The project has generated robust results that illuminate how children are socialized into eating practices through multimodal interactions within preschool mealtimes. By advancing knowledge across early childhood education, pedagogical work, and psychology, the project contributes significant interdisciplinary impact. Key results include:
- A 30-year scoping review (1990-2020) synthesizing research on children’s mealtimes in early childhood and education and care. The review identifies major international research trends and demonstrates a clear need for fine-grained observational studies to inform health and nutrition initiatives for young children
- A multimodal analysis of assisted eating practices, detailing the sequential organization of spoon-feeding with infants. The findings offer concrete insights into how professional carers support children’s progression toward independent eating, making visible the practical competencies required in everyday care work.
- An analysis of pretend food play during meals, showing how children’s imaginative engagement can be scaffolded by caregivers to support a playful environment while also ensuring consumption of food. The results highlight that guided play can be an effective pathway to healthier eating and that institutional staff play a pivotal role in enabling such practices.
- An analysis of how children are encouraged to taste new foods during preschool lunches. The study shows that these practices contribute to children’s personal and social development, broadening understandings of mealtime pedagogy beyond purely sensory frameworks.
