WEBVTT

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[♫ rhythmic music plays ♫]

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Mealtimes are much more than just eating.

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When we eat together with others,
we also learn a lot about personal

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and planetary well-being and
being together with others.

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Healthy dietary recommendations are
followed by all ECEC centres, to guarantee

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well-being and a balanced energy level
for the whole day, as well as to learn

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healthy and sustainable
lifestyle at early age.

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A general principle is to make sure
all children get proper and healthy food

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every day, regardless of our
family socioeconomic background.

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This reflects the values
of Finnish early education.

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When it comes to food quality, healthiness 
and good taste are priorities. [♫ music ♫] 

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In Finland, all daily meals are provided
by ECEC centres, including special diets.

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Porridge and bread are usually served
during breakfast and a warm, healthy

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lunch including fish or meat
and vegetables at midday.

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A snack is served in the afternoon,
consisting of, for example,

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bread, fruit, yogurt or berry kissel.

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The children usually transition to breakfast
at their own pace, but during a set period.

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A calm and positive
atmosphere is important.

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Breakfast is more than just eating.
It's a place to meet, and have a discussion 

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about how the day has started
and how everyone is feeling.

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The afternoon snack is either served during
a set period, or at the same time for all.

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Children can join the snack at their
own pace, after waking up from their nap.

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As does breakfast, snacks also
offer space for discussions.

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And especially, time to plan play options
for the remaining time at the ECEC centre.

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Lunch, however, is served at
the same time for all children,

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offering a time for group level gathering.

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In general, mealtimes are used as systematic
learning situations, and the group's mealtime

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practices promote a positive attitude
to food and different food cultures.

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Some special food education programs,
utilizing the senses, are also used to promote

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a positive attitude towards
healthy food and dietary habits.

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Children are encouraged to
taste different foods and

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to take a proper portion by themselves.

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In this way, children are taught
to estimate how hungry they are and

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how much they will actually
eat without wasting food.

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Children take food by themselves 
as young as they can, which means that 

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the line on which the food is served 
is designed to meet children's eyes.

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Such pedagogical practices promote
children's autonomy as well as

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learning sustainability and 
taking care of oneself. 

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Joint discussions promote team spirit,
strengthen a socially sustainable

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culture of participation,
cohesion and compassion.

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From the personnel, the working culture
requires conscious and committed actions to

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support the opportunities for
participation in daily decision-making.

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From the perspective of the
multiprofessional team, mealtimes

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require consistent pedagogy
within the ECEC group.

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It means that tasting food, table
manners, and so on, should be coherently

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presented by all professionals to
make sure that instructions and rules

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are the same, regardless
of who is giving them.

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Today, we have really good table manners.
I'm teaching those to five-year-old 

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kids in three groups and,
after that, for six-year-olds.

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-Yes, and you are practicing some
table manners and good manners.

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How to eat, how to use
the forks and knives.

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-Yes, good manners and how to
behave in different situations,

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like birthday parties
and official dinners.

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And, how to hold the glass,
how to use different knives.

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You know, is that, like, a regular knife?

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Or, is that the knife
for fish, for example.

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How to make different
things from, serviettes, you know.

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Yes, and if you go to eat
in restaurants, I think it's

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really a good thing,
to learn those manners.

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Yeah, and when they are learning in
that age, I think that they pick up some

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things that they will remember
for the rest of their lives.

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Mealtimes offer space to learn
table manners and social interaction.

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Discussions about different dietary habits
or any current topics on minds of the children,

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or teachers, are important places
for person-to-person encounters.

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In some ECEC groups, children's
engagement is considered during mealtimes.

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For example, they may help to set
tables for others, usually in pairs.

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These moments, in particular, can be
used to enhance children's participation,

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as well as for learning
specific skills like mathematics.

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Mathematical learning in these moments
means, for instance, counting the utensils

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needed, according to the number of
children in the group on that day.

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This kind of practice promotes
the learning of numerical

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skills and mathematical, logical thinking.

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Even though being polite is
important, eating can also be messy.

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When the child is still practicing,
making a mess is natural.

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It's important that the child is
encouraged to try for oneself, but

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also receives help from the
ECEC personnel, when needed.

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When children are allowed to experiment on
their own in different situations, the personnel

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can pedagogically reinforce their positive
learning experiences and support their healthy

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self-image of competent and responsible human beings.
[♫ music ♫] 

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