toronto FoodShare organization intended to elucidate food and nutrition
patterns among school students. From January till the end of April, I participated as a member of
FoodShare and I conducted fieldwork at James S. Bell Junior Middle school in Toronto. Looking back, I
really appreciated being a student and a member of the FoodShare crew and being a researcher at James S.
Bell. It is a pleasure to thank all the people who have contributed to this research and who made my stay
in Toronto so pleasant. To my supervisor and professor, Justine de Graaf, thank you very much for all
your help and positive energy during my study and my graduation. I want to thank all the wonderful
people at FoodShare, especially Meredith Hayes (my main supervisor at FoodShare) and Lori Nikkel.
Everyone from FoodShare made my stay in Toronto an unforgettable experience. I hope to stay in touch
with them and that they will continue their incredible work for ever. I want to thank my family very much,
both in Toronto and in Amsterdam. My family in Toronto has helped me in every way I ever could
imagine and I really loved to spend time with them. I will always have great memories of all the things we
have done together and I hope to see them soon. Without my family in Amsterdam, I could never have
conducted my research. They supported me in every way, helped me and always gave me good critical
advice. I special thank you to my mom and dad; they are always there when I need them. Last but not
least, my gorgeous friends in Amsterdam, who always believe in me. And my new friends in Toronto, who
I spent the most amazing times with in the City of Toronto
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Summary
Toronto is enforcing active policy to promote food and healthy lifestyles. This qualitative research is
focused on the meaning children (8-11 years), at an elementary school in Toronto, attributed to food and
healthy food. The approach is from a child-centered perspective; children themselves are the focus of the
research (the respondents). These children are offered an extensive education program on food, Health
Education with cognitive lessons, participation in food production by working in the school garden and
consummation by a daily fresh healthy lunch. Most of the children know much about food, products and
quality in relation to health. They have a good understanding of which products are healthy or unhealthy.
Most of them enjoy working in the school garden. Workshops are organised on composting. All the
children like the fresh healthy lunch at school in particular. By daily attention for food in the school
curriculum and the coordination and integration of different education forms, food is seen as an
important part that influences people’s health. Alienation of food and food production seem to be fought
by these programs on food education. The difference between knowing and actual behaviour, between
knowledge of good food on the one hand and responsible choices for food on the other hand, seems to
become smaller. Obviously, the influence of the family plays a role. A conscious food choice supported by
the parents activates children and improves their scores on all aspects, in knowledge, in appreciating the
school garden, making responsible food choices and living a healthy lifestyle.
Samenvatting
Toronto voert een actieve politiek om voeding en een gezonde levensstijl te bevorderen. In dit
kwalitatieve onderzoek is gekeken naar de betekenis die kinderen (8-11 jaar) op een basisschool in
Toronto geven aan voedsel en gezond voedsel. Er is voor een ‘child-centered’ perspectief gekozen; kinderen
zelf staan centraal (de respondenten). Deze kinderen krijgen een uitgebreid educatie aanbod over voeding,
cognitieve lessen over voeding en gezondheid, participatie in voedsel productie in de schooltuinen en
consumptie van een dagelijks warme lunch. De kinderen blijken veel te weten over voeding, producten en
eigenschappen in relatie tot gezondheid. Ze hebben een goed besef wat gezonde en ongezonde producten
zijn. De meesten vinden het werken in de schooltuinen erg leuk. Er worden aparte workshops gegeven
over compost maken. De lunch op school wordt door allen erg aantrekkelijk gevonden. Door de
dagelijkse aandacht voor voeding in het schoolprogramma en het samengaan en op elkaar afgetemd zijn
van verschillende vormen van educatie wordt voeding gezien als een belangrijk onderdeel wat invloed kan
hebben op de gezondheid van mensen. Vervreemding van voedsel en productie lijkt door deze
programma’s over voeding tegengegaan te worden. Het verschil tussen weten en gedrag, dus tussen kennis
en verantwoorde keuzes maken in het eten, lijkt kleiner te worden. Wel is duidelijk dat de invloed van het
gezin een grote rol speelt. Als bewuste voedselkeuze van thuis uit ondersteund wordt, zijn kinderen
actiever en scoren ze in alle opzichten beter in kennis, in waardering van de schooltuinen, in het maken
van verantwoorde voedselkeuzes en het hebben van een gezonde levenswijze.
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Contents
Colophon........................................................................................................................................................................3
Preface and acknowledgements ..................................................................................................................................5
Summary .........................................................................................................................................................................7
Samenvatting..................................................................................................................................................................7
Contents..........................................................................................................................................................................9
1. Introduction............................................................................................................................................................ 11
1.1. The research perspective............................................................................................................................... 12
1.2. The aim of this research................................................................................................................................ 13
1.3. The research place.......................................................................................................................................... 13
1.4. Research questions......................................................................................................................................... 14
1.5. Relevance......................................................................................................................................................... 14
1.6. Outline.............................................................................................................................................................. 15
2. Research Methods and Techniques..................................................................................................................... 17
2.1. Introduction .................................................................................................................................................... 17
2.2. The general research design.......................................................................................................................... 17
2.3. Methods ........................................................................................................................................................... 17
2.4. Conclusion....................................................................................................................................................... 19
3. The institutional setting: FoodShare, Field to Table Projects, James S. Bell Junior Middle school ......... 21
3.1. Introduction .................................................................................................................................................... 21
3.2. Foodshare........................................................................................................................................................ 21
3.3. Field to Table Schools Program................................................................................................................... 24
3.4. James S. Bell Junior Middle School............................................................................................................. 26
4. Research Results..................................................................................................................................................... 29
4.1. Introduction .................................................................................................................................................... 29
4.2. Aim 1. Knowing the child, name, age, sex and neighbourhood............................................................. 29
4.3. Aim 2. To get a vision of what they regard as healthy and unhealthy products. To get insight into
their motivations to choose food products and how the children order the offered products................ 32
4.4. Aim 3. To know what they think about the different projects and programs about nutrition and
food. To understand what they see as healthy and unhealthy food. ............................................................. 35
4.5. Aim 4. Succession of words: to tell what the first association is in their heads speaking of healthy,
unhealthy, tasty food and other aspects around food...................................................................................... 38
4.6. Aim 5. The adults’ perspective, two teachers and two parents............................................................... 42
4.7. Conclusion....................................................................................................................................................... 44
5. Analysis and Conclusion....................................................................................................................................... 45
5.1. Introduction .................................................................................................................................................... 45
5.2. Questions......................................................................................................................................................... 45
5.3. Conclusion....................................................................................................................................................... 48
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6. Discussion and Recommendations......................................................................................................................49
6.1. Different ways of education for achieving understanding and opinion of good and healthy food...49
6.2. The role of school gardens in this education program .............................................................................49
6.3. Separated workshops and specific actions ..................................................................................................50
6.4. Developing education materials....................................................................................................................50
6.5. The role of parents and the family ...............................................................................................................50
7. Appendixes...............................................................................................................................................................51
Appendix A: Permission by the Toronto District School Board ..................................................................51
Appendix B: Time schedule..................................................................................................................................52
Appendix C: Agenda Overview Interviews James S. Bell................................................................................53
Appendix D: Methods, Aims and Actions .........................................................................................................54
Appendix E: First session students - introduction and explanation Food Diary.........................................60
Appendix F: Second session students - Reflecting Food Diary + Drawing & Photographs + Real
Products & Images.................................................................................................................................................62
Appendix G: Third session students - Drawing Elicitation Method + ‘Word-Game’................................64
Appendix H: Interview Teachers.........................................................................................................................67
Appendix I: Interview Parents..............................................................................................................................69
Appendix J: Food Diary ........................................................................................................................................71
Appendix K: Canada’s Food Guide ....................................................................................................................74
8. Literature and Notes...............................................................................................................................................75
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1. Introduction
Our western society (Europe and North America) can be typified as a consumer society. Over the last
couple of decades our food production systems have made tremendous evolvements to provide people
with more than enough food. The conscious choice for healthy food is not self-evident anymore.
Meanwhile, there are a lot of problems concerning food: examples are obesity and diabetes.1 There is a
discussion going on about food consciousness and food choices. Especially, children know very little
about the origin of food (where it comes from), what it does to the body and the function in relation to
food for being healthy and being unhealthy. Among children the rates of obesity and diabetes are rising
more than ever. Food has become a ‘industrial’ product instead of a ‘natural’ product. Children become
alienated from the natural base of food and food production. In this ‘passive’ society, (passive for food
awareness) many children have no knowledge of the origin of food and the positive effects food can have
on health.2
The aim of health policy in the Netherlands is to make people more aware of healthy living and healthy
eating.3 Therefore, a lot of projects have been developed; young people are encouraged to learn more
about healthy food and food quality. The goal is to make children more aware of their choices in relation
to healthy food. They should be encouraged to be more involved in food production and food choices.
Also, these projects mainly concern the future of these children from the perspective of an investment in
their adult live stage. Examples of projects in Amsterdam are ‘Smaaklessen’ (‘Taste-education’) and
‘Schoolgruiten’ (‘Education about vegetables and fruit’).4 These projects seem to have positive effects,
because children who participated show more interest in the origin of food (‘Taste-education’) and show
more interest in the healthiness of food (‘Schoolgruiten’).5 Literature shows that attention to food in
education has a positive effect on children.6 For my research, I like to find out how active participation of
children in food production and education produce knowledge of origin and involvement in ‘good’ food.
Remarkable in this respect is the fact that problems concerning nutrition and knowledge of food
production, are specifically found in and around big cities.7 Children living in villages and in the
countryside have more knowledge about the origin of food, because they are more familiar with it in their
daily life (more contact, more interaction). City agriculture can make an important contribution to this
lack. City agriculture makes nutrition directly available in the nearby environment and makes people more
aware of the origin and production of food.8
The lack of knowledge, under both children and adults, about the origin of food and the intake of healthy
food is not only known in The Netherlands but also in other western countries. That is why it could be
wise to conduct research in other countries than the Netherlands, on food problems among children. I
chose Canada as a country for research. Canada started earlier than the Netherlands, to develop policy on
awareness raising of the relation between food- and health problems and healthy and good food. The
Ministry of Education of Canada developed Health and Physical Education.9 For each grade, curriculum
documents are written. These curriculums are taught by teachers and define what students are expected to
know and to experience at each grade level. The teachers have different kinds of curricula to follow. For
the province Ontario, where I conducted research, these curriculum documents are titled “the Ontario
Health and Physical Education Curriculum”. This document shows the physical and health literacy on
what children have to know at the end of every grade. This curriculum is designed to teach every student
how to lead healthy, active lives and how to promote
healthy, active living. One part of this Health and
Physical curriculum is about nutrition and how to make
healthy choices regarding food. This means that in every
grade, students are taught about healthy food and are
subjects of awareness raising. 10
ion
Toronto, the capital of Ontario, already started a
renewing project in 1991, a policy program for more
awareness raising of healthy and good food: Toronto
Food Policy Council (TFPC).11 One of the partners of
the TFPC is the successful non-profit organizat
FoodShare (www.foodshare.net). This organization
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offers different programs, including Field to Table Schools. Specific lessons, workshops, school food
gardens and events about food are being given to children (and teachers).12 The main objective of the
Field to Table Schools projects is to bring children ‘back’ to the origin of food, to put emphasis on local
produced products, to raise awareness to processing of food and healthy food. The aim is to make
children more aware about their food choices, in daily life now, as well as in the future.
The Canadian school system is different from the Dutch school system. To make it more clear, in the
table below, I give an overview of the different grades related to age. 13
Name Grade Age
Kindergarten Elementary
School
- 4/5 - 6
1 6-7
2 7-8
3 8-9
4 9-10
5 10-11
Elementary School
6 11-12
7 12-13
8 13-14
Junior High school
(Middle School)
9 14-15
10 15-16
11 16-17
Senior High school
(Secondary School)
12 17-18
College or University above 18
1.1. The research perspective
To graduate, for my study of Nutrition and Dietetics at the University of Applied Sciences of Amsterdam
(HvA), I conducted research to write my final thesis on Canadian children and food education. I
approached the non-profit organization FoodShare in Toronto to conduct my research. The total time
abroad in Canada was three and a half months. The aim of the research was to gather information,
qualitatively, to ascertain how children express becoming aware of good, healthy food and the food
production system through participating in the Field to Table Schools (FTTS) curriculum-linked
programs. This research is conducted to obtain more information and to understand how young children,
with the age of eight to ten years, think and what their knowledge is about healthy food. These children
have been participating in several kinds of nutrition classes and programs. In chapter 2 of this thesis,
‘Research Methods and Techniques’, there will be a total overview of the research and the respondents
(children).
Generally, education programs for children are constructed by adults on the bases of theoretical models as
for instance Piaget’s Stages of Cognitive Development. These stages are seen by Piaget as cognitive stages
from the child in interaction with the immediate physical environment.14 Other models come from critics
of Piaget, for instance Rogoff ea, who take the social cultural approaches to these development stages of
children into account. For them culture matters, but as something to learn for a child. In this approach,
the child is a newcomer in society and culture and seeks to become a native by learning how to look at
social reality.15
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My approach is different. I don’t see children as learners who seek to learn culture but as culture
producers. Children themselves produce culture, because they are active actors and participants, so this
perspective is a child-centered perspective; children themselves have been the focus of the research. There
have not yet been many researches from a child-centered perspective. This perspective has been
developed since the eighties in the last century. Central in this perspective are children as active actors and
participants in social live. We should not only speak about children and think for children, but also
acknowledge their active role in creating social reality. Education programs about healthy food are
constructed by adults. A child-centered perspective offers the possibility of participation in research by
children. This perspective is self evident, because participation is the central theme of my research.16 I
focus on participation not only in my research (participation of children as active respondents in the
research), but also on learning by participation, not only by cognitive teaching and lessons, but also by
teaching through participation in the production of good and healthy food. Beyond theoretical learning,
active participation in Field to Table programming, specifically school food gardens and student nutrition
programs, will provide valuable information and possibilities for participation. This makes a qualitative
research valuable.
1.2. The aim of this research
Food and healthy food is a human right in the Universal Declaration of Human Rights. Economic, social and
cultural rights include the right to an adequate standard of living. Article 25, paragraph 1 of this Universal
Declaration says:
Everyone has the right to a standard of living adequate for the health and wellbeing of himself and of his family, including
food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
The human right to adequate food is explicitly recognized as part of the broader human right to an
adequate standard of living.17 The Convention of Children’s Rights knows Three P’s, Provision, (name,
nationality, health care, food, education) Protection (from torture, exploitation etc.) and Participation (has
a say in decisions affection their lives). This research starts from the position that healthy food is a human
right and that children have a say in earning healthy food and education. This perspective and the focus
on participation of children in this research make that this research is not an evaluation research.
Evaluation supposes aims to be reached. In this research children are no objects but subjects. The aim of
this research is to understand children’s views and to hear children’s voices 18 on good and healthy food in
the context of their school education on good and healthy food.
1.3. The research place
In consultation with my supervisor at FoodShare, Mrs. Meredith Hayes and the vice principal of the James
Bell Junior Middle school in Toronto, Mrs. Wai Yin Mok, the decision was made to conduct my research
at the elementary school James S. Bell.19 After permission by the Toronto District School Board, the
participating students were randomly selected. More information about FoodShare, the Field to Table
Program and James S. Bell Junior Middle school, is given in chapter 3.
before.... after....
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In 2007 the elementary school James S. Bell began a small garden project which was expanded and
enhanced in 2009 when FoodShare partnered with them to establish a larger school food garden. The
name of this garden is “Footprint garden”; the garden has the shape of a footprint.
The students of James S. Bell pass a variety of workshops, activities, classes around food education,
mostly for the Health and Physical curriculum. Besides these programs about food and nutrition, the
students work in groups in the school garden and have learnt more about food production from garden
design, composting, garden maintenance and harvesting. At the same time, the school offers different kind
of food and nutrition programs like the Breakfast Club, the Hot Lunch Program and the Snack Program
in the Afterschool Homework. These food and nutrition programs are funded in part by the city of
Toronto and by the Ontario Ministry of Education through the school board. These programs are
supported and monitored by nutritionists and public health nurses. The parents of the students have to
decide that their child participate in these programs. About half of the participating students join the Hot
Lunch Program. 20
1.4. Research questions
My main question of the research
What does being a member of the FoodShare’s Field to Table Schools, including participation in the school food garden,
mean to the students and how does this membership and participation affect their daily food intake behaviour and their
overall understanding of good, healthy food?
Sub questions
1. What do the participating children remember about the nutrition programs, the school garden and classes about
nutrition at James S. Bell.
2. What do these students eat for breakfast, lunch, dinner and snacks now?
3. How have these students appreciated their participation in these programs and the school garden project itself?
4. What are the students’ knowledge (understanding) and opinion of good, healthy food compared to unhealthy food?
5. Do the students think their food choices have changed as a result of participation in the nutrition programs, the
school garden, and classes about nutrition?
6. Do the students feel their meaning of food, particularly good, healthy food has been changed as a result of
participating in the Field to Table School programs?
The working hypothesis is that by participating in school food education and school food gardens,
students at James S. Bell will obtain a clear understanding and opinion of good, healthy food. This
research is exploratory and as a consequence it will be used to document the effect of the garden,
classroom activities and nutrition programs. Broad implications on students’ overall health or changing
habits cannot be made on the base of these results.
1.5. Relevance
The relevance of this research is to get an impression of how students attribute meaning to good, healthy
food after participating in food literacy and education programs such as FoodShare’s curriculum-linked,
Field to Table Schools Programs. In Toronto many children in different school levels are participating in
all kinds of activities around food education. FoodShare is working with many schools over several years
and tries to focus on hands on programming that best connects children and youth to good and healthy
food.
These results give the opportunity to write a report which will be presented to the Toronto District
School Board, FoodShare and James S. Bell School. As mentioned, the results will show children’s views
of good and healthy food. It concerns children who participated in different programs about food
education and food production. For these participants, this research will provide a chance to understand
what they think of this type of education, specifically their opinion of hands on education where
participating is central. This research will focus really on the children instead of their parents and teachers.
The results will provide insight into the way children evaluate this type of programming and education.
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The common themes of this research will also be compared to the Netherlands. I will make
recommendations for the Dutch food education. From a policy point of view, I will show what policy on
food education in The Netherlands can learn from food education in Canada. From this point of view
FoodShare offers a best practice which is operated at James S. Bell.
1.6. Outline
In this thesis, first an overview of the used methods and techniques for conducting this research will be
described. Second, the non-profit organization FoodShare will be described, followed by the contents of
the Field to Table Schools program. Subsequently, the results of the research will be presented, followed
by a conclusion and discussion. The thesis will end with recommendations for the Dutch situation and an
overview of the literature. In the attachment relevant research material will be shown.
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2. Research Methods and Techniques
2.1. Introduction
My stay in Toronto, Canada, was from January 14 until April 26. When I arrived at FoodShare, I first
participated in many projects of Field to Table Schools, for about two months. Besides this, I also joined
many other projects at FoodShare and provided my services wherever I could. Owing to this, I expended
to obtain a total view of FoodShare to gather enough information about this organization to be ready to
conduct the research. The total time which was needed for the interviews was 4 weeks. Permission by the
Toronto District School Board (http://www.tdsb.on.ca/) was necessary before the research could start.
(See appendix A.)
This research was conducted at the James S. Bell Junior Middle School (elementary).21
Mrs. Wai Yin Mok,
the Vice Principal of James S. Bell Public School, soon gave her permission. From the start, she was
looking forward to have students participate in the research. The participating students were randomly
selected. The interviews and data collection took place at this school itself. For the interviews, I needed a
room with two large tables or three small tables, paper, coloured pencils and record material. In the
beginning of July, I will present a report with the results of the research to the Toronto District School
Board, FoodShare and the James S. Bell Public School.
2.2. The general research design
This research has a qualitative character and the approach is from a child-centered perspective; children
themselves were the focus of the research. The total time for the interviews was rated on 18 hours (see
time schedule: appendix B), where in I talked with 12 children (4 from grade 3, 4 from grade 4 and 4 from
grade 5), two teachers and two parents. The teachers who I interviewed are involved with the programs
about food & nutrition and are part of the school garden project.
To have a complete picture, I finalized this research by two interview sessions with parents. These parents
are involved with the school and school activities. To all teachers and parents who are involved with
James S. Bell Public School, an invitation letter was sent to and they could participate in this research. On
my last day at James S. Bell Junior Middle school, I had a short interview with Mrs. Wai Yin Mok.
I divided my interviews in different phases. I scheduled the time to conduct the research in multiple
sessions so that the children did not lose focus during the sessions. I interviewed every child for
approximately 30 minutes. These interviews were during school time and a schedule was designed
following consultation with the teachers and school administration. The interviews with two parents and
two teachers were about 45 minutes each. The interviews with the parents were at a time that was best
suited the parents’ schedules; both interviews were after school hours. Also, the interviews with the
teachers were held after school time. The total time of 18 hours was divided over four weeks and all
interviews were recorded by a digital voice recorder device. (The agenda overview is shown in
appendix C.)
2.3. Methods
The illuminative objective, by qualitative research is primarily concerned with the description and
exploration, rather than measurement and prediction. In comparison to adults, research to children asks
for an altered approach. Questionnaires and surveys with children are complicated. Semi-structured
interviews are more difficult in children research than in adult research. Children’s verbal expression and
reflections are mostly not developed enough for answering interviews. Therefore, it was needed to use
special techniques and methods to interview the children. Conducting this research I used the following
methods. All these methods will be explained below.
- Semi-structured interviews
- Eating forms (Food Diary)
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- Showing real products and Images of Food
- Showing Photographs
- Drawing Elicitation Method
- Word Association Elicitation Method
The semi structured interview explore the children’s experiences focusing on personal details about
themselves, their age, sexes, family, friends and their actual eating pattern in daily life. The first interview
session with the students was an introduction session. During this session I explained to the students what
my research was about and I collected background information from them. Even with young children in
interviews it is possible to collect concrete data as what children take as breakfast, as lunch, dinner and
snacks. That is why, during the first session, I also gave the children a food diary which they had to fill in
for one week.
Furthermore, I used a method with real products and images of real products. Presenting real products
and images of food products as bread, butter, milk, vegetables, fruit, snacks, candy (see picture) give
children the opportunity to make a choice in food and to elicit why they made that choice. With this
method, I tried to know how the children make combinations in food products.
I asked them what they eat and in which groups they would put the products. They could choose from
three groups: healthy, unhealthy and in between. I used this method during the second session (see
appendix F).
Another technique which was used during the second interview session is the use of photographs from
the school garden, taken last year. By showing photographs, the students can refresh their memories about
their work in the school garden. James S. Bell had multiple photographs from all the activities and projects
which were hold in the school garden. This methods gives triggers the children to talk about what they
have done in the garden and what they have learnt.
Besides, I used two research methods, developed by De Bree et.al. in order to communicate in a child-
friendly way: the Drawing Elicitation Method (DEM) and the Word Association Elicitation Method
(WAEM).22 DEM was derived from the photo elicitation method (PEM) developed by Clark-Ibanez.23
PEM is a qualitative methodological approach; photographs are used as an interview technique.
Informants are given a photo camera and an assignment to take photographs of a certain topic. After that,
the contents of the pictures are discussed. However, for my particular research I needed to know
children’s meaning attributing to food and healthy food. Taking photos of healthy food was not possible
during school: I choose to work with drawings. Another advantage of children’s drawings is that their
drawings present what they know. Children tend to draw what they know and not what they see, as adults
do.24 I gave the assignments to make a drawing of what they saw as good and healthy food and a drawing
of their thoughts of bad and unhealthy products. They also had the assignment to draw a situation or an
experience which they remembered about participating in the school garden or during classes about food
and nutrition. I discussed every drawing together with each child. In this way, drawings were a medium for
elicitation of thoughts and a meant to discuss in children’s terms what they think and imagine. Moreover, I
used the Word Association Elicitation Method as de Bree et.al. developed. I asked every student to tell
what first popped in his/her head when I said a certain word. To become accustomed to the ‘game’, I
started with some examples such as school, friends, TV, etc. Later, I presented words as vegetables, fruit,
carrots, candy, cookies, chips, hamburgers (see appendix G). These answers elicited more information and
gave insight into their perspectives of good and healthy food. WAEM was used to find out if they relate
different meaning on food and how. The Drawing Elicitation Method (DEM) was used during the second
interview session and the third interview session. The Word Association Method was used during the
third interview session.
By using different methods, the validity of the research has been enhanced. Using different methods,
triangulation, is important, especially for research from children’s perspective.
For the interviews with the teachers and parents I used semi- structured interviews. I wanted to know how
they saw the results of children’s participating and their meaning of healthy and good food.
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The relation between my different research methods, the aim of these methods and the elaboration is seen
in the schedule below.
Methods Aim Elaboration
Semi-structured interviews +
Eating forms (Food Diary)
Knowing the child, name, age,
sex and neighbourhood.25
Discussion about their eating
behaviour: breakfast, lunch,
dinner, snacks. Making an
inventory and examining if they
see changes in their food intake
behaviour.
Showing real products and
images of food
To get a vision of what they
regard as healthy and unhealthy
products. To get insight into
their motivations to choose food
products and how the children
order the offered products.
Discussion about their choices,
the offered products and their
knowledge about healthy and
unhealthy products.
Showing Photographs and
Drawing Elicitation Method
To know what they think about
the different projects and
programs about nutrition and
food. To understand what they
see as healthy and unhealthy
food.
Discussion by using the drawings
about the projects and their
opinions on healthy and
unhealthy food and whether this
is affecting their behaviour.
Word Association Method Succession of words: to tell what
the first association is in their
heads speaking of healthy,
unhealthy, tasty food and other
aspects around food.
Discussion by using first
associations. To have a complete
vision of their thoughts.
Semi-structured interviews with
teachers and parents
The adults’ perspective, two
teachers and two parents.
Discussion with two teachers
and two parents on what their
opinion is on food education.
2.4. Conclusion
These methods together can be typified as Smith calls an ‘illuminative approach’. Such approach seeks to
find patterns in responses and places individual findings within a broader context of the participating
context.26 An overview of all the interview sessions with the different used methods, aims and actions are
put together in a schedule (see appendix D). For the purpose of the discussion line, during the contact
moments with the children and the adults (teachers and parents), I have developed a discussion guide for
every session with all the asked questions (see appendix E - I).
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3. The institutional setting: FoodShare, Field to Table Projects,
James S. Bell Junior Middle school
3.1. Introduction
In this chapter I will explain the institutional setting of my research. First of all, I will give a short
description of the organization FoodShare with special attention to the Field to Table Projects. Second, I
will give information on James S. Bell Junior Middle school where I conducted my research.
3.2. Foodshare
3.2.1. The organization
FoodShare Toronto is a non-profit community organization which’ vision is Good Healthy Food for All.
FoodShare is a very unique organization in how they focus on the entire food system. In multiple ways,
they provide food for people, nutrition education and programs (in general and at schools), stimulate
communities development by bringing people together with urban agriculture (farming and markets) and
provide job creation and training. FoodShare takes a multi-faceted, innovative and long-term approach to
hunger and food issues.
Food is one of the basic aspects for a human to life. Together with water, air and housing it enables you to
stay alive. All FoodShare projects promote awareness that fresh, whole food is a key to a good health,
well-being and disease prevention. Long term systems can happen only with help and participation of
community partners. Therefore, FoodShare works closely together and acts locally in partnership with
hundreds of agencies and thousands of individuals providing direct services. FoodShare Toronto is
Canada’s largest community food security organization, recognized as an important innovator of effective
programs that have been reproduced all across Canada. They reach over 145.000 children and adults a
month through subsidized fresh produce distribution, student nutrition programs, community gardening
and cooking, classroom curriculum support, home made baby food workshops and the Focus on Food
youth employment program.27
FoodShare began in 1985 by then Mayor of the City of Toronto, Art Eggleton. FoodShare was asked to
report on why hunger was increasing, what could be done about it and what services could be created to
provide information to people looking for a food bank. In that first year, FoodShare had a budget of
$20.000 and a half time staff member. There has been a tremendous growth since the start in 1985. In
2009, FoodShare’s budget was 5.5 million and the staff had grown to over 50 full time staff supporting
multifaceted programs modeling long term approaches to hunger and food issues. Because of the
tremendous growth, in 2006, FoodShare relocated to a bigger building and became a tenant in a Toronto
District School Board building, providing FoodShare with an opportunity to work with the school board
and to become a destination for food education in the City of Toronto.28
3.2.2. Funding and donations
FoodShare can do their work because of funding and donations. In 2008, almost 50% of the funding
came from individual donors and sales through the programs: Good Food Programs and Field to Table
Catering. Some of FoodShare’s donors contribute through a monthly pre-authorized contribution, others
periodically by credit card or cheque. Besides these donations of money, FoodShare also receives in-kind
donations, from recipe books to trucks and gardening equipment. Another important part of the funding
is FoodShare's status as a United Way agency. This is an important source of funds: donations from
foundations, unions, churches and corporations. All this support makes it possible for FoodShare to
continue its work with the community. In addition to the support provided by individual donors,
FoodShare receives support from different levels of government: in 2008 that support came at all levels,
municipal, federal and provincial. This funding often comes in the form of project grants, targeted to
specific initiatives.29
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Total Operating Revenues 2008: $4,500,073
- Federal $337,187 (7.5%)
- Provincial $199,261 (4%)
- Municipal (City of Toronto) $184,885 (4%)
- United Way $474,912 (11%)
- Foundations $1,135,810 (25%)
- Sales through our programs (Good Food Programs, Field to Table Catering) $1,472,450 (33%)
- Individuals $671,015(15%)
- Events $9,792 (0.2%)
- Interest $14,761 (0.3%)
3.2.3. Programs
FoodShare is a large organization which includes multiple programs, many of which rely on heavily on
community involvement and volunteer support. FoodShare has an incredible amount of people who like
to volunteer, some on a weekly bases and some only for special days. Without the help of these
volunteers, it is impossible to do all the work FoodShare does. All the different programs can be divided
in four groups. To understand the FoodShare’s work, there is a short explanation about the programs and
projects of these four groups.
 Community Food Programs
 Student Programs
 Community Education & Information Resources
 Other Programs
3.2.3.1. Community Food Programs
This group can be divided in four different programs The Good Food Box Program, Toronto
Community Food Animators, Community Gardening and Urban Agriculture and the Good Food
Markets.30 31
The Good Food Box Program
The Good Food Box Program is an alternative
distribution system that makes sustainable, local and
affordable produce (fresh products) more accessible to
Toronto’s communities, especially to area’s where
fresh products are difficult to get. FoodShare buys
fresh fruits and vegetables directly from farmers and
from the Ontario Food Terminal. Volunteers pack all
the produce into green reusable boxes. FoodShare has
their own Warehouse where every Tuesday between
700 and 1400 boxes are being pack. During my stay at
FoodShare I helped a few times packing the Good
Food Boxes, these were amazing days working
together with many volunteers.
Toronto Community Food Animators
The Animators project, engages individuals and communities in bringing to life food-focused projects,
such as community gardens, fresh produce markets and community kitchens. This project is a partnership
between FoodShare, the African Food Basket and The Stop Community Food Centre.
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Community Gardening and Urban Agriculture
FoodShare works in partnership with the Toronto Community Gardening Network and the Community
Food Animators to assist community groups in acquiring the knowledge, expertise and resources
necessary to start up a community garden. Toronto has more than 120 community gardens supported by
these networks.
Good Food Markets
FoodShare works in partnership with community organizations to run the markets. These markets sell
high-quality and affordable fruits and vegetables. The Good Food Markets ‘bring healthy produce to
neighbourhoods where it might not otherwise be available and where farmers’ markets are not viable,
because sales are too low to cover farmers’ costs.32 These markets improve access to food and support
local farmers. The markets have also been a great way to create stronger communities and provide a space
for neighbours to gather around food.
3.2.3.2. Student Programs
This group can be divided in three different programs: Field to Table Schools Program, Student Nutrition
Program and Fresh Produce Program. The Field to Table Schools Program will be explained in this
chapter.
Student Nutrition
FoodShare is a partner in the Toronto Partners for Student Nutrition (TPSN) which includes Toronto
Public Health, Toronto Foundation for Student Success, Toronto Angel Foundation, Toronto District
School Board and the Toronto Catholic District School Board. TPSN supports over 500 local Student
Nutrition Programs. FoodShare helps to ensure that more than 84.000 children and youth have access to
healthy, culturally appropriate breakfast, snacks and lunches in their school and local community. Through
workshops and training sessions, and ongoing support FoodShare’s Student Nutrition Program assists
parents and volunteers to run these programs.
Kitchen Crusaders
The Kitchen Crusaders is a new project which started about one year ago and is part of the Student
Nutrition Programs. Two employees who first were interns at the Focus on Food Intern Project, lead
hands on and engaging workshops to get high school students involved in preparing food in their school’s
student nutrition programs. The workshops focus on preparing good, healthy food, basic cooking skills
and an introduction to grocery shopping. During my time at FoodShare I went with the Kitchen
Crusaders to high schools (secondary school) to see their workshops.
Fresh Produce Program
This program helps to make produce affordable and
accessible for Student Nutrition Programs in Toronto
elementary, middle and secondary schools. Schools
choose from a list of fresh produce that is available to
order and have delivered directly to the schools.
3.2.3.3. Community Education & Information
Resources
This group can be divided in two different programs:
Healthy Babies Eat Home Cooked Food and the
FoodLink Hotline.
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Healthy Babies Eat Home Cooked Food
This program provides parents, especially mothers, with information about healthy eating for infants and
toddlers how they can feed their babies healthy. The trainers speak many different languages and go out to
different community groups.
FoodLink Hotline
FoodLink, is a partnership between FoodShare and Community Information Toronto (CIT), which fields
over 500 calls per month from individuals looking for food programs in Toronto, like food banks, low-
cost meals, community gardens, Good Food Market programs and other community food services.
3.2.3.4. Other Programs
Fresh lunch for FoodShare’s staff
Every day at FoodShare the staff from the kitchen prepare a fresh, healthy, nutritious lunch for all the
employees and the volunteers who work that day at FoodShare. Everybody eats together in the same
room and enjoys this moment.
Focus on Food Youth Intern Project
Focus on Food (Youth Interns) is a program for youth, between the ages of 15 to 30, who are facing
barriers to employment. This program supports the participants to gain job and life skills necessary for
them to make the transition to school or work. They work in multiple departments to get a total overview
and to built up knowledge about different aspects like finance, administration, computers, nutrition,
cooking and conflict-resolution. During my work at FoodShare I met some very nice interns of this
program and worked many times with them together including leading a community kitchen workshop on
Dutch cuisine.
Field to Table Catering and FoodShare Cooking Programs
Field to Table Catering offers various menus of fresh, healthy, affordable, multi-culturally sensitive and
seasonal foods for sale to community organizations and other events of any size.
Toronto Kitchen Incubator
The two kitchens at FoodShare are fully-equipped industrial kitchens. One of these kitchens is available
for a low hourly membership fee for small food businesses and non-profit community groups to start
their business. This kitchen is also used for cooking classes by some high schools (secondary schools) and
for workshops which are hold by the Field to Table School Program.
3.3. Field to Table Schools Program
3.3.1. Field to Table Schools
Important parts of FoodShare’s work are the Students Programs.
FoodShare believes that food education and access to healthy food
are critical to the health of all children and the youth. They have
different programs specialized for schools, teachers and students.
One of these programs is named Field to Table Schools. In this
chapter there will be a short overview of the contents of the Field to
Table Program. During my stay at FoodShare, I worked closely with
all the employees who are responsible for this program. Meredith
Hayes is the Field to Table Schools Coordinator. For my work in
Toronto and for the research, Meredith Hayes was also my
supervisor. I worked for the team of Field to Table Schools in
several activities and workshop days during my stay in Toronto.
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3.3.2. Workshops
Field to Table Schools Program works with children from Junior Kindergarten to Grade 12, providing
workshops and resources on healthy eating and an understanding and experience of the whole range of
the food system as a way of life. Field to Table Schools programming consists of many different kinds of
workshops and activities facilitated both at FoodShare’s building and in-class. In-class means that
employees from Field to Table School come over to the school and give the workshop to the students or
the teachers get the literacy and workshops from FoodShare to give the workshop to the students
themselves.
FoodShare has made many different kinds of workshops for all children of all ages. These workshop range
from subjects such as food choices, healthy eating and nutrition education, food cycles, gardening,
composting, animals in our food system, cooking and food preparation, food and the environment,
biodiversity, supporting our local food system, and many more. There is an overview of several workshop
provided by FoodShare on the website: www.foodshare.net. One workshop which is very popular at this
time is: the Rotten Apple Party. This workshop is about how apples (and other foods) can be used for
composting, the different stages of composting, worms and the food cycle. Children love this workshop
and during my stay at FoodShare I assisted in delivering this workshop to students from different
schools.33
3.3.3. Special days
Field to Table Schools also provides special days at FoodShare for children of all ages. The schools pay $5
for a full day workshop, including lunch or $3 for a half day in FoodShare’s kitchen, gardens, composting
area and classroom. During these days, people from Field to Table Schools provide workshops, activities
and games about the subjects mentioned before. A healthy fresh lunch is included in the price and is made
in the FoodShare’s kitchen. The children really like these kind of special days; they learn a lot and have fun
at the same time. I really enjoyed helping to facilitate the workshops during a few of these days while I
worked for Field to Table Schools, especially the cooking-workshops in the kitchen.
3.3.4. Special day: The Great Big Crunch
This year, on Thursday March 11 over 50.000 students across Canada joined ‘The Great Big Crunch
2010’, as well as some students from Amsterdam and Morocco. All these students took at the same
moment one big bite of an apple, towards healthy living through healthy eating. FoodShare organised this
event for the third time. Every school or class in Canada could register
at FoodShare to find information, workshops and activities about
apples. Whether students participated in a total day with activities, an
afternoon or just one ‘Great Big Crunch-moment’, the goal of this day is
to get students excited and to highlight the benefits of eating healthy
and delicious Canadian apples while learning a bit more about the fo
system.
od
34
During my stay at FoodShare, I translated multiple workshops and
activities around apples from English to Dutch. Therefore, it was
possible for two classes in the Netherlands to participate with the ‘Great
Big Crunch’. The translation for ‘the Great Big Crunch day’ is ‘de Grote
Knapperige Appelhap-dag’. In addition, one class in Morocco participated as well with help from Dutch-
Moroccan friend. Even after four months, children of the Amsterdam school who participated are
conscious about the special apple day. “Every day an apple keeps the doctor outside”, is what they still
remember.
3.3.5. School gardens
The main objectives of the Field to Table School projects is to bring children ‘back’ to the origin of food,
to put emphasis on locally produced products, raise awareness of good, healthy food in addition to how
food is processed. The aim is to make children more aware of their food choices, now and in the future.
This can be achieved by building food literacy through participation in food production in school food
gardens and other urban agriculture programs, such as growing edible sprouts in the garden, etc.35
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The school food gardens are another important aspect which can be organised by Field to Table Schools.
In general, school gardens in Toronto are run by the schools and mostly in partnership with an
organization like FoodShare. FoodShare has different funders to set up a school food garden in
cooperation with the school. In the past funding for school food gardens has come from the Ontario
Ministry of the Environment, the Ministry of Health Promotion, IntoHealth, the Trillium Foundation and
private donors. The funding for the first ten gardens was allocated to schools in the winter of 2008. This
included funding for building the gardens, some staff support, workshop training and material resources.
In 2009, FoodShare’s network of school food gardens grew to include 12 new gardens. These gardens
were Footprint Gardens, which were planted in the shape of a foot to complement lessons on ecological
footprints. Each ‘toe’ of the foot shaped gardens was themed around food actions that schools and
students could take to reduce their carbon footprints. These actions included rain water harvesting,
composting organic gardening, supporting local farmers and planting fruit trees. James S. Bell Junior
Middle School, which was the focus of this report, was one of the twelve footprint gardens and was also
involved in the building of a small school food garden in 2007.
3.3.6. Composting: Soil Power!
Soil Power! is Field to Table School's newest project supporting the development of composting
programs in Toronto District School Board schools. With funding from Earth Day Canada, Soil Power!
aims to work on composting issues "from table to field" providing composting units that are approved by
the school board and that support school gardens and other healthy urban agricultural systems with
nutrient rich compost. FoodShare has partnered with students and staff at Maplewood High School to
build ten, three cell compost bins that will be distributed to both elementary and secondary schools.
FoodShare also provides training and resources to support the maintenance and integration of
composting into the schools.36
3.4. James S. Bell Junior Middle School
3.4.1. James S. Bell
James S. Bell Junior Middle school is part of the Toronto District School Board. The Toronto District
School Board is the largest school Board in Canada and the fourth largest in North America. They have
nearly 600 schools and serve more than 250.000 students each year.37
At James S. Bell, there are about 380 students and 30
teaching and support staff. The staff makes sure to
provide a safe, nurturing and stimulating environment
with positive learning experiences to promote students’
social, emotional, intellectual and physical growth. James
S. Bell offers a range of extracurricular activities to
enhance and complement the students’ whole school
experience. Programs about food and nutrition are giving
by using the school garden and the Health and Physical
Education developed by the Ministry of Education of
Canada. Besides these programs the school offers
different kind of food and nutrition programs like the
Breakfast Club, the Hot Lunch Program and the Snack
Program in the Afterschool Homework.38
3.4.2. Hot Lunch Program
The Hot Lunch Program started in 2005 and operates four days a week, from Monday to Thursday only.
The Hot Lunch Program is parent council-driven. It was started because there was a need for hot,
nutritious program for students attending a full-day school. The Hot Lunch Program purchases its fresh
produce in bulk from the FoodShare suppliers. On Fridays, students who are part of the Hot Lunch
Program have to bring their own lunch, but they will eat together. There is a wide variety of meals such as
sandwiches, wraps, taco’s, meat, various pasta dishes, various vegetables and fruits and one serving of
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chocolate or white milk. All menus are prepared according to the Canada’s Food Guide and every day the
dishes are freshly cooked. The Salad bars on Wednesdays and Thursdays always offer salad items of four
or more different colours. The monthly fee is $40 (€31,20). The Hot Lunch Program is a real success and
the children are enthusiastic to be part of it. Also, the products from the school garden are used for the
products made in the Hot Lunch Program. All the thrown away food goes into the compost system.39
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4. Research Results
4.1. Introduction
In this chapter the results from the interviews will be presented by using the schedule from chapter 2,
Methods and Techniques. In this schedule the aims and elaborations for every method are given. To have
a total overview of the results, I will first describe the aim and second the elaboration.
4.2. Aim 1. Knowing the child, name, age, sex and neighbourhood
I interviewed twelve children in total: from three grades, each four students (grade 3, grade 4 and grade 5).
The ages were between 10 and 12 years. Four students were boys and eight students were girls. Most
students lived in the neighbourhood of the school named James S. Bell. Some students were bussed in
from 10 or 12 blocks away. Other students lived further away, but used to go to the nearby daycares, and
therefore had the right to attend this school.
Students of James S. Bell elementary had an economically diverse background, ranging from families living
on government welfare assistance to quite wealthy families living in lovely lakeside mansions. There were
more blue-collar working class families than white-collar middle or upper middle class. Culturally and
linguistically, one quarter of the students spoke a language other than English at home. Of these, the
majority of the families were of Eastern European background (Croatian, Serbian, Albanian, Romanian,
Ukrainian, and Russian); and the remaining few were Asians (Tibetans, Philippinos, Chinese) and Africans.
The majority of the families where English was the first language, came from New Foundland. A few
families were of First Nations background.
4.2.1. Elaboration 1. Discussion about their eating behaviour: breakfast, lunch, dinner,
snacks. Making an inventory and examining if they see changes in their food intake
behaviour.
During the interviews it was obvious that the children from grade 3 were younger than the other students.
The difference in knowledge and communication between grade 4 and grade 5 was not as striking as it was
between grade 3 and grade 4. Probably, grade 3 students were not yet completely capable in discursive
terms. Children of grade 4 and grade 5 had more experience with food education at school. Five students
in these grades (mostly girls) indicated that they ate differently now, compared to a few years ago and they
expressed the ambition to continue eating differently. There was definitely more attention for healthy
eating. When they were younger they had less knowledge of what is healthy food and what is not. By
getting older, they started to realize what is good for your body and what is not. It turned out that most of
the students tried to be more conscious about their food intake behaviour. Especially the girls started to
focus on how they wanted to look on the outside: “I just ate whatever I liked. Now, when you’re older, you have to
eat more healthy because you don’t want to look ugly and be fat.” “It is important to me to eat not that much junk food.”
“We do learn lots of stuff in school, and it gets your attention, why and where it (products) comes from.”
4.2.1.1. Food Diary data
These data are based on the children’s food diaries. The children had to fill in a food diary for one week.
An overview of their food intake by students of every grade is written below. The diaries provide
knowledge about what the students ate and give insight into their choices. They do not show the exact
amounts of what the students ate because this would not fit within the scope of this research. (Appendix J
shows an example of what the food diary looked like.)
Grade 3
Breakfast
On schooldays during the week, all grade 3 students had breakfast. The children ate a chocolate chip
muffin, or a bowl of cereal with milk or without, one or two slices of toast with one fried egg or with
peanut butter. Some children had some small slices of fruit. For drinks, the children consumed a glass of
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orange juice, or a cup of chocolate milk or regular milk and sometimes they did not drink anything besides
their bowl with cereals and milk.
During the weekend, the children ate and drank more or less the same products for breakfast and the
same amount of breakfast as during the week.
Snack (treat) (during the morning)
Most students did not mention any snacks (treats) or drinks during the morning. This meant that after
breakfast they did not eat until lunch.
Lunch
The student, who participated in the Hot Lunch Program, ate some pieces of fruit every day and
vegetables for lunch. Also, she ate some other products like meat balls, small buns (bread), noodles, tuna
dish or cheese. On Friday she brought her own homemade lunch: small pizza and a piece of white cheese.
She always drank a small carton of milk. This is included in the Hot Lunch Program. The other students
ate their homemade lunches: rice with meat, one large fish stick, rice and peas, pasta with tomatoes sauce,
meat sandwiches, sandwich with fried egg, or grain bread with jam. Most of the times they also ate some
small products like a small cup of popcorn, pieces of fruit or a piece of chocolate. For drinks they had a
glass of water, chocolate milk or (apple) juice.
During the weekend, the children ate rice with potato and an orange, or a grilled cheese sandwich with
plain butter, or one turkey leg with a piece of bread and strawberries. They drank the same drinks as
during the week.
Snack (treats) (at school and during the afternoon)
At school, children often did not eat or drink anything after lunch and before arriving home. Sometimes
they ate some snacks, like two small donuts, apple or vanilla pudding. Usually they did not drink anything,
except for sometimes a glass of water.
When the children arrived home, they ate products like: fruit, ice cream, chips, grain bread with peanut
butter, a cereal bar, cheese crackers or popcorn. Most times they consumed one of these. The students
drank water, lemonade, apple juice, orange juice or a can of pop. According to the food diary, only two
children out of four once drank a can of pop during schooldays. Pop is the word for soft drinks with no
alcohol like Coca cola, Pepsi, orange soda, 7up, flavoured water, iced tea, sweet tea, ginger ale and
sparkling lemonade.
During the weekend, most children drank a can of pop, a few glasses of juice and water. One child also
had two cups of punch and one child drank two Boost drinks (nutritional energy drink). All children
consumed more or less the same amount of snacks as during schooldays, but two children consumed
some candy instead of the products they had during the week.
Evening
All children ate dinner, which includes meat or fish, potato or rice, most times vegetables or salad,
sometimes fruits and a dessert like pudding or ice cream. They drank orange juice, milk or water with their
dinner. Dinner in the weekends is about the same as dinner during the week. Only one student had a
special drink: a Shirley Temple drink (non-alcoholic cocktail).
Grade 4
Breakfast
On schooldays during the week, all grade 4 students had breakfast. The students ate one or two pieces of
(raisin) bread with butter, bread with butter and Nutella, cream cheese, raspberry jam or a bowl of cereals
(Honeycomb or Co-Co wheats). They had a glass of milk, orange juice or water.
During the weekend, they ate more or less the same products as during a school week, only some children
drank other drinks like hot chocolate and lemon with ice.
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No students had anything to eat or to drink during the rest of the morning.
Lunch
The student, who participated in the Hot Lunch Program, ate some pieces of fruit, vegetables or both
every day. Also, she ate some other products like one burrito, one bagel with butter or pieces of cheese
pizza. On Friday she brought her own homemade lunch: one cheese sandwich, one piece of bread with
chocolate and a juice box (apple). The other students with their homemade lunches ate: one bun with
cream cheese, bun with basil pesto and red pepper (Salad bar at school: part of the Hot Lunch), bagel with
butter, two pieces of whole wheat bread with ham, bread with three scrambled eggs, salami sandwich with
mustard, white rice with sausage and fruit and taco with lettuce, cheese and ketchup. Most children ate a
piece of fruit every day as well. For drinks they had juice boxes, cartons of (chocolate) milk, bottles of
Five Alive (juice with 5 fruits) and water.
In the weekend, most children had a different lunch than during the school week, for example: bread with
eggs, grilled cheese sandwich, croissant, Greek gyros, cookies or one donut.
Most students had nothing to eat or to drink after lunch and before coming home. Only one child had a
piece of fruit one day.
When they arrived home, the children ate a piece of chocolate, fruits, homemade pumpkin soup, cheese
bun, a bowl of cereal, rice crackers, cheese sticks, cookies or chocolate walnuts. Some days some children
didn’t eat anything at all when they arrived home. They drank water, lemonade, juice or nothing.
In the weekend, the children ate snacks like popcorn, chocolate chip muffins, pumpkin seeds or Belgian
waffles.
Evening
For dinner, the children ate meals like spaghetti with corn, rice with beans, rice with vegetables, cheese
burrito with chicken, lettuce and tomato, a piece of garlic bread and spaghetti with tomatoes and meat,
noodles, soup, meatballs and bread and salad, meat with mashed potatoes and salad or slice pizza and
pineapple. One student, whose parents were on a special diet, ate fish or meat every dinner, with rice or
potato, beans, many vegetables or salad and soup. It was very clear that she had a varied and healthy diet.
All children drank water, juices or milk.
During the weekend, the children ate ‘easier’ dinners like smiley potatoes with chicken fingers, white bread
with hot dogs and brown beans or pancakes with strawberries. After dinner most children ate a piece of
chocolate, muffin or another snack
Grade 5
Breakfast
On schooldays during the week, almost all grade 5 students had breakfast every day, except for two
students who had no breakfast one day in the week. The children ate a waffle, granola bar, cinnamon
raisin bread with butter, sandwich with Nutella and a spoon of flex seed oil, a piece of fruit, a bagel, 3
oatmeal cookies, pita with peanut butter or a cheese sandwich. They drank milk, chocolate milk, water,
juices or nothing.
During the weekend, the children’s eating habits were slightly different: eggs (omelette), eggs with ground
beef, bread with Philadelphia cream cheese or a bowl with Fruit Loops (cereal). The drinks were the same
as during the week.
Most students did not drink or eat anything. Only one student once had a banana and one student once
had a chocolate pudding and a mini cheese muffin (she had no breakfast that day) and drank a juice box
(apple) another day .
In de weekend, the children ate crackers, fruit or nothing in between. They drank milk, water or a glass of
juice.
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Lunch
The students who participated in the Hot Lunch Program ate some pieces of fruit, vegetables, or both
every day. Also, they ate macaroni with cheese and ketchup, burrito or taco with meat, cheese and lettuce,
pieces of shrimp, coleslaw, a bagel with butter or slices of cheese pizza. They always drank a small carton
of (chocolate) milk. On Friday one of them brought her own homemade lunch (the other students were
not at school that day): two mini pizzas and cucumbers. The other students with their homemade lunches
ate: cheese sandwiches, Kit Kat bar, sandwich with cream cheese, slice of pizza and fruit, salami sandwich
and cucumber or Rice Krispies. For drinks, they had a juice box, a can of coke or a carton of chocolate
milk.
During the weekend, they ate a little differently than during the school week: chicken fingers, fries and ice
cream, a Subway sandwich with cheese and salami, a salad, hummus with crackers and homemade biscuits,
a plate of risotto and fruit or a bowl of cereal (Honeycomb). They drank pop, (choco) milk or water.
Most students had nothing to eat or to drink after lunch and before they came home. One time one girl
ate a granola bar and drank some water.
When they arrived home they ate a chocolate pudding with fruit, cones of ice milk, a bowl of cereal
(Honeycomb or Honey nut cheerios), fruit, white beans with one drumstick, chocolate eggs, parmigiano
cheese, pieces of candy or chips. They drank: glasses of juice, milk, water or lemonade. Some children ate
a different snack in the weekend like: chocolate granola bar, tortellini or a slice of pizza. Some children
drank two cans of pop.
Evening
For dinner, the children ate: pasta with drumstick and salad, taco’s with ground beef and cheese and
lettuce, eggplant casserole, chicken sandwich with fruit salad, sandwich with cheese and salami, scrambled
eggs with salad and bread, pork with fries, fish with fries, pasta and salad or slices of pizza. For drinks they
had milk, chocolate milk, water, tea, juice, pop, ice tea and one child drank a Shirley Temple (see before).
In the weekend, the children ate different dinners like: steak with salad, mussels and shrimps and fish with
coleslaw, fries with chicken fingers, chicken wings, macaroni and meat or chicken noodle soup. For drinks
they had: tea, chocolate milk, water or pop.
4.3. Aim 2. To get a vision of what they regard as healthy and unhealthy
products. To get insight into their motivations to choose food products
and how the children order the offered products.
The students had to divide several products into three groups: healthy, unhealthy and in between. There
were many pictures of all kinds of products, from frozen dinners to fresh fruits, different kinds of fast
food, pieces of meat, vegetables, snacks and drinks. All students were confident to put the pictures of
fruits and vegetables in the healthy group. There was no
doubt in that. Meat, fish, eggs, milk, cheese, brown bread
were considered healthy too. Also, it was immediately
clear for them to put the products like pop, French fries,
ice cream, candy, chocolate cookies, brownies, pie and
chips in the unhealthy group. Pizza and hamburgers were
divided or in the unhealthy group or in the in between
group. Plain cereals and granola-bars were mostly put in
the in between group or in the healthy group. Drinks like
fruit juices were most of the time seen as healthy, but
many students knew there is a lot of sugar in it, which
made it unhealthier. Water was believed to be healthy by
everyone.
Eight children from different grades sometimes took a look at the back of products’ packages to read the
food label. They did not totally understand what words like ‘carbs’ meant, but they knew what the calorie
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amount said and that high amounts of sugar were unhealthy. Eleven students recognized the picture of the
Canada’s Food Guide. (See appendix K.) Only one student did not recognize it in the beginning, but
during the third session he remembered something about it. “It helps you eat healthier” he said. It turned
out, they liked to talk about whether products were healthy or not. All the children knew they had to eat
healthy products on a daily base and unhealthy products only ones in a while. Healthy food was normal
food and was seen as the standard for daily food intake: “Only sometimes you can eat unhealthy products.” “If you
eat like one slice of pizza like every three weeks, it is not gonna hurt you, it is not gonna do anything bad, You’re not eating
like a lot.”
4.3.1. Elaboration 2. Discussion about their choices, the offered products and their
knowledge about healthy and unhealthy products.
Multiple times, in different ways, the students were asked why products are healthy or why products are
unhealthy. The children liked to describe for every individual picture why it is healthy or not. Some
pictures, like sandwiches or total meals, were made out of several kinds of products. The children studied
the pictures very closely, in order to see the composition, and they based their decision on the different
products shown at the picture. For example, when there was a picture of white bread with eggs and bacon,
they first mentioned the white bread, of which all children knew it is less healthy than brown (whole
wheat) bread. Second, they mentioned the eggs, which were known as healthy by all children. And third,
the bacon which was healthy for some children and unhealthy for other children. Therefore, the egg
sandwich with bacon was put in all of the three different groups: healthy, unhealthy and in between. It
depended on the individual children’s view and knowledge if some products were seen as healthy or not.
It was remarkable that all children were clear about their opinion on Fruit Loops (a special cereal); they
put this product in the unhealthy group or in the in between group. This product seemed to them to have
‘fruit’ in it, which is healthy, but it also has a lot of sugar, which is very unhealthy. The fibres in it are
healthy, therefore, most children put this product in the in between group. The students knew that deep
frying is unhealthy, so most children made the difference between French fries and pieces of baked
potatoes. The French fries were classified as very greasy and unhealthy.
Both words, junk food and fast food, stood for unhealthy products. Students described junk food as: “the
stuff that is bad for you, like JUNK.” Fast food was described as products from MacDonald’s, which are very
high in salt. Another student mentioned that fast food has a lot of fat and cholesterol. “You should not eat
junk food: junk food is unhealthy”.
Surprisingly, only two students recognized spinach, but no student knew about kale. Most of the times,
they recognized both these vegetables as lettuce.
General remarks heard were: “Vitamins are good for you. They are helpful to your body.” “Pop in general is quite
unhealthy, they have a lot of calories and fat, you could survive on water, we don’t need them, it is not part of our health. The
people back then did not need them and they were healthy. Now, we just have them, but we don’t need them.”
It turned out, for all grades it was sometimes very difficult to properly understand the nutritional facts and
words. Grade 5 and the girls in grade 4 knew most about specific nutritional details. Grade 3 and some
students in grade 4 knew some details about specific nutritional facts, but it happened often that they
confused nutrients with other words or that they thought they knew facts which were actually untrue:
“Salt is part of cholesterol, so I think that clogs up something too.” “Iron cleans up your blood” “Bread is like wheat, and
wheat is like a little bad for you”. “If you drink at least two types of pop a week, you have a high change of brain cancer.”
Specific questions
 What do healthy products do to your body?
It was clear to all children that healthy products give your body the right amount of energy. The
students made a definite distinction between the energy you get from healthy products and the energy
you get from unhealthy products. Ten out of the twelve children mentioned the ‘sugar-rush’. They
explained that the ‘sugar-rush’ acts only in unhealthy products. It meant that, for a short amount of
time, your body gets a lot of energy but after this time, there is no real energy left. Healthy products
by contrast, give you energy which is slow enough to be effective for a longer time. So, you will not
get tired. “Healthy products help you get energy, but it won’t slow you down, helps you be that stronger. Because if you
eat a lot of junk food, it makes you sort of weaker.”
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Another important aspect of healthy products was that it will not make you sick and it will not make
you fat. “All the fruits and vegetables should go in the healthy group, because they’re something you need in every diet,
without these you would either grow really fat or your energy will go really low.” “Vitamins help your body grow’.
Healthy products give you nutrients. The children could not give a proper explanation of what
nutrients are, although it seemed to be something healthy. “It is healthy because it gives you nutrient. I don’t
really know what nutrients are: it helps you, it is good. It doesn’t give you fat, well sometimes if you eat too much it
can.” “Basically, makes it so you won’t get sick. You’re teeth won’t rot. “It helps because it also gets you energy.”
“Fibres help you poo, I’ve heard.”
 What do unhealthy products do to your body?
All the students were entirely clear about the high amount of sugar in unhealthy products. In all the
children’s opinion there was too much sugar in all the pictures of unhealthy products. Sugar seemed
to be a very negative word to the students and was bad for your health. They were sure that if
someone eats too much sugar, it could make him overweight and rot his teeth. “Usually, when you eat a
lot of sugar it just sort of powers you up and then it slows you down after a while.” “Sugar is bad.” “Sugar will also
make fat in your body” “Ice cream is not very good to eat, it’s yummy, but it’s not good to eat every day. It gives you lots
of sugar, you can get hyper sometimes. It gives you calories, you could gain pounds.”
The word ‘fat’ was also known by all students. They all understood that unhealthy products with a lot
of fat will make you fat and overweight. They made the connection with overweight and not running
as fast as normally. Also, when you are overweight you have the possibility to get ‘sick’. Most students
did not refer to being really sick, but for example, to having pain in your stomach. Four out of twelve
children talked about clogging your veins and diabetes. One child mentioned the connection between
a heart attack and unhealthy products. One student knew that saturated fat and trans fat are the most
unhealthy types of fat. “Chips, burgers are turning into fat easy, it sort of slows you down, it sort of sits in your
body and it is not burned off.” “If you eat too much, it will make you a little sick.” “Fat sometimes is healthy, people
do need fat.”
Some children mentioned that healthy products can have lots of salt and are oily, for example, with
French fries. “A lot of salt is not good for you, but a little bit can be good for you.” “A lot of oils on it is not good
too, it gets greasy.”
 Can you taste if a product is healthy or unhealthy?
Some children said that they cannot taste it if a product is healthy. Others mentioned that unhealthy
products contain more fat, which you taste as ‘greasy’. Also, unhealthy products can taste very salty
and are ‘sticky’. “I don’t think it has anything to do with the taste, both (healthy and unhealthy) can be delicious, it’s
just like they’re healthy and they’re unhealthy, that is probably just the difference and what is in it.”
 Can you tell by the looks of a product if it is healthy or unhealthy?
This question was not answered unambiguously but in a rather contradictive way. “Yes, because I have
the knowledge, I know meat is healthy, so when I see meat it is healthy”. “No, only, if you look at the back of the
product.”
 Do you like to know if a product is healthy or not?
All students made clear that they liked to know if a product is healthy. “You need to know what you are
eating.”
Eating healthy
All children stated that they d enjoyed eating healthy. Of course, some students did not like several healthy
products, because of the taste. There are always some products they will eat and which are healthy.
Moreover, the students who were very interested in health and nutrition in general, seemed to like to eat
more healthy. These children did not mention to dislike any healthy products. “Yes, I like to eat healthy,
because I do a lot of exercise.” “It’s important to eat healthy for your growth, to become taller.”
Eating unhealthy
The children liked to eat unhealthy products sometimes. As described above, the children knew that they
should not eat unhealthy products too often, but they all agreed that unhealthy products are tasty. Only
one student did not eat unhealthy as much as the other 11 children, since her parents were on a special
diet.
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It was entirely clear that most products from the unhealthy group cannot grow in a garden whereas most
healthy products come from the garden. To everyone it was very clear that all fruits and vegetables are
grown in a garden. The students also made a difference between fresh products and ‘made’ products.
Some children called these ‘made’ products ‘factory products’. A few children could make the connection
between health and products from the garden by themselves, one from grade 3, grade 4 and 5. “Unhealthy
products are ‘made’. ” “You can’t grow chicken, but all vegetables and fruits you can grow.” “It has added things, because it
is packaged, more salt and fat and stuff.” “Fresh fruits are very healthy, they’re natural, they’re not frozen, that makes a
difference.” “These products come from the dirt.” “I don’t think any product from the garden is unhealthy, maybe one odd one
I have never heard of.”
In particular, one girl from grade 4 and the students from grade 5 indicated that some children of the
same age, do not have parents who are aware of the food they give their children, or parents who don’t
talk to their children about food. Health Education and the other programs about nutrition are than the
only way to learn about what is healthy. “It gets your attention.”
“The longer you talk about it in class, the more people will lower down in eating unhealthy products, maybe not totally stop,
but lower it down. Some people eat MacDonald’s a few times a week and that is not good.” “I know some people in the
world don’t really care what they eat, but they’re doing something bad to themselves.” “For some kids, Health Education can
make them think twice. But for some kids, they are just fooling around: ‘Ahh yeah whatever, I don’t like good food,’ so they
only want to eat what they like. These kids can become overweight.”
4.4. Aim 3. To know what they think about the different projects and
programs about nutrition and food. To understand what they see as
healthy and unhealthy food.
Students, who spoke about food and nutrition at home with their families, had most knowledge about
healthy and unhealthy products. Moreover, they also remembered more about the different projects and
programs about nutrition and food, compared with the students who did not discuss food and nutrition at
home. Their interests in health and nutrition in general seemed to be a little higher. About half of the
students in my research sometimes spoke with their parents, or their brothers and sisters, about healthy
food and nutrition.
Health and Physical Education
Physical Education is about sports and activities. Health Education is about nutrition and food and about
development. It turned out that repeating the literacy on nutrition during Health Class had the most effect
on what children remembered well. This counted for all students from different grades. Most children
remembered some parts of the Health Education, but often they told me that they had forgotten what
they learnt. They mostly remembered the literacy about which products are healthy and which are
unhealthy to eat, food intake (portions), the food groups, food boxes and food labels. It was clear that the
average grade 5 student remembered the most of these Health classes and they had the most knowledge
about the different subjects they had learnt.
Another aspect which had made an impact, in particular on the children of grade 4, was the literacy on
calorie-intake. All the girls from grade 4 remembered well how they compared the amounts of calories and
the nutritional facts of fast food, like a big Mac, with the daily calorie intake amount. “We learnt about what
calories do and how many calories you need a day.” “Don’t eat a big Mac for dinner and than go to sleep, because the calories
can build up.” “Ever since we looked at food labels during class, I just started looking at them twice or three times as much
as I normally did.” “You have to watch the portion, because it might be like three times in there.”
All students learnt about the Canada’s Food Guide and what it is about. By using this clear picture as an
overview of what is healthy to eat, it became clear to these young children. “The Canada’s Food Guide, you
learn what you should eat.” “You learn about food groups, what is more healthy”
The students indicated that they learnt much of their knowledge about healthy food and nutrition because
of Health Education. They had a positive attitude towards these kinds of classes and most children like to
learn more about nutrition and food. During the interviews, only one student mentioned Health class as
“boring”. Particularly for the children who liked to know more about these subjects, it gave them
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information to think about and they even considered to change their own behaviour sometimes. “I find it’s
fun learning about how to treat your body right and for when I get older, I know how to do it.”
School garden
Most children enjoyed working in a garden. These students thought very positively about the school
garden. Of last year, the students remembered the planted products of the garden: tomatoes, pumpkins,
fruits, gigantic sunflowers and other flowers. Every student of the school had to help building and creating
the school garden. It depended on their grade what they did. Different tasks were: measuring and building
the garden, turning the ground, growing seedlings in the classroom, planting the seedlings in the garden,
the harvest fest and the composting. “Everyone touched at least one peace of dirt.” All the products which were
ready to harvest were used for the Hot Lunch Program. “One day, in the morning, I went with Miss Mok to the
garden and we got back with a bin full of vegetables!”
As mentioned above, most students remembered some parts of their work in the garden, but just like in
Health class, some students totally forgot about the activities in the garden. Especially, the students who
were very interested in gardening, remembered the most. These students stated clearly that they would like
to learn more about gardens and working in the garden next year. “I would like to know how to treat a garden
the right way, I know about watering the plants, but I don’t know how you can put in some special dirt and what to do if
some plants are starting to die.”
In every grade, two out of four children were very interested in gardens and gardening. One out of four
enjoyed to work and be in a garden and the last one out of four only liked to be in a garden but was not
interested in gardening at all. The things the children enjoyed about working in the garden were: to be
outside, to be with friends, planting flowers, to be ‘proud’ of yourself for making a garden beautiful,
harvesting and using the products from the garden, to see how beautiful it can be and how ‘alive’ a garden
can be. The students who enjoyed to work in a garden did not have anything they did not like in the
garden, only one girl mentioned she did not like the insects so much. “Working in the garden makes me feel that
I’m helping the world.”
Some children said, they definitely took the things they had learnt in the school garden home with them to
their own gardens. Besides this, working in the garden proved to be a great way to have classes and to
learn new things. “I thought it was a good experience for everyone who helped because it is just like, I have a feeling, some
kids might not even have one flower planted in their yard.”.
It turned out that some children did not like to work in a garden. In my research there were two children
who explicitly said they did not like it, so already at this age, children display a clear preference for one
activity or the other (opinion on why they do not prefer to work in a garden). Some have interests in other
subjects than a garden. These students like to be in a garden and to use the products from the garden as
their food, but they do not like to do the ‘hard’ work like planting. They based their opinion on their
experiences from the past. “I like it, but I don’t like to work in it, because it’s dirty and hard work. I would have been
tired really quickly.” “It looks beautiful, but if I would actually sit there and work in it, I am not a big fan.”
When I asked the students to describe their own imaginary garden they all saw a beautiful garden with the
products they knew. It seemed, all children liked to have fresh products in the garden. Only one student
said to have only flowers in the garden. All students liked to tell their families about their beautiful garden
and to share this with them. “It would look pretty, lots of roses, other flowers, fruits.” “It’s beautiful, it’s nice and it has
lots of vitamins and lots of food that we could eat.” “I’ll tell her (my mother) to buy me pumpkin seeds.”
The Hot Lunch Program
Five out of the twelve students, during my research, were in the Hot Lunch Program. Another two
students were in the Hot Lunch Program last year. The children indicated, they did not learn about good
and healthy food during the Hot Lunch Program, even though they only ate healthy products. All the
children participating in the Hot Lunch had to put different ‘colours’ of products on their plates, like
vegetables. Because of the Hot Lunch, some children may have gotten in touch with products they would
normally not have eaten at home. Also, by throwing the leftover food in the compost bins, they sawe the
importance of composting. A few children, who were participating in the Hot Lunch Program, were also
in charge of the compost system outside. These children learnt a lot about how to complete the food
cycle. “You come in and you put your coat down on the tables and then you get a plate from one of the helpers. You have
two tables to take your food from, there is a variety of food.”
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In summary, every student was very positive about the quality of food and about being part of the Hot
Lunch Program. They enjoyed the fresh healthy food, even if sometimes they did not like some products.
“Yes, I like it, they really cook good food there.” There were only two comments given by one of the students.
These comments involved the amount of children getting together in the lunch room at the same time. “I
would like to change how many kids they let in at one time, because there is a long line and it will take a while to get in and
if you let kids in right away, you get this giant clump before you get your food.” “I would like them to microwave a few things
sometimes, to get some products hotter instead of cold.”
The workshops day at FoodShare
On March 3 there was a special workshop day at FoodShare: Soil Power! From Field to Table and back again.
At this day there were about 60 children, from different schools in Toronto, coming over to FoodShare.
The children were split up in three groups and each group followed three different kinds of workshops
and several activities and games. All the workshops, activities and games were held inside or outside the
FoodShare building. Three students in my research came to this day as well. During the interviews, I
briefly spoke to these children about how they evaluated
this workshop day at FoodShare. All the children were
very positive about this day and had good memories of
learning and fun together. “That day was lots of fun!” “We
learnt some things what we also have learnt during the Footprint,
but it was good to know again, because it made my memory refresh
again.”
One workshop was in the kitchen, where they made
potato slices. “We tried the potatoes from the last group and
everyone said ‘O my gosh it is so hot!’ So, I had some crackers in
my bag pack and we ate them, because it was so spicy.” “Everyone
got to join in and do one little thing and you got to know more
people.” They also went to the ‘Rotten Apple Party’. “That was interesting” “We talked about how we can help the
earth with doing one little step at a time. Also, we got to know other people.” “We learnt about what worms don’t like,
because they go into our bin, they don’t like onions, they don’t like oranges. And if you put meat in it, racoons will come in.”
In another workshop they made fresh juices and had to name their freshly made juice. “We made the drinks,
that was interesting. I liked the machine, that would be handy to have at home. I was like: I want this, I want this. And
wow, I thought: this must be expensive. Once I thought: all those juices must be probably more expensive, if you keep buying
juices. Instead of buying all the ingredients and putting it in the juicer. And than, you have the pulp, but I didn’t ask him,
because I had no time, what can you do with the pulp? Can you put it in like pie or cupcakes? Because it smelled really
good.” Another workshop was outside about composting. During a game, they got to know what to put in
the compost bins. “When we went outside, the compost bins. I think it was good for everyone, because it showed different
stages of the compost. It is not just like, a couple of days later and it is compost. They told us like: this, took about this many
days. And than, when they showed the full compost, that is, I think it takes about a month. Everyone was like: that is a lot.
I think people were like: wow, that takes a lot of time.”
4.4.1. Elaboration 3. Discussion by using the drawings about the projects and their
opinions on healthy and unhealthy food and whether this is affecting their
behaviour.
The students were asked to draw as many healthy products as they knew on a green paper and as many
unhealthy products on a red paper.
 Products on the green paper (healthy products) were:
Apple (12x), orange (10x), broccoli (6x), strawberry (5x), pineapple (5x), banana (5x), bread (5x),
milk (5x), tomatoes (4x), carrots (4x), water (4x), pear (3x), lettuce/salad (3x), grapes (3x), yoghurt
(2x), cheese (2x), peas (2x), red pepper (2x), mango (2x), cucumber (2x), peaches (2x), potato (2x),
meat (2x), fish (2x), nectarine (1x), lemon (1x), noodles (1x), juice box (1x), corn (1x), granola fruit
bar (1x), blueberry (1x), raspberry (1x), rice (1x), tuna (1x), steak (1x), chicken (1x), pumpkin (1x),
celery (1x) and nuts (1x).
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Thesis Karlijn Koudstaal (2010) 'From Field to Table'

Thesis Karlijn Koudstaal (2010) 'From Field to Table'

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