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Grönsaker i förskolan: Hur barnens konsumtion av grönsaker påverkas av pedagogerna i förskolan under lunchen.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Med den globala fetmaepidemin, har forskning visat att tidiga förebyggande metoder är viktigast. En av strategierna för att främja sunda matvanor är genom att öka konsumtionen av grönsaker hos barn. I detta examensarbete ges en inblick i tidigare forskning som beskriver de olika sätt på vilka förskole pedagoger kan uppmuntra barn att konsumera mer grönsaker under lunchen. Med hjälp av kvalitativ metodobservation, har två grupper av barn under en pedagogisklunch observerats när de suttit med två olika pedagoger. De teoretiska utgångspunkterna för detta examensarbete är baserat på Goffmans dramaturgiska perspektiv och Merleau-Ponty livsvärldsteori. Detta innebär att fokus för observationer har varit på kroppsspråket hos barnen och pedagogerna.

Resultaten visade att pedagogerna har en öppen atmosfär mot barnen, och barnen uppmanas att konsumera mer grönsaker med hjälp av många olika strategier. Det fanns vissa motstridiga bevis på hur pedagogerna ansåg att barnen behövde respektive inte behövde konsumera grönsaker under varje lunch. Konsekvenserna av denna studie har visat att pedagoger har olika åsikter och strategier för att uppmuntra barn att öka sin konsumtion av grönsaker.

Abstract [en]

With the global obesity epidemic, research has shown that early prevention methods are of upmost importance. One of the strategies to promote healthy eating is through increasing the consumption of vegetables of children. This thesis gives an insight into the previous research carried out which outlines the various ways in which Pre-School pedagogues can encourage children to consume more vegetables during lunch. Using the qualitative method of observation, two groups of children during a lunch time environment were observed when sitting with two different pedagogues. The theoretical framework of this thesis is based upon Goffmans dramaturgical perspective and Merleau-Pontys life-world theory. This meant that the focus of the observations were also on the body language of both the children and the pedagogues.

The results showed that the pedagogues have an open atmosphere towards the children and encouraged the children to consume more vegetables with the help of many different strategies. There was some conflicting evidence on how important the pedagogues viewed that the children must or mustn’t consume vegetables during every lunch time. The implications of this study have shown that pedagogues have different views and strategies as to encourage children to increase their consumption of vegetables. 

Place, publisher, year, edition, pages
2015. , 37 p.
Keyword [sv]
Dramaturgiska perspektiv, Fetma, Förskola, Grönsaker, Livsvärldsteori, Pedagogiska måltider, Sociala samspelsordning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-36516OAI: oai:DiVA.org:kau-36516DiVA: diva2:823200
Subject / course
Pedagogy
Educational program
Early Years Education Programme, 210 hp
Supervisors
Examiners
Available from: 2015-06-18 Created: 2015-06-17 Last updated: 2015-06-18Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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