Training and further education in child

Transcription

Supported within the framework of the Leonardo da
Vinci programme of the
General Directorate of
Education and Culture with
funds of the European Union
Child Oriented Catering
Transnational development and testing of new educational content and
methods for home economics, catering and child care (PP 146 578)
www.choca.eu
Imprint
Published by
Berufsbildungsstätte Westmünsterland GmbH
Weidenstraße 2, 48683 Ahaus, Deutschland
Phone:
+49 . 2561 . 699-0
Fax:
+49 . 2561 . 699-510
E-Mail:
[email protected]
Editor-in-Chief
Katrin Schürmann
Phone:
+49 . 2561 . 699-0
Fax: +49 . 2561 . 699-510
E-Mail:
[email protected]
Bildnachweis *BBS
Archiv Berufsbildungsstätte
Westmünsterland GmbH
Print run
1200 copies, 2008
Design & Pre-press work
Korhammer Design GmbH, Bocholt
Printed
Druckerei Demming GmbH, Rhede
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Table of contents
4 Introduction
4 The project
4 The CHOCA journal
6 CHOCA: Project development and the current state of child nutrition
6 Eat right from the start
11 Round but jolly!
14 Gender, education and nutrition of children
17 CHOCA: Training and further education in child-oriented catering
17 The CHOCA materials
17 The CHOCA concept
25 CHOCA: From practical experience for practical life education
25 Introduction
26 Projects on healthy nutrition in day-care centres
30 Healthy nutrition for children
32 Home economists learn about child-oriented nutrition
34 New pathways of teacher training at the University of Paderborn
36 The implications of centralised and decentralised kitchens
for child nutrition
38 Health-sustaining nutrition concepts in child day-care centres
41 SAPERE – children train their sense of taste
44 Campaigns for healthy food in the UK
47 CHOCA: Impulses for the future
47 Teaching competences in child nutrition: What is its significance
in European job-training schemes?
50 CHOCA: Pertaining information at the close
50 Bibliography
52 Reading tips – books, pamphlets ...
54 CHOCA: Service section
54 Children – Nutrition – Training – Europe
58 Contact details of the project partners
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Introduction
The project
Balanced nutrition makes a vital contribution to promoting health. With the growing number
of child-care institutions in many European countries, the demand to create the foundations
of a healthy eating behaviour of children beyond appropriate catering increases, too. The Leonardo da Vinci project “Child-oriented catering - Transnational development and testing of
new educational content and methods for home economics, catering and child care” (CHOCA)
has the goal to improve the quality of training in home economics and child education with
regard to healthy nutrition for small children and thus make a contribution to sustainable
health in Europe.
Eleven partner organisations from seven European countries have developed practical qualification modules for the job training in the area of Home Economics and Nursery Nursing that
were subsequently used and tested in education and training. The qualification modules show
in what way healthy nutrition can be planned, implemented, taught, and even anchored in the
social environment of child day-care centres.
The term Home Economics relates to all areas and fields of activity that have to do with the preparation and distribution of
meals for children.
The term Nursery Nursing comprises all areas and fields of activity of care, support and education of small children in
preschool care.
Trainers, specialist teachers, and course leaders can apply the modules in their respective
training schemes and teach the topic of healthy nutrition in child-care institutions to their
students. Specialist teachers, trainers, future child carers, nursery nurses, or home economists can acquire additional knowledge about the health-oriented approach to questions about
nutrition within the framework of their job training or further education
The project “Child-oriented Catering” run throughout Europe was supported within the
framework of the Leonardo da Vinci programme by the General Directorate of Education and
Culture with funds of the European Union for a duration of 24 months from October 2006 to
September 2008.
The CHOCA Journal
Its position within the project framework
Child-oriented nutrition and child-oriented catering in Europe are characterised by considerable diversity. This became evident time and again to all
participating project partners during the joint work in that topic area. The
variety of training courses and training opportunities, the diversity of child
care schemes and not least the great number of cultural differences in the
areas of nutrition and education engendered a fruitful and mutually inspiring exchange when developing the products and materials for the project.
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Therefore, this diversity is reflected in many instances in the materials made available to the interest groups. The results of the project are presented by various media
that complement one another and that are supposed to appeal to our target groups
(instructors, trainers, and teachers) in the areas of home economics and education
at different levels. All of these media share the main concept of helping and supporting multipliers to prepare and implement training and further education units as well
as conveying recommendations, ample information, and facts worth knowing about the
nutrition of small children. The presentation of country-specific experiences of the respective
project partners illustrates why the topic has materialized in such diverse ways for the training
and further education of nursery nurses and home economists.
The German-English project homepage www.choca.eu presents the goals, content and project
partners in great detail. Reports from working life of the project partners and other interesting
information clustering around the topic “Child-oriented Catering” are presented. Interested
people can register for the CHOCA newsletter or download it.
In the download section of the web site one can get the free, tested and tried teaching materials
for the training and further education of nursery nurses and home economists. The CHOCA
concept containing the pedagogic background of the teaching materials is also downloadable
from here. The download section is in German, English, Swedish and Hungarian and can be
extended and updated all the time with new materials.
As an instructive manual we conceived and composed the Choca Journal “Impulses for
Training and Further Education of Child Nutrition” for trainers, instructors, teachers, multipliers and other interest groups. It is supposed to inform about the recently developed materials
and be an incentive to our readers to use the qualification modules in training and further
education. Moreover, we want to give the reader an insight into the European diversity mentioned above and show you in which areas the participating project partners are active.
Katrin Schürmann
Project Coordinator,
We hope you enjoy reading this Training Journal and that it may give you the spark for your
work in the colourful world of “Child-oriented Catering”.
Berufsbildungsstätte
Westmünsterland GmbH
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CHOCA: Project development and
the current state of child nutrition
Eat right – from the start
Nutrition and nutrition knowledge in infancy
The importance of appropriate nutrition for good health is very well documented today. Due
to a seated life-style and an inappropriate nutritional choice the children and youths are more
and more affected by the general overweight or obesity epidemic and the chronic knock-on
diseases. Since the nutritional behaviour and physical activity levels manifest themselves in
childhood and those early-acquired patterns are often kept for a lifetime, an early introduction
into a health-oriented nutrition is vital.
At kindergarten level, the presentation and organisation of food can help to path the way
for a healthy nutritional behaviour or support positive patterns by preventing an unhealthy
relationship as well as inappropriate behaviour. This goal, however, makes an improved nutrition knowledge of the responsible people in the kindergartens indispensable, i.e. both nursery
nurses and home economists.
Nutritional recommendations for children and youths
A diverse, whole-food nutrition contains all necessary nutrients for normal growth, corporal
and mental development and capacity in sufficient quantities (DGE et al., 2000). This nutrition minimises not only the risk of a possible undersupply with vital nutrients (e.g. minerals,
vitamins), but also the risk of an excessive supply of certain nutrients (e.g. lipids, cholesterol),
or unwanted nutritional by-products (e.g. acrylamide, residua).
The principles of a whole-food nutrition are first and foremost:
• diversity in food choice,
• low-fat food preferred,
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• daily intake of high in fibre wheat (whole-meal) products,
• daily intake of fresh fruit and vegetables,
• regular intake of milk and dairy products,
• regular intake of fatless meat, weekly intake of fish and eggs,
• tasty but gentle preparation,
• abundant unsweetened or low-sugar drinks.
Furthermore, for children at kindergarten or primary school level two physiological particularities have to be considered that influence their capacity: a relatively high need of drink
and relatively low reserves of glycogen in the liver and the muscles. Since the energy reserves
of those children are emptied especially quickly during physical activities, carbohydrate-rich
snacks are extremely important (Rost and Otten, 1998). Therefore, it is important that children
have breakfast at home before going to the day-care center or to school and drink sufficient
amounts. It is equally essential that they take in appropriate snacks during their breaks and a
tasty, whole-food lunch when at day-care centres.
A whole-food nutrition is most easily attainable if there is one cooked meal a day because the
nutritional plan becomes more diverse and tasty (FKE, 2002). Research into the nutritional
situation have shown that children and youths today are well supplied on average, and no
considerable deficits in vitamins and minerals are to be expected if the intake is diverse, and
energetically sufficient (Alexy et al., 2002).
Frequent nutritional problems
However, there is a need for action. Deficits in the supply of vitamins and minerals can occur
under conditions of one-sided nutrition (e.g. when avoiding fruit and vegetables, or milk and
dairy products). Despite the fact that children or youths rarely have serious health problems
because of malnutrition, an inappropriate eating or drinking behaviour can more often than
not lead to considerable problems (Heseker and Beer, 2004), such as: :
• Limiting capacity and fatigue when there
was no breakfast or lunch
• Digestive torpor or postprandial fatigue,
e.g. after a fat or high-calorie lunch
• Tooth damages (caries), e.g. due to frequent consumption of sweets,
in conjunction with bad mouth hygiene
• Overweight and obesity, e.g. with chronically positive energy balance
(too much fat and too little activity)
The World Health Organisation (WHO, 2003) sees the reasons for the globally evident epidemic increase of overweight and obesity in the drastically changing conditions of life and the
environment in industrialized societies and speaks of an obesogenic environment.
On the one hand, the energy demand has been considerably decreased with the lower physical
activity in the work place and during leisure time, a predominantly seated life-style, growing
media consumption and few cities fostering physical activities (Robinson et al., 1999; Gortmaker et al., 1999; Ebbeling et al., 2002).
On the other hand, fundamental changes in eating behaviour and food culture can be noticed
(Methfessel, 1999; Wabitsch, 2004). Among others, there is the increased consumption of
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refined foods with a high energy density (Prentice and Jebb, 2003; Nielsen and Popkin, 2003)
and a high glycemic index (Ludwig, 2003), growing fast-food consumption (Ebbeling et al.,
2004) as well as increasing portion sizes of food and meals (Rolls et al., 2003). The nutrition
of children and youths is very much influenced by advertising for (young consumer’s) food
(Hastings et al., 2003).
Knowledge about nutrition
The knowledge of the general population about fundamental relationships between nutrition
and health and effective prevention measures is rather low. In public perception the health
problems that stem from wrong food and an unfavourable life-style are less in the focus than
questions of food safety. Tabloid headlines about real or alleged food scandals or about wouldbe miracle cures and diets are extremely popular. Such reports fall on fertile ground with the
uninformed or misinformed people and contribute to the general uncertainty and often undermine important prevention measures. A necessary differentiation between important and
unimportant or good and bad nutritional information asks too much of many present-day
consumers.
Furthermore, many pupils also lack a fundamental nutritional knowledge. They are less and
less able to make the right food selection and to properly compose tasty meals using basic
foods. The natural approach to food and composing meals is less and less familiar to children
and adults (“Cows are purple” from a famous chocolate brand advertisement in Germany).
Quite often, teachers also have limited knowledge about the food ingredients and a healthy
nutrition.
Nowadays, the classic three-meals a day pattern of home-made food is frequently driven to
the background. People prefer meals with short preparation times. Thus, the consumption of
cheap basic foods decreases, whereas cheap convenience products are on the rise. In the US, 25
per cent of the population eat in fast-food restaurants once a day. The portions become bigger
and bigger.
Our so-called mobile society is developing new eating habits. This development not only
refers to trying out foreign cuisine and the wish for change. Having snacks and eating on the road
is the trend, having a meal among the family is becoming less important. In many families, only
very few meals are family business. Children sometimes prefer preserved or
processed food to fresh and unprocessed food (e.g. pineapple or peas).
Even though there may actually be a basic nutritional knowledge and
general health conscience, many people find it hard to change their eating
behaviour and to use their existing knowledge in order to prepare healthsustaining food. That is why new ways have to be found to reduce the
obvious discrepancy between knowing and doing (Methfessel, 2002).
Loss of competence in the parental home
Parents are often not the pivotal authority in nutritional questions any more.
Due to changed rhythms of life, family structures, and working conditions
the traditional nutritional education takes place less and less in the parental
home. Concerning the preparation and attributed value of food households
have experienced a considerable loss of competence. Fewer and fewer
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people are able to prepare tasty meals on the basis of basic food components. Acquiring
normative eating and table manners is not self-evident any more. This loss of competence
prevents us from pathing the way for health-sustaining and sustainable eating behaviours.
Effects on the nutrition knowledge during childhood
(Nearly) all humans have the capacity to produce fat cells and energy depots in the form of fat
tissue. That is why overweight and obesity in times of a calorie surplus and lack of activity are
natural effects if one does not counteract. Since our stone-aged genes are not modified quickly,
it is extremely important to start as early as possible in the nutrition knowledge process and to
motivate everybody to be more active and do more sports. Children and youths have a right to
also learn and live the culture techniques of food preparation in the best possible way (Beer,
2002). Children are a segment of the population which is especially shaped in their detrimental
nutritional behaviour and building up health resources for the later health and sickness behaviour plays a vital role (Hurrelmann, 1995).
The emergence of healthy or unhealthy behaviour begins early in childhood. The decision what
to eat and how the free-time is organised fundamentally depends on the supply of food and the
opportunities to do sports and to be active, the family habits, the cultural conditions and the
ever changing increase of knowledge about a sustainable nutrition and a healthy life.
The goal of an up-to-date nutrition knowledge, therefore, is building up the competence in
learners that enables them to reflect food choice in a complex world (Bartsch, 2008).
Eating and drinking in the kindergarten
A balanced and demand-oriented nutrition is unquestionably extremely important for the
mental and corporal capacity as well as the health of our children. Kindergarten catering should
not only fill up the children but must grant them a whole-food nutrition. A good and healthsustaining lunch should support the children’s capacity and health and prevent the development
of problems related to being overweight or other nutritional imbalances (Heindl, 2003).
Since common meals in a cultivated atmosphere or having breakfast with the other family
members are on the decline, the group catering offers the possibility and opportunity to learn
about health-sustaining eating behaviour and to anchor it. Eating as a group activity can have a
very positive influence on the eating culture and the effective table manners (Heindl, 2000).
Reform of the knowledge acquisition in nutrition and consumption at schools (German REVIS)
Within the framework of a model project in Germany to reform the knowledge acquisition in nutrition and consumption at
schools the learning outcomes for the learning arena of nutrition knowledge were updated and a new core curriculum for all
school forms was developed that are implementable in diverse curricula and teaching contexts. A central internet portal for
teachers as one target group was developed relating to the areas of nutritional and consumer training (www.evb-online.de).
REVIS can be used in nutrition classes of general education schools and - after adapting it appropriately - also in the nutrition
classes of vocational schools..
Cf module 7:
REVIS concept (Teaching aids and support to innovate and further develop the nutrition education and consumer knowledge
in schools delivering general education) in the taught course Home Economics.
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When planning the new catering
scheme, the available space as
much as the demands of parents or
children have to be considered, but
also the existing catering services
in the vicinity plus the personnel
situation.
An state-of-the-art catering scheme
must be balanced in terms of nutritional physiology, tasty and also
economical. The general requirements for planning meals are
among others (DGE-AK, 2003):
• safeguarding a model food range in terms of nutritional physiology
• safeguarding a high taste value in food and drinks
• safeguarding change and diversity in the offered food range
• allowing for the food preferences of the pupils
• being economical and low-priced
A lunch scheme that meets these requirements is possible with various catering systems that
usually depend on the available space and the equipment of a day-care centre.
Concluding remarks
Therefore, also child day-care centres are required to reflect on health and nutrition knowledge
more intensively than before (Heindl, 2003). There are many opportunities for this which have
not been used to the full so far. Child day-care centres have an educational mission that require
them to cooperate in health education. A health-oriented kindergarten which combines proper
nutrition with ample activity gets the best marks as a child day-care centre.
The nutrition classes in job-training courses of vocational schools leading to home economists
and nursery nurses have two main objectives:
• Giving students a well-founded knowledge about the fundamentals of nutrition (including good
knowledge of foods) and Teaching them about the essential relationships between nutrition and
health.
• Enabling students to evaluate and implement child-oriented nutrition concepts on the basis of the
knowledge outlined above.
The learning content and methods for home economics and Nursery Nurse Training developed
within the framework of the Leonardo da Vinci project “Child-oriented catering” are in line
with those two main objectives.
Prof. Dr.
Helmut Heseker
University of Paderborn,
Nutrition and
Consumer Knowledge
Acquisition Task Force
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The whole product portfolio of the project with the CHOCA web site including download area,
info centre and CHOCA newsletter, the CHOCA concept and the CHOCA journal makes a
contribution to the improvement of training and further education in the areas of home economics and educational science. The materials for teachers, instructors, and trainers in Europe
give them a plethora of tips and information to plan and design lessons in the topic area of
“Child-oriented catering”.
Round – but jolly!
Overweight and eating behaviour in childhood
Overweight and obesity are an increasing problem of our society affecting already children.
The growth of an XXL generation not only in Germany but also throughout Europe. The first
CHOCA newsletter (www.choca.eu) contained the article “Overweight and Obese Children – a
European Problem” giving the facts and figures about the situation of overweight children.
Often people talk about puppy fat and the child will grow out of it. However, most chubby children become big adults. Since eating behaviour is shaped in the early years, primary prevention
is the most meaningful in the fight against unnecessary pounds. The results of the Kiel Obesity
Prevention Study/KOPS show that an early obesity prevention takes a positive influence on
both health-relevant behaviour (eating behaviour, TV consumption) as well as the incidence
of overweight (Czwewinski et al., 2003). The article focuses on the health problem “Obesity”
and intends to motivate the public to change the life styles at the children’s homes or in child
day-care centres.
Overweight is caused by multiple reasons. Ultimately, a long-term positive energy balance
because of too little exercise and unadjusted eating and drinking habits that supply more
energy than the body uses up, leads to unnecessary fat reserves. Furthermore, overweight is not
only a medical but also a social problem. On top of the health issues, the people concerned also
suffer from disorders in the psychosocial development, reduced physical capacity, dissatisfaction, discrimination, problems to find a partner or an apprenticeship. In a nutshell, all these
limitations mean a massive damage to the quality of life (Wabitsch 2002; Dr. Reinehr 2005).
Refocusing on the children and the parental perception
Childhood overweight is often not recognised as what it is. Moreover, parents often overestimate the demand of their children and believe that their children eat too little. That is how
as early as in infancy the feeling of hunger and satiation can be distorted if infant crying is
answered by feeding it milk or pureed baby foods, and the child dutifully drinks or eats the
food.
Another reason why the appetite regulation can be distorted is the lack of regular meals. Many
children are allowed to eat whenever they want to and then they eat because they are used to
and not because they are really hungry. Specially when toddlers are concerned, parents would
appear to be particularly afraid that their child is starving. Examples of the permanent availability of food are the children in prams with biscuits in their hands during the gymnastics
lessons of the parent-child gymnastics. Parents ask nursery nurses to check if the sandwich
box is empty at lunch time.
Can you come up with other examples of children eating between the regular meals or mothers
and fathers having lost confidence in the hunger and satiation cues of their children?
Children without this feeling of hunger or satiation react more strongly to external stimuli, e.g.
the delicious bakery scent, TV advertising, or the half-empty plate incite them to eat despite
the fact that the body has already taken up enough energy.
Obviously, it is difficult for parents to adjust to their children’s variable appetite. Yet variable
eating behaviour is normal and especially during growth phases the littluns surprise us with
the loads of milk they drink or with developing other tastes. It is, however, normal that the
favourite dish ceases to be one.
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What should parents keep an eye on in the children’s nutrition or their food intake?
Parents determine the supply: what is eaten when, and which rules have to be observed.
The selection of foods, food and drink should be oriented on the nutrition recommendations for children and youths (optimiX, see below). The older the child, the more it can be
integrated in planning and preparing the food. Since every person develops preferences and
dislikes for certain foods, a food plan can cater for all the wishes of the family members. If the
catering is organised by the child day-care centre, it is the adults there (nursery nurses or home
economists) who are responsible for the meals offered. The children decide if they are hungry
and want to eat. If yes, they decide how much and what they choose to eat from the offered
range. The adults can motivate the children to try all foods offered, but must accept if the child
does not eat anything but potatoes with gravy for lunch. If children do not want to eat at all,
they have to wait until the next regular meal.
With time, your children should get to know the diversity of foods. If every meal consisted
of the favourite dish, this would be boring in the long run, too. It is important to know that
children have to try new food a number of times before they actually accept them and maybe
become the favourite food. A first “Don’t like it” should not keep parents or nursery nurses from
offering it again after some time. Children learn from models. These are from the beginning on
the parents and other psychological parents (maybe grandma or grandpa).
Do you like fruit and vegetables? How do you react to certain foods? Children check out their
environment and adopt attitudes they observe (see also the article on “Gender, education and
nutrition of children”). If you like your children to eat much fruit and vegetables, be their
model. With putting their first step into the child day-care centre, the nursery nurses become
new models and the influence of their pals is becoming bigger, the older the child gets. Thus,
the child day-care centre should use its fantastic potential to support the children on their way
to good eating habits. Plenty opportunities for actions
offer great starting points for the work in the child-care
institutions.
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OptimiX
OptimiX is an abbreviation of optimised mix-foods and was developed as a concept to implement the food recommendations
of the Research Institute on Child Nutrition in Dortmund/Germany (www.fke-do.de). The following criteria were considered
during the development:
• Implementing the recommendations for the nutritional supply
• Preventing nutrition-related knock-on illnesses
• When selecting the food, commonly used, low-cost foods were considered, planning meals (three main meals, two snacks)
• Avoiding convenience food and dietary products; yet many plant products and drink, moderate amounts of plant products
and sparse amounts of fat-rich food and sweets
• Considering the food preferences and dislikes of children
• Planning meals (three main meals, two snacks)
The following tips for a health-oriented life style help to prevent overweight. The road to a
healthy life is characterised by changes that determine the habits of the whole family:
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Keep children’s bedrooms TV-free
Limit the media consumption (TV, pc, playstation)
Integrate everyday exercise and sports in the daily routine
Provide a balanced food supply (use the AID child food pyramid for orientation)
Use less fat and fat-rich food
Eat more fruit and vegetables
Drink water to quench the thirst
Have regular meals
Eat with company – one family meal per day
Do not force the children to finish up their food
Prepare food yourself and limit the consumption of convenience food and fast food
Take your time for preparing and eating the food
Keep playing, watching TV, and eating separate
Do not use food as a means of education (reward or punishment)
Some part of these pieces of advice can also be transferred to the daily lives at child day-care
centres. The topics addressed are taken up in parts in the modules of the course “Educational
Science”.
We believe that they should be integral parts of the training and further education of nursery
nurses. If you want to know more about how to embed this topic in your teaching or training,
just read more about it in the CHOCA journal or check out the project web site www.choca.eu.
Practical tips about overweight can be found in the following brochures published by
various organisations
Dipl. Oec. Troph.
• How your child can lose weight - a support for parents and children (www.vz-nrw.de)
• Less heavy, more active, healthier - tips for the nutrition and sports with puppy fat and more
(www.aid.de)
• Recommendations for the nutrition of overweight children: losing weight with
optimiX (www.fke-do.de)
Christiane Hoffmann
Nutrition and Consumer
Knowledge Acquisition
Task Force
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GENDER, education and nutrition of children
One of the universal elements determining status differences besides age is gender (social
sex). Contrary to sex (biological category), which is a biological concept, gender is a social
construct that determines socially and culturally predetermined roles that men and women
have to submit to. Gender studies looks at the social and cultural consequences of being a man
or a woman.
Examples of gender differences
• Women play a dominant role in family nutrition allover the world. The socially constructed gender role of women interacts
with the biological role: the feeding status of newborns is considerably influenced by the nutrition status before and after
pregnancy.
• An inequality between the genders is still evident in Europe looking at the employment figures of men and women, and the
situation is particularly difficult for women with small children (cf. 19th edition of the Employment in Europe Report 2007,
ec.europa.eu/employment_social/employment_analysis/employ_2007_en.htm)
• But also in family life there is a gap between the genders: women do 60 per cent of the housework. Concerning couples with
children up to 6 years, the fathers only take over 25 to 35 per cent of the child care.
The biological connection between women and child nutrition seems to be developing into a
constant socially constructed responsibility for buying, preparing and offering food and nutrition to the children. In what way does this social construct play a role for a taught course
about child-oriented catering and nutrition for teachers and instructors? In other words, which
gender aspects should be considered?
Embedding gender aspects consciously
First of all, the work with children about nutrition is a challenge and calls for the re-adjustment
of the children’s gender roles implicitly and explicitly. Because if you look at the figures mentioned above about the inequality between men and women concerning the housework and
child care, many children will tend to copy the male or female role experienced at home in
their imagination.
It is important that nursery nurses who work on this topic with the children have reflected on
this in order to prevent theadoption of role inequality in early childhood.
Teachers or carers of the children should consciously monitor the tasks that boys and girls have
to accomplish when the children prepare the meals and during clean-up afterwards.
He or she should avoid depicting the male or female roles using clichés that reflect a traditional
sociological reality without a perspective for change and future realities. Teachers and carers of
children should rather present the activities around meals in a gender-neutral way that belong
neither to the female or the male area, or can be explicitly assigned to both areas.
Gender representation is not just a question of the personal stance. The implicit messages from
the daily environment should also be considered rather than underestimated. Which message
does a child get if all aprons for kitchen work are pink and are decorated with frills, braids, and
fringes. Or when pictures showing children doing the kitchen work are only girls?1
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If one relates preparing the meals with the requirements of being parents in later life, this
could contribute to the future role development of the children. Making this connection as
well as discussing the expectations of the children for the future with the future adults are
effective means of creating new role concepts. Teachers and carers will meet with different
kinds of gender-role experiences and ideas among the children, which usually facilitates
starting a discussion. Instead of cliched representations it makes more sense to explain that
individual adults can choose how they want to live their lives.
Home economics and nutrition – a female domain?!
Home economics and with that also child-oriented catering belong to an area that is historically seen as unpaid women labour. Tasks in the house and home child-care are generally not
connected with a high status. A professional approach to home economics and child-oriented
catering could boost the status of this work and can lead to an increased participation of men
in the sector and the topic as such.
Working with children on the topic nutrition may lead to a higher participation level of men
that are willing contribute to the healthy nutrition of their children. When parents and teachers
or carers meet, they could step into the gender trap and mostly address women leaving out the
men from the topic of child nutrition.
With the help of certain activities, like for example joint cooking sessions of fathers and
children, the commitment of the fathers can be supported and a stereotypical role division2
can be prevented.
Finally, the question needs to be asked which gender aspects are relevant in the job
training.
Research shows that there is an important unstable factor regarding gender and education.
Human beings - and that does include teachers and trainers, nursery nurses and carers - are
often not aware of the fact that their teaching activities are influenced by their gender beliefs.
Especially in technical subjects, natural sciences and mathematics research has shown that the
skills of girls are underestimated in those subjects.
On average, girls and women show better results than boys and men at all levels of education.
They have better results and terminate education and training faster.
Since the 1990s boys have been falling behind
with their results and worries about the failing boys have replaced the concerns about
the gender gap in education. Gender studies
and gender schemes in education and training focus mostly on a reproduction of the
gender gap, as mentioned above.
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The materials to this topic are to be found also here:
1. In the course”Educational Science”, Module 8: Cooking and Eating with Children, “Toolbox Part 1“
2. Module 9: Cooking and Eating with Children, “Toolbox Part 2“
3.In the course “Home Economics”, Module 11: Pedagogical Knowledge and also in the CHOCA concept
But also the way education is set up, which contents are presented, shows some differences
between boys and girls. Girls and women seem to prefer socially relevant teaching content and
context-rich content. They prefer an education that combines several subjects, like projects,
composition, and problem-oriented content.
Girls and women seem to be doubly concentrated, focussing on the process as well as the product. They are more attentive to the soft skills (social and communicative competences) than
boys and men and tend more to determine their own learning process. Female pupils generally
believe that they are less competent than the male fellow pupils. An important element in the
attitude of the instructor should be that female trainees should be encouraged, especially if it
concerns women re-entering the job market because it is a group that is fast at showing a lack
of self confidence with regard to a job.
In teacher and instructor training courses and when working with children about the topic of
nutrition we can find plenty of aspects that have to do with gender. Within the framework of
these courses it is important to increase the awareness of gender and to supply the means to
avoid stereotypes in child care. Teachers and instructors are to select teaching methods that
do justice to both female and male pupils. We cannot use one and the same recipe for all kinds
of different circumstances and different male or female pupils. In each situation we have to
think about the ingredients and the amount we need, which way to cook is the most effective
and how the gender-balanced menu can be presented most effectively. It is important not to
forget theses considerations doing the daily activities in order for the competences to develop
to their full potential, whether male or female.
Irene van Deuveren
Consultant, Variya –
maatschappelijke
ontwikkeling en integratie,
Almelo (The Netherlands)
16
Links to the gender topic
Gender Equality:
http://ec.europa.eu/employment_social/gender_equality/legislation/index_en.html
The Gender and Educations Association:
http://www.genderandeducation.com/
UN ACC/SCN., Nutrition: A Foundation for Development, letter 7:
http://www.ifpri.org/pubs/books/intnut/intnut_07.pdf
CHOCA: Training and further education in
child-oriented catering
The CHOCA materials
Within the framework of the Leonardo da Vinci project “Child-oriented Catering” eleven partner organisations developed and tested an integrative concept aimed at qualifying trainers,
teachers, and multipliers from the areas of child care and child catering services clustering
around the topic area “Healthy nutrition for small children”
The integrative concept consists of three parts:
• C
HOCA journal in print version that presents various aspects of child nutrition and various examples
from the participating European countries.
• Prefabricated teaching materials to download for trainers and teachers in educational science and
home economics who can use them in professional training and further education, i.e. the CHOCA
concept, the course “Educational Science”, the course “Home Economics”.
• Demand-oriented exemplary training schemes for trainers and teachers in the fields of educational
science and home economics that have been tried and tested by the participating project partners.
The developed materials can be used in professional job trainings and further education
schemes in educational science and home economics to improve the competences in the field
of healthy catering for small children. The freely downloadable materials on the web site www.
choca.eu are supposed to support people planning and implementing teaching, instructing and
learning units in educational science and group catering. A group of European experts from
the specialist fields of Nutritional Sciences and Educational Science conceived and compiled
the materials.
Below you will find an outline of the CHOCA concept that gives the fundamentals and the structure of the teaching materials. This concept is also a free download at the CHOCA web site.
The CHOCA concept
Pedagogical concept
1. Introduction
This pedagogical concept gives an overview of the CHOCA (Child-oriented Catering = CHOCA)
and informs about the fundamental principle behind it. It explains the general goals, the
target groups in the courses, the set-up of the modules as well as the taught skills. The CHOCA
training curriculum was specifically developed for trainers in the areas of child care and home
economics with the goal of improving the knowledge and skills of those adults that are responsible for the nutritional needs of children (carers, cooks, head nursery nurse).
17
2. Background
At the time that children reach the schooling age, their eating habits, taste preferences, values
and ideas of food and nutrition are quite firmly set. That is why strategies that encourage a
healthy eating behaviour at an early stage in childhood can help to reduce the Europe-wide
problem of increasing numbers of overweight people. In order to render effective the nutritional
education we need more than just a focus on the nutritional needs. Nutritional education must
go beyond the limitations of theoretical knowledge and be anchored in day-to-day practice so
that a health-conscious behaviour becomes part of the children’s and parents’ daily lives
In the early phases of the project “Child-oriented Catering” the project partners enhanced their
understanding of the current problems in Europe and developed the following pedagogical
approach for the instructors in the areas of child care and home economics.
According to the chosen approach it is vital to reach the following goals:
• D
eveloping attitudes and fostering knowledge and skills of the staff and the heads of child
day-care centres..
• Developing attitudes and fostering knowledge and skills of the caterers
that work in child day-care centres or supply the meals.
• Developing a curriculum that supports families and children from birth
to schooling age.
The CHOCA training curriculum is mainly developed for children from about one to six years
because that time frame starts with the stage a child can sit at the table with the family and ends
with primary school enrolment in most European countries.
The following paragraphs may serve as an orientation to instructors who want to use the material. Further information can be found at www.choca.eu.
3. Target groups
The goal of the project is to positively affect the bad eating habits and nutrition of children
and families. People that are in direct contact with children implement this target, i.e. carers
(staff and heads of child day-care centres), cooks, home economists (in day-care centres or at
catering service providers).
The people in these jobs have an influence on the nutrition and on the eating habits in their
daily educational work. The CHOCA instructors - those that work with the CHOCA concept and
the CHOCA journal - train the carers and cooks and supply them with information about foods,
educational methods, materials and means to develop healthy eating habits. After the course
the participants have the necessary skills to vouch for a healthy nutrition and foster it.
Direct target group
Teachers (vocational training) and instructors in adult education (further education) are the
multipliers of this course because they train the nursery nurses, the home economists and
heads of child day-care centres. This is the very group that uses the training manual (CHOCA
concept and CHOCA journal) for their teaching and is, therefore, a direct target group of this
course. If possible, the direct target group receives an introduction into the use of the training
manual.
18
This is vitally important for the trainers in adult education since they usually do not teach
according to a set and ready-to-use curriculum. Teachers at vocational colleges are not
acquainted with that kind of teaching aids. Teachers in adult education should have the
relevant knowledge about the subject for each module (e.g. nutrition counsellors), about
practical implications or experiences in the respective area (i.e. child care or home economics)
and also about the country-specific requirements of adult education.
Indirect target groups
1. Nursery/nurses
Specialized staff for toddlers or kindergarten children, trainees in the area of child care or participants of further education courses. This group plays a decisive role for he project “Child-oriented Catering” because it is not only in contact with the child day-care centres and the family but
it also offers an educational environment in which a healthy nutrition can be implemented and
especially supported.
In this context, the material can be used as a teaching aid in vocational training and be adjusted to the
demands of younger or more mature participants because it contains both theoretical teaching
sections as well aspractice-oriented activities that further educate the course participants.
2. Cooks and home economists
External catering service providers and home economists working in child day-care centres can
exert a considerable influence on the quality of the products that are offered to the children.
CHOCA gives information about a child-oriented nutrition, suggests improved quality control,
development of the organisation, opportunities for cooperation between cooks, children and
families, and opportunities for an effective marketing of nutritional services.
3. Operators of child day-care centres, heads of child day-care centres as platforms for the
parties involved
The responsible decision makers for the processes and procedures, quality assurance and
financial control of day-care centres are pivotal for facilitate cultural changes that might be
necessary in certain institutions. CHOCA provides suggestions and material to adermin the
decision-making process and to foster the sustainable solutions for child day-care centres.
Beneficiaries: children and families
The course materials contain suggestions to enable heads, caterers, and carers to cooperate
with children and parents more effectively concerning nutrition. While the teaching materials
do not target those groups, the knowledge and skills that the CHOCA participants acquire will
surely have an influence on the quality of the nutrition in their social environment.
4. CHOCA – The course curriculum
The concept of the curriculum that this project is based on assumes that health and nutrition
essentially represent a way of life that a child acquires in all spheres.
For this purpose, two different courses of training have been developed that focus on the
behaviour and attitude as well as on knowledge and skills. The following points can be part of
the subject matter outlined in the curriculum:
19
• analysing the learning environment and practical applications, like for example making
a garden for a child day-care centre, a higher participation of the staff when planning the
meals, improved hygiene controls, and a reflection of the course participants on their own
experiences and attitudes about nutrition
• analysing foods and eating habits, opinions and technical knowledge in the community
• getting into conversation with the families, discussing and cooperating
5. Teaching method
The curriculum is adaptable to the diverse education systems in the EU member countries. To
this end, the instructors’ role and experience have especially been taken into consideration and
the assumption was that they would make the necessary adaptations in order to the meet the
needs of the various target groups and national systems.
The learning method also accounts for course participants and the circumstance that
people take part who have diverse attitudes, different knowledge, different levels of enthusiasm,
and even doubts how they could improve the issues. It is the task of the teacher to assess the
atmosphere, the level of knowledge, and the experiences of the group and facilitate the learning
process using a set of methods like for example:
• presentations using didactic, Socratic and simplification methods.
• individual and group exercises
• work groups
• use of case studies
• media aids (internet/DVD)
• field trips to local sites (e.g. local farms)
• role play
• practical units and set activities
The teaching method is thus based on active participation, experiences of the participants,
work-related activities and phases of self-reflexion. The course is supposed to be practiceoriented, if possible using practical exercises (cooking, guided visits, taste testing games). The
material presented to the teachers was supposed to be implemented into practice. Theory is
important but should not play a predominant role in the course. The course should match the
course participants, if possible doing practical exercises (working out meal plans, preparing
and presenting food, taste testing games).
Thus, there are opportunities to change the attitude towards a healthy nutrition and strive
harder for the implementation of a healthy nutrition in child care and home economics.
The use of the CHOCA journal in further education
The CHOCA course can be adjusted to different levels depending on the target group.
The modules can be used as individual sequences. The units can be used chronologically (when
indicated) or as independent units.
This is important for teachers in further education that must adapt their teaching to the given
time.
If teachers use the CHOCA journal for the first time, an introduction to the material is
advisable.
20
Using the CHOCA journal in vocational training
Teachers at vocational colleges can use the infrastructure of the training centre (teaching
kitchen ...). The CHOCA courses can be run within the framework of the general curricula at
vocational colleges, possibly as a part of the training of home economists or nursery nurses.
This way it is not only the infrastructure but also the organisational environment that is
prepared to host those courses.
6. The learning environment
The curriculum takes the various contexts in which the material can be used into consideration,
be it in job training, adult education crash courses, or as part of a larger package in professional
further education of specialized staff. It is also possible to use the curriculum as a frame for
establishing a national standard of the nutrition for toddler and kindergarten children.
In vocational colleges the teachers teach in their accustomed environment, they have their
networks, means, didactic materials, and they are in daily contact to their students. Teachers
either have a degree approved by the government and their qualifications are verifiable and
unequivocally linked to a large and structured institution.
In this context, CHOCA can be run as an independent course, embedded into an institution or
training facility that realizes the sense and advantage that this material offers.
The course may even be nationally accredited and could close an important gap or a flaw in the
job-training requirements of all or some target groups.
Conversely, a self-employed teacher in adult education could be appointed as an expert for
a certain topic (e.g. as nutrition counsellor). In the European context, teacher qualifications
and didactic competences may not be checked or validated and in certain EU adult education
systems there may be no standards. Moreover, teachers in adult education teach in an unknown
environment.
They must bring their own didactic material (digital projector, films, DVD player, games, etc)
and cannot rely on the environment where the course takes place. The teacher may not even
know the group because the limited time frame she or he is working in the institution that put
up the course. The consequence for the CHOCA course is that with regard to all those possibly
predominating scenarios precautions must be taken to prevent them from having a negative
influence on the course.
Each module has been separately developed by different experts in
their fields, so there are experts in the areas of education, nutrition, and
organisation.
The CHOCA course is strictly speaking a tool box for the three different
target groups and it suggests one method and a topical collection of
materials that hopefully will inspire its readers and put at their disposal
content for the development of qualifications.
21
7. The setup of the two courses
The CHOCA course comprises two courses that are aimed at different target groups:
• A course for teachers and instructors in child care
• A course for teachers and instructors in home economics
Each course contains several modules. The module structure is the same in both courses. The
modules can be described according to the following aspects:
•
•
•
•
•
•
•
name of the module (e.g. nutrition guidelines)
duration
target group
goal(s)
competences
learning outcomes
didactic commentary
Each module can be composed of several units that are listed as a schedule. The units can be
used as separate taught units. The units can either be used in sequence (if indicated) or one
independent unit can be selected only.
This is important for teachers in further education who have to adapt their teaching to a given
time and to the knowledge level of the course participants.
The units can be described according to the four different aspects given below:
•
•
•
•
phase / time frame
activities
methodology
teaching aids
At the end of each module there is a collection of links, recommended reading and teaching
aids, such as activities, materials, didactic comments etc.
8. Content of the two courses
Course 1: Child care
Developed for the educational staff (working in child care).
Mainly educational issues and foundations of nutrition are dealt with.
The course has the following content:
Modules
• Recommendations for the nutritional supply (nutrition
guidelines) and their presentation in nutrition models
with a special focus on kindergarten children
• Nutrition concepts I: Recommendations for the
nutrition of children as in the example of the nutrition
concept OptimiX developed by the Research Institute
on Child Nutrition in Dortmund (Germany)
• Nutrition concepts II: Special nutritional issues
relating to children with nutrition-related knock-on
illnesses such as diabetes, obesity, allergies, andfood
intolerance
22
• Where does the lunch at the child day-care centre come from?
• Professional preparation of food and supply systems
• Organic products and the use of
regionally produced foods
• Food preparation with the participation of the children
• Cooperation with parents and
families
• Cooking and eating with children “Tool Box Part 1“
• Cooking and eating with children “Tool Box Part 2“
• Selecting and financing the food supply in child day-care centres
• Marketing and communication
Course 2: Home economist
Developed for cooks and home economists, i.e. those that have to do with the preparation of
meals and catering. The course covers child-oriented nutrition of younger children as well as
quality assurance and marketing aspects; it consists of the following teaching units:
Modules – Fundamental knowledge
•
•
•
•
•
reference values of the nutritional supply of children
foundations of nutrition (including ecological aspects)
systems of ordering, catering, delivering, and billing
food hygiene
target-specific menu planning (including nutritive value calculations) and
evaluation by the customers
Modules – Expert knowledge
• physiological features of the target group (0 – 6 years)
• REVIS concept (Teaching aids and support to innovate and further develop the nutrition education
and consumer knowledge in schools delivering general education)
• special nutrition problems and dietetic claims of the target group (including overweight, diabetes
mellitus, food allergies)
• marketing instruments (e.g. promotions, events, theme days)
• pedagogical knowledge (e.g. participation at food preparation)
• communication with day-care centres and parents
• Dealing with interface problems – taste training as active event with children
9. Using the CHOCA materials
The CHOCA materials can be downloaded from the project web site www.choca.eu. The
given documents describe how the various modules can be used. There are summaries for all
modules that give an overview over the respective content.
10. Evaluation and appraisal
The first results of the evaluation and appraisal will be published on the web site as soon as
they are available.
23
Term
Courses
CHOCA-definition
The CHOCA training consists of two courses:
1. Course for educational staff (nursery nurses)
2. Course for home economists
Modules
A module is a self-contained collection of topics. It describes the learning outcome with
regard to a special topic area of competences that the trainee has to achieve, e.g. “Nutrition Guidelines”. A module is determined by the topic, the time frame and the learning
outcome. It can contain theoretical and practical units. The learning outcome is the basis
for grading a module
Schedule
The schedule consists of units that form the module. The schedule describes the units
according to four different aspects:
Units
• phase / time frame
• methodology
• activities
• teaching aids
A unit is the smallest part of a module. It can be less than 45 minutes or up to a few lessons. The units of a module may present an intrinsic sequence, but this is not necessarily
Marco Deepen
the case. The units are described according to four aspects (see schedule)
Diplom-Pädagoge –
Department of Research
and Development
Caritas Luxembourg
References
The references refer to external material for teachers, such as web sites, literature, journals etc. Each module should list the most important references
Aids
Aids are documents, work sheets, games, activities, means and methods etc that might
Learning
outcome
The learning outcome is the basis for grading a learner in a module
William Calladine
help teachers with their work within the units
Project Manager Training
Point Europa, Cawsand/UK
24
CHOCA: From practical experience for
practical life education
Introduction
In the preceding part of the CHOCA journal you were informed about the results and the
theoretical framework of the joint cross-border project work. In the practical part below you
will learn about the various practical implementations and approaches from the participating
countries that either influenced the work in CHOCA or, vice versa, that were inspired by CHOCA.
The aim of anchoring the know-how about child-oriented nutrition in training and further
education in those that work in child education and catering is quite obvious. This idea is
becoming an exciting challenge if one considers the following issues:
• taking up national and regional conditions (e.g. eating culture in institutions),
• addressing the various target groups (children, parents, home economists, nursery nurses,
teachers, managers, caterers) in a motivating and focussed way,
• incorporating the modern, nutritional-physiological and pedagogical insights.
These three aspects are the guiding line through the colourful mix of the eight presentations
below. They are about child-oriented nutrition in the UK, Sweden, Luxembourg, Hungary,
Austria, and Germany. You will get to know the perspective of experts who occupy themselves
with this complex topic and who try to create and implement concrete measures. All authors
are members of the CHOCA team who united for the common target of offering diversity both
in content and methodology when compiling the practice part. It is meant to supply the readers
with ideas for the application of the CHOCA materials.
Overview:
• Projects promoting healthy nutrition in child day-care centres
About a mouse with a mission
• Healthy nutrition for children
A main course as the Vienna model project
• Home economists learn about child-oriented nutrition
A new unit at vocational college and elsewhere
• New pathways of teacher training at the University of Paderborn
Learning workshop “Nutrition” for teachers
• The relevance of centralised and decentralised kitchens in child nutrition
What parents in Hungary fear
• Health-sustaining nutrition concepts in child day-care centres
Not just healthy- also fair and organic
• SAPERE – children train their taste
Eating with all senses
• Campaigns for healthy food in the UK
A country to lose weight?!
25
Projects promoting healthy nutrition in child day-care centres
About a mouse with a mission
The child day-care centre “Am Loh” in Schwelm (Germany) has set the target to care
for children and their families taking a more integrated approach. This concept includes
supplying the children with healthy foods and fostering a healthy nutrition. The staff of that
child day-care centre had often been dissatisfied with the breakfast their children brought
in. This dissatisfaction triggered off a project at the child day-care centre “Am Loh” to
improve the breakfast provisions. They planned, implemented and evaluated the project
called “Elly – the day-care mouse”. The project description will point out which aspects
are to be considered when planning and implementing a project about healthy nutrition
in child day-care centres.
If there are problems in a child day-care centre with food intake, it is important to convince colleagues and parents, and other people concerned about the necessity to change and integrate
them into the project. The child day-care centre “Am Loh” approached the local baker and was
able to win his support for the project. In close cooperation with the head of the child day-care
centre, the baker, and a nutrition scientist who worked in the Leonardo da Vinci project “Childoriented Catering” a first meeting was organised to find a joint solution for the problem of the
unhealthy breakfast.
Motivation
Sometimes, as in our example of the child day-care centre “Am Loh”, a mere dissatisfactory
daily situation suffices to become active and to tackle change. The motivation of the staff is
crucial for the successful marketing and implementation of ideas. There are different methods
to motivate the staff, but also other participants such as parents:
Methods to motivate the staff and the parents in situt
• Two groups are formed (Pro and Contra) about the topic “Do we need even healthier nutrition in our institution?”.
Arguments are collected and exchanged. There is a judging panel that has to be convinced.
• Brought-in fruit is handed out and each person is asked to eat the fruit as slowly as possible and savour it, keep silent and
after five minutes there is an exchange of views about it.
• What did I feel eating the fruit? When did I eat that consciously for the last time? How much time do I usually take for eating
and food preparation? An exchange about the importance of healthy nutrition follows.
• In small groups, make posters about everything that belongs to a healthy nutrition. There are no limits to creativity. The
results are discussed together
Review of the conditions in situ
Before any activities can be planned or implemented, a review of the prevailing conditions
is indispensable and vital. Each child day-care centre must find its own solution because the
differences between the institutions can be multifaceted. They differ in the operator, available
space, focal points of the pedagogical concept, social environment, financial opportunities of
the families, knowledge of the nursery nurses and the parents.
26
Review of the conditions in situ
Individually, the staff review the situation in the centre with the help of preformulated questions and write it down on
moderation cards in note form:
• What do I visualize when thinking about a healthy nutrition?
• What do I think about the food in our institution?
• What do I like? What don’t I like? Here, your answer should be as concrete as possible!
• What is the food like for the children? What is eating like with them?
• What would I like to change? Why? How?
• How do I visualize the optimal nutrition that I would like for my institution?
• What would have to change to reach this?
• What is already great as it is?
• For what would I love to commit myself?
• To what extent?
• Where are the obstacles and how could they be tackled?
• Why does it make sense despite the lack of time to get busy with this topic?
• What would I personally like to learn?
• What should happen to make my input worth while? (e.g. the team finds common time to develop their own goal, or the
reputation of the institution increases, or I get to know the children, parents, and colleagues better under a new perspective, ...)
• What would I like to change together with the others or support more?
The moderation cards are read out and stuck on a board/wall. All participants look at the board. What is remarkable? The
participants are supposed to talk about the identified issues. The aspect of developing a joint project is the main focus. The
discussion is limited in time. Is there a conclusion? Which one? Which priorities do we want to define? Which common goals
are most feasible together?
Selecting and formulating goals
When people want to implement change, it is important to define concrete goals that are clear
to everyone concerned.
That is the way the change process really will affect those aspects that are intended preventing
change processes to happen in completely different areas.
All participants, thus, always know where they are heading. In the next step the project goals
will be formulated as concretely as possible without, however, being unrealistical.
Formulating goals
• One option is to work out a common heading or a kind of advertising slogan or modify a popular advertising slogan for
one’s own use, e.g. “Brown bread gives you wings”. From this creative approach the concrete goal can be deduced “We want
to offer to all children and parents a daily whole-meal alternative to the unhealthy bakery goods”.
• In small groups, work out the concrete formulation of goals. The results from the review of the situation will help to
for-mulate goals.
• The results from the review of the situation are considered when doing that. The goals are presented to the complete interest
group and visualised on a poster. Goals will be selected using a point system and ranked according to the amount of points
given by the participants.
27
For the child day-care centre “Am Loh” the improvement of the breakfast food was the overarching goal: “We want to offer to all children and parents a daily whole-meal alternative to the
unhealthy bakery goods.”
Planning and running the project
Having analysed the present situation and having defined concrete goals, the following
questions need to be answered: Who supports the success of the planning and implementation
process of the project? What additional resources (time, money, materials, personnel) is needed? Moreover, the exact distribution of responsibility and tasks crucial to the smooth running
of the project. Who does what in what time frame? The plan should be put down in writing.
• What do we need to realize our project?
• Where do we find the necessary information (e.g. Internet, contact experts, books)
• Naming cooperation partners that are pivotal to reach the project goal (e.g. local farms, bakeries, supermarkets).
• Other helping hands (e.g. parents, volunteers, interns)
• Planning the public relations activities (e.g. liaising with the local press, publishing info flyers)
• Time frame (How much time can and do we want to invest? Until when is the project supposed to be terminated?)
• Project costs (How much is the project going to cost and who finances it?
The local baker who participated in the project of the child day-care centre “Am Loh” was
happy to bake and sell a healthy and child-oriented type of roll. Together with all participants
(baker, parents, child day-care centre) the following sub-goals were determined:
•
•
•
•
•
The breakfast must be healthy for the children
The parents can continue buying their children’s breakfast at the bakery
The families are supposed to decide for themselves without feeling pressurized.
The extra workload for the bakery should be limited
The price for the breakfast must be financially viable for the parents and should be lower than the
price level of unhealthy buns, if possible
• The size of the buns should be adapted to the age of the children
The baker recommended a roll made from spelt (an ancient form of wheat) with a little honey
to match the taste of children. In order to make the roll even more interesting to children, the
project team looked for a shape that would appeal to children. Quite fast there was the idea of
baking little mice. This shape is easily made and appeals to children. In the baker’s shop, the
buns can be customized with lettuce, cucumber, cheese etc).
Measures
The introduction of the roll mouse was supported with various measures that contributed to the
success of the undertaking.
28
Children
In order for the children to opt for the healthy mice, it seemed necessary
to establish a relationship between the mice and their daily life:
• The mouse was supposed to have a high recognition value
• The children were supposed to have fun with this mouse
• The children were supposed to be made curious about the mouse
That is why a nursery nurse wrote a story about a mouse that was cured in the child day-care
centre “Am Loh” after an injury. When leaving, the mouse stepped into a drop of paint and the
footsteps can be traced to the bakery entrance. In remembrance of this mouse the bakery bakes
the child day-care centre mice. A highly committed mother did the drawings to the story.
Parents
The mouse and its advantages were also to be presented to the parents in greater detail. The
staff organised a bakery day on which the undertaking was presented.
The parents learned about the health aspect in personal conversations on that day. Also the
daily press was present - a prefabricated press text was ready - and informed the local community about this project.
Appraisal and sustainability
Having implemented the project, its success and effectiveness was assessed. That is the only way to find out if the set targets
have been reached and the implemented changes last or if still other activities are necessary to reach the defined goals..
As a result of the project “Elly – the day-care mouse” the following points can be ascertained:
• Every day 40 child day-care centre mice are produced and sold
• The parents who became aware of the health aspect also buy other healthier bakery goods for the
breakfast break of their children
• Even at the weekend child day-care centre mice are sold
• The common breakfast in the child day-care centre shows an increased awareness and whole-meal
content
The main driver of the success of this project is the integration and consideration of the participants’ skills and competences (nursery nurses, parents, baker etc). Only the joint effort could
reach such a fantastic result. The common undertaking was a lot of fun for the participants.
That fostered mutual acceptance and contributed to a great group atmosphere.
In order to make sure that whole-meal buns are bought in the future and that “Elly – the
day-care mouse” is not forgotten about, the following parallel activities were introduced:
• In the centre, children are offered child day-care centre mice for their common breakfast
• The storybook “Elly – the day-care mouse” was printed and sold in the kindergarten and in the
bakery
• The mouse’s footsteps are preserved in the entrance area of child day-care centre and bakery
• During handicraft activities in the kindergarten groups the children make mice from various
materials
Birgit Kleemann
Certified nutrition scientist,
Moreover, we would like to point out Module 7: Cooperating with parents and families, and Modules 8 and 9: Cooking and
Arbeiterwohlfahrt
Eating with Children, “Toolbox Part 1 and Part 2“ of the course “Educational Science”
Ennepe-Ruhr
29
Healthy nutrition for children
– Interview with the nutrition scientist of the Austrian Society for Nutrition
(ÖGE)
A main course as the Vienna model project
For many years healthy nutrition for children has been a pivotal concern to the Austrian Society for Nutrition (ÖGE). 2005 was the start of the “Academy of Nutrition
and Food Quality”: a course with five modules (each 3 periods) that addresses didactic staff at schools and kindergartens and teaches them fundamental knowledge
around the topic of nutrition and foods. The foundations course terminates with an
exam after one year and the successful candidate will obtain a certificate. During
the interview done by Christina Kunter, Alexandra Hofer explains the structure, the
focus, and the success of the course:
The ÖGE has offered this course for more than three years. Is the interest and the demand
for the topic “Healthy Nutrition” that high?
Yes, the demand is very high. During their training, kindergarten educational staff deal very
little with that topic and in their daily work there are few opportunities to do further training
schemes. Thus, our course met with very intense interest. Despite the fact that one course
hosts 20 persons and that we are offering five courses at the same time, there is a considerable
tailback of applications.
Is this scheme limited to Vienna or is it also offered in other Austrian states?
The course is a model project of the municipality of Vienna that is run in cooperation with the
ÖGE as the organiser of the project, the Institute of Nutritional Sciences at the University of
Vienna, and partners in the foods industry. The course is free for nursery nurses in Vienna
child-care centres and can be taken during the regular working hours. In order to terminate
the course, the participants need to be present on all teaching days. The interest to adopt the
further education scheme has been communicated from Lower Austria, Upper Austria, and
Carinthia, where we have already begun with the preparations.
Vienna model project
Module 1: From theory to practice,
Module 2: Drinks and cereals,
Module 3: Fruit and vegetables,
Module 4: Foods providing protein and lipids,
Module 5: Daily eating issues in kindergarten and at school
30
How do you assess the sustainability of the course? Do the nursery pedagogues and carers
have a chance of using their knowledge in practical life after terminating the course?
Yes of course, participating at the course does a lot to them. Since we are in very good contact
to the kindergartens in Vienna, we know, for example, that the breakfast buffets have changed
considerably. The children do not bring their own sandwich box from home, but the kindergarten buys the breakfast food and prepares it. Not only has the choice of foods and their preparation changed, but also the way to deal with eating issues, e.g. when children drink too little, or
the choice of drinks. Also the table culture and eating as a group are valued higher.
Maga.
Alexandra Hofer
Austrian Society
for Nutrition
Do kindergartens still cook their own food?
(ÖGE)
There are fewer and fewer kindergartens that do their own cooking. The food often gets ordered
in centralised kitchens or it is bought from their own food supplier. There are two different
systems. Either they deliver frozen food or cook-chill food. The quality of the food has been
improved over the past years. When food suppliers want to deliver their products to schools
and kindergartens in Vienna, they must comply with a catalogue of criteria. It defines, for
example, how often per week there has to be vegetables and fruit, and how high the organic
food share must be. Vienna really leads the way. We began with an organic-food share of 30
per cent. Currently it is already at 50 per cent. These guidelines are mandatory and refer to
all groups of foods, which means that organic does not only apply to milk products but also to
meat, fruit and vegetables.
Of course, this situation can still be improved, and we are working out a plan. Our next goal is
the introduction of a quality mark for group catering that has been developed by us. We want
to make sure that the meals are also optimised in nutrients.
How would you describe the nutritional situation of children in Austria?
The problem of overweight is in Austria, but more so in Vienna, an important topic. One child
in four is overweight. Comparing the states there is an east-west divide. In the western part,
the children are more slender than in the eastern part, where there are more overweight, but
also obese children.
Correlated to that, we find illnesses that we did not observe with children in former times, e.g.
diabetes mellitus or disorders of the musculoskeletal system. Also the social class reflects the
nutrition condition. Since Vienna has a high amount of children with an immigration background, we are also exploring the contact with other cultures, e.g. the dietary regulations or
preferences in Islam, within the framework of our course with the aim of raising awareness for
mutual understanding and tolerance.
Do you believe that the nutrition of children in the kindergarten also has an effect on the
eating behaviour at home or even an influence on the parents?
In kindergarten a lot of things work that do not work out at home. Kindergarten is a fantastic
place where children become acquainted with foods that they do not get at home. Many children may never have seen whole-meal bread at home and do not necessarily know what it is.
Kindergarten offers a great potential because food preferences are already developed in early
years. Nursery nurses know from their job training that children need many repetitions no
matter what they need to learn. Parents often do not know that and think: My child does not
eat vegetables, it’s no use offering any vegetables any more. That repetitions are necessary, that
is to say many instances of offering foods without force, is common to any nursery nurse.
31
At home there often is little time to cook together. Children are enthusiastic when family
members cook together. Be it a healthy snack prepared together or the whole-meal cake,
they are happy to assist, touch and feel themselves. We also set high value on that issue in
the course: We are trying to convey many ideas how to create a sense-exploring course and
motivate children to experience all their senses. Practical exercises are generally paramount
in our course: In each module there are at least three practical exercises that can be easily implemented in the daily work.
How important is a healthy nutrition in the regular job training of kindergarten pedagogues?
Healthy nutrition is not deeply anchored in job training. Some things, however, will change in
the near future: We have excellent contacts with the head nurses who are responsible for the
training, and they would like to adopt the concepts of the Academy of Nutrition and integrate
them into the job training. I think that this makes very good sense but I also believe that there
must be an opportunity for further education of working pedagogues. There are many ongoing
changes in that very area. There is always new knowledge, but also a lot of insecure feelings in
the population. That is why I think we should stay on the ball.
Thank you very much for your time!
Maga. (FH)
Christina Kunter,
Project team member,
Volkshilfe Steiermark
You can find more information about the Academy of Nutrition and Food Quality at:
http://www.oge.at
Further European further education activities for nursery nurses:
http://www.fit-kid.de
http://www.papi-paderborn.de
http://www.lecker.lu
Home economists learn about child-oriented nutrition
A new unit at vocational college and elsewhere
Catering services in child day-care centres for children up to 6 years is becoming more an
more important, but they are at present largely similar to those supplied to retirement homes
or hospitals without observing special quality standards of child nutrition. Observations from
practice show that the meals are just reduced versions of the ones for adults or that the meal
plans were adopted using typical kid food like chips, pizza, chicken nuggets etc.
In order to qualify home economists already during their job training in child-oriented
catering that complies with the modern nutrition standards, the vocational college Lise Meitner
in Ahaus (Germany) developed a new unit and integrated it into the one-year curriculum. The
development was part of the EU project “Child Oriented Catering – Transnational development
and testing of new educational content and methods for home economics, catering and child
care”.
That is how a unit was created that reflected the real-job needs of a home economist covering fundamentals over six weeks and then the knowledge has to be tested in real life. Step by step the learners
develop a concept to handle a customer enquiry and gather experience in creating child-oriented
32
lunch menus. For that purpose they critically evaluate a week meal plan of
a professional caterer, correct it, and implement the result independently
composing a child-oriented and appealing week meal plan in list form that
reflects the easily controllable qualitity parameters used in Germany. Furthermore, they trace the food down to the customer and check catering systems, order and
billing systems, as well as delivery systems and their suitability for child day-care centres.
When preparing sample dishes from the week meal plan of a caterer the students find out
that the real quantities do not correspond to the recommendations established by child
nutritionists. Thus, they realise that sausage as the meat component in the carrot stew does
not cover the demand of children. Reduced to the recommended amount the sausage gets cut
into bite-sized pieces and garnished to look more appealing and bigger in quantity. (Cf picture
p. 32 bottom: Child-oriented sample dish)
The future home economists can experience through the direct contact with children in child
day-care centres what foods children prefer and how one can get them into a healthy nutrition. They also have the opportunity to cooperate with nursery nurses in the area of nutrition
education. By means of these teaching materials the future home economists obtain catering
help for a healthy and child-oriented nutrition with enjoyment.
The “Bremen check list”: a recommendation for week meal plans in child day-care centres created by the project FitKid of the
German Society of Nutrition.
The structure of the unit is conceived in a way that the modules A to D can be taught independently corresponding to the demands of the learners or target groups. Module A always has
the function to apply a motivating approach for the chosen learning content that relates to the
learning situation. The complete unit “Child-oriented catering” is structured as follows:
MODULE A
MODULE C
Introduction to the topic child-oriented catering
Systems of ordering, catering, delivering, and billing
Unit 1:
MODULE B
Catering systems, order and billing systems, as well as
Target-specific menu planning (including nutritive value
delivery systems
calculations) and evaluation by the customers
Unit 2:
Unit 1
Criteria of a good caterer
Menu planning – criteria for composing a menu
Alexandra Ernst
Teacher
Unit 2
MODULE D
Home Economics Stream
Child-oriented nutrition
Taste training as activity with children
of the Vocational College
Unit 3
Lise Meitner, Ahaus
Implementing a week meal plan
Ingrid Seggewiß
Deputy Head and Head of
The complete unit “Child-oriented catering” as well as the individual units can be downloaded
at www.choca.eu clicking on materials and then home economics. Further information about
the work of the Lise Meitner vocational college in Ahaus in the field of “Child-oriented Catering” can be accessed in the info centre of the project web site.
the Home Economics Stream
of the Vocational College
Lise Meitner, Ahaus
33
New pathways of teacher training at the University of Paderborn
(Germany)
The consumers’ interest in nutrition is always big when food scandals become public (e.g. rotten meat or acrylamide) or when every spring would-be slimmers read about new wonder diets.
It would be desirable if the general public would realise the debates in nutrition knowledge and
nutrient information. Nutrition information, however, often only reaches those circles that
already have a broad knowledge about nutrition. That must change in the future.
The future of nutrition knowledge and its acquisition
The increasing number of overweight children produces head lines and the results of German
pupils in the PISA study has lead to discussions about the German education system. In this
context we also have to question the nutrition knowledge of children and youths.
Will the subject Nutrition and Consumer Knowledge taught in Schleswig-Holstein be a model
to the other federal states and end the antiquated subject of home economics? The replacement
will start with the school year 2008/9. Instead of just cooking meals, the pupils will occupy
themselves with the basic competences for the daily life and health promotion. How do I deal
with the vast choice in the supermarket? How do I create a balanced and nutritious meal? What
shows me that it is quality food and if the price-performance ratio is right?
From 2003 to 2005 members of the Nutrition and Consumer Knowledge Acquisition Task
Force at the University of Paderborn worked out a reform of the knowledge acquisition in
nutrition and consumption at schools in conjunction with experts from universities and other
areas of the education system (school heads, teachers, teacher training institutions, institutes of
teacher training and further education). On the basis of a European curriculum nine knowledge
goals were defined and teaching concepts of an up-to-date teaching of nutrition and consumer
knowledge were subsequently developed. These are considered in the teacher training at the
University of Paderborn. Students of home economics studies are prepared for their future jobs
as secondary school teachers (except grammar school level) at the University of Paderborn.
Learning workshop “Nutrition”
The two-way integration of theory and practice is currently one of the biggest challenges for
multipliers in modern nutrition and consumer knowledge acquisition. Teachers are expected to
always possess current expert knowledge and operational competence, to manage their school
day, and to co-create a health-sustaining school life. Moreover, they are supposed to appropriately reflect on and distinguish between their
own role as a teacher and as an eating and
consuming human being.
In order to live up to that reputation, there
has to be a change in teacher training. Acquiring operational competence for a professionalized nutrition and consumer knowledge
acquisition must be driven by teaching
content relevant for practical work and
school life, enhancing and solidifying basic
knowledge, as well as introducing new
34
methodical and medial offers. Nutrition and consumer knowledge acquisition in Paderborn takes a new
pathway introducing this workshop. The former teaching
kitchen became a multifunctional specialist room after refurbishment in cooperation with the designforum-owl comprising modern media equipment. Learning in this specialist room combines elements of a teaching
kitchen with a workshop character for research and experience-driven learning and creates a
multiplicity of possible approaches to the knowledge in natural and cultural sciences as much
as the skills that are necessary within the frame of nutrition and consumer knowledge.
The learning workshop offers numerous opportunities for teaching and learning:
• Experimental work and food preparation
• Demonstrating and visualising a process in a demo-cooking workshop
• Preparing food in small groups at six cooking workshops and
conducting foods experiments
• Theoretical work in the seminar, working in flexible group sizes
• Media work
If anchoring these reforms in the education systems works, and if multipliers, children,
and youths become enthusiastic about nutrition and consumer topics, our society will get
many more critical and reflective consumers in future whose behaviour will influence social
developments and find their way through the jungle of confusing information about nutrition
and consumption.
What is the connection to the Leonardo da Vinci project “Child-oriented Catering” for which
the University of Paderborn is a participating project partner?
The implementation of the REVIS reforms offers loads of opportunities in education, not
only in schools of general education. Also in the area of training and further education of
nursery nurses and home economists the implementation of the REVIS curriculum is feasible
and planned. Thus there may be a qualitative improvement of skills in the area of nutrition
and consumer knowledge and nursery nurses as well as home economists can live up to their
educational mission and the task to foster healthy living in child day-care centres even better.
That is how already at an early age of the day-care children the foundation can be laid for a
conscious health-oriented behaviour.
Further information about the REVIS project at www.evb-online.de and in the publication “REVIS –
Moderne Ernährungs- und Verbraucherbildung in Schulen” (aid, 2007).
Dipl. oec.troph.
Christiane Hoffmann
A teaching concept for the topic “REVIS for home economists” is in Module 7: REVIS concept (Teaching aids and support to
Research Assistant
innovate and further develop the nutrition education and consumer knowledge in schools delivering general education) in the
taught course Home Economics.
Nutrition and Consumer
Knowledge Acquisition
Task Force
35
The implications of centralised and decentralised kitchens for
child nutrition
What Hungarian parents fear
Why does kitchen organization mean trouble for parents? Why don’t parents of kindergarten
children like the idea of the local government about centralized-kitchens? What kinds of fears
do they have about meals made in centralized kitchens? What is the quality of the meals that
decentralized kitchens make in comparison to centralized kitchens? Is it really true that it is
a general belief that good meals can only be made in decentralized kitchens and centralized
kitchens only can prepare bad-quality meals?
These questions can be heard day by day in the news, on TV and in the general public in Hungary. These facts distress and keep parents’ minds occupied all the time and get worse and
worse more and more. Since centralized kitchens have been established in elementary and
secondary schools in Eger (Hungary), the news have condemned them, opinions have spread
and parents of kindergarten children have fears. They are afraid for their children, because our
local government wanted to solve the question of food supply by building one big, centralized
kitchen.
It is a general fact (according to public opinion) that a big, centralized kitchen will never be
able to produce the required quality, taste, flavour of meals as a decentralized kitchen could
(because of the smaller number of portions). Meals made in big kitchens have less quality due
to double service. Is that really necessary? By no means.
Modul 4: Hauswirtschaft: „Lebensmittelhygiene“
Modul 6: „Physiologische Besonderheiten der Zielruppe (0 – 6 Jahre)“
Modul 11: „Kommunikation mit Trägern und Eltern“
Our case in point: Szent Lörinc Szakközépiskola
A good counter-example is the biggest unit of Saint Lawrence Secondary Vocational School of
Catering and Tourism in Eger (Hungary): the Agria Restaurant. 300 meals are delivered from
this place every day to nearby village kindergartens, an elementary school, and elderly homes.
120 – 130 portions of that total go to kindergartens three times a day:
• 10 am breakfast
• lunch
• 3 pm afternoon snack
Children are fond of these “delivered meals”. Very many of them got to like casseroles, modern bread with nuts, wholemeal bread and rolls, raw vegetables and salads this catered way.
Therefore, this proves that not only decentralized kitchens can prepare good food and quality
meals.
Reasons for low quality
Then why are the meals prepared in centralized kitchens often characterised by
a low quality, no value of pleasure (most of the people call it pigwash), and contain inappropriate energy and nutritional values? There are many reasons for this
dissatisfactory condition. One of these reasons can be found in the resource consumption standard! The daily resource consumption standard is so low that it is very hard
36
to cover the real costs of meals three times a day in kindergartens or it can only be covered by using cheap, low-quality products. And let us be honest, these products are biologically not valuable and obviously not the number one choice. Bread with nuts or wholemeal
bread is far more expensive than white bread. Turkey or chicken is more expensive than
pork; lamb and veal are even more expensive. In Hungary the season of fresh fruit and
vegetable is in the summer when schools and kindergartens usually close for one or two
months.
At the moment the resource consumption standard in kindergartens per child is the
following:
• 81,- Ft (81,- HUF ~ 0,317 Euro) for 10 am breakfast
• 110,- Ft (110,- HUF ~ 0,431 Euro) for lunch
• 81,- Ft (81,- HUF ~ 0,317 Euro) for 3 pm snack
The second reason is that out of date technologies are used in kitchens because we must use
different technologies for preparing small amounts of food (80 – 100 portions) and big amounts
of food (800 – 1000 portions).
The third reason is that we are not using enough or even any local products at all which would
provide the taste and quality of meals. Primary producers have trustworthy fruit and vegetable,
more tasty and enjoyable than those imported, force-ripened products.
The fourth reason could be that most of the child-care institutions dismissed those professional
caterers who had deep knowledge of nourishing roles according to different ages for reasons of
reorganization. We have to mention as the fifth reason that decentralized kitchens can adapt
to children’s needs more than centralized kitchens. (Different diets, allergies, etc.)
To summarize we can say that fears of parents are not without reason, but centralized kitchens
should definitely not be held responsible.
Centralized kitchens can produce tasty, quality meals, under the condition of fulfilling the
following conditions:
•
•
•
•
•
•
properly made menus
more attention towards meals
higher professionalism
well-organized, hygienic delivery
well-organized serving
and well-functioning information system between centralized
kitchens and serving kitchens is desperately needed
Organic food in child day-care centres
If centralized food supply is organized in accordance with the above mentioned criteria,
probably public fears will disappear soon. But we need to realize that producing a quality
meal economically can only be possible if making at least 600-1000 portions at a time. If the
conservatory is not able to guarantee the above mentioned term (number of portions) then they
have to keep their more expensive kitchens with higher quality BECAUSE the most important
topic are the children’s needs. This is not only important for parents but for our society as
well.
József Bóta
Director of Saint Lawrence
Secondary Vocational School
of Catering and Tourism
Eger, Hungary
37
Health-sustaining nutrition concepts in
child day-care centres
Not just healthy – also fair and organic
Local, fair-trade or organic foods are demanded
more and more by the consumers: not only do they
fill the shelves in organic food shops but also in
supermarkets. Apart from animal protectio ists’ voices,
there is a growing number of scientists that urge consumers to change their behaviour also with
regard to the climate change. Nutrition is not just supposed to be healthy for the body but also
sustainable, i.e. having a socially, economically, and environmentally positive external effect.
To enable children to experience the complex relationships goes beyond the nutritional-scientific requirements.
In child day-care centres the use of ecological products still fails for various reasons. For cooks
the canteen kitchens of child day-care centres are not the traditional place for using organic
products. For nursery nurses it is often unclear where the differences are between organic and
conventional, fresh or convenience. For parents their children’s food is often a topic, but mostly
without content. “Did my child eat properly?” What are the criteria that create the nursery
nurse’s answer and in what way is the quality of food an issue? It, therefore, is vital to first do
some explaining and convincing, otherwise the higher price quickly becomes the unsurmountable reason delivered as a counter-argument. This applies to both the instructors as much as
the nursery nurses later.
If the use of fair trade, preferably regional organic products, is to be increased, all participants
have to be convinced of their use. A holistic nutrition concept for child day-care centres comprises two aspects: first, the integration of regional, fair-trade, controlled organic, and seasonal
products in the menus and, secondly, the nutrition knowledge in the child-care institutions.
Experiencing nature and the environment, knowing about the provenance of foods and the
natural food chain should, therefore, be combined in a coherent nutrition concept covering
theoretical knowledge and practical experience. An all-embracing nutrition knowledge has the
aim to create a health-sustaining behaviour already in childhood, introduce the children to a
healthy eating culture, and also kindle the spark in parents and grandparents.
Training and further education
By means of training and further education the staff in child-care institutions (kitchen staff
and nursery nurses) can be qualified to the extent that they can plan and implement a holistic
concept of meal preparation and nutrition knowledge. When doing this, special content and
schemes should be developed and implemented for the demands of each target group. Training
and further education in this area should give an answer to the following questions:
• What and how much are children supposed to eat?
• Where does the food come from?
• What is the difference between fresh meals a
convenience products?
• What is the difference between controlled organic and conventional products?
38
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Why is fair trade important for exotic products?
Why is controlled organic farming better for the environment?
What has regionality to do with environmental protection?
What is the added value of organic products towards conventional foods?
Which quality differences are there?
Are there differences in taste?
Where do I get which regional and organic foods?
What is the issue with storageability of organic fresh foods like fruit and vegetables?
Where can I buy fair-trade goods and what is the product range like?
What do supply structures look like; what is the supply logistics like?
How are the goods delivered (keyword packaging) and what amounts are available?
Do the products correspond to the calibration used in the conventional sector?
Are they delivered corresponding to hygiene regulations (cf. HACCP)?
Which products can I buy when with the lowest price premium against conventional goods
(keyword economical viability)?
Since regional producers may not be integrated in the distribution infrastructure or the
respective regions may lack such structures, there are no general answers and solutions to all
those questions. But if it is really about the integration of regional food producers, one needs to
consider the regional conditions. If a child-care institution wants their team (cooking staff and
nursery nurses) to do further education in nutrition and organic products, the trainers should
know the local conditions and consider them in their training. It is not enough to just present
general knowledge in the training because theory will remain theory.
Moreover, besides teaching theoretical knowledge it is important to open up a practical
approach to that topic. For that, offering workshops (e.g. trying the products, developing of the
senses), visiting producers, or a visit to a canteen kitchen might be worth considering. According to the interest of the target group (home economists, cooks, or nursery nurse, parents) a
specialization of the training might be necessary.
The Hazard Analysis and Critical Control Point concept (HACCP concept) is a prevention system that safeguards food safety
and thus consumer safety.
Visiting the regional producer, the experience in situ is the most direct way to start a further
education programme about regional or organic products.
If the nursery nurses do projects with the children and parents on this topic there is enough educational material and extensive literature to deepen everybody’s understanding of this issue.
The ideas range from growing one’s own plants on the window sill and in the day-care garden
over baking with the kitchen staff to cooking activities for children and parents.
Helpful materials are gathered, for example, in the “Yummy! Box” [German “Lecker!-Koffer”] and in the pots-and-pans stories [German “Herdtopfgeschichten”, see materials section in the German version of the Training Journal].
39
Fostering the cooperation
When cooks try products and recipes, everybody in the child day-care centre has the opportunity to join in the discussion about the new creation and its taste including the children as chief
tasters. Having a nice meal as a group activity does not only enhance our knowledge about the
products but also develops the team spirit. The educational work of the cooks plays an important role and their position in the team must be clearly defined.
Developing the senses as a workshop
Enjoying food requires a sense-driven approach. The development of the senses in the theoretical part is limited to explaining
the tasting sense. The much more comprehensive part covers practical experiences:
• What does a foodstuff sound like?
• What does it feel like?
• What does it taste like?
• How does it smell?
Playful activities can be suggested in which the children have to guess which hidden foods have a certain smell, sound, and so
on doing a “Taste Rally”. This is great with parents as an induction to the topic. Often we are quite surprised how difficult
tasting is if we switch off the seeing sense. Conscious tasting as a training for one’s own senses is also for nursery nurses an
interesting topic for a workshop. Read more about developing the senses in the following article “SAPERE – children train
their taste”.
Ideally, the issue of holistic nutrition and the knowledge about nutrition should translate into
all important areas including the cooperative work with parents. How can parents and nursery
nurses be won for a balanced nutrition? Activities like “Children cook for parents”, “Meet the
Cook“, etc. can create contacts areas.
The nursery nurses need information and instruments that support the communication with
the parents. Not only the food itself but also organic, regional, fair-trade issues can become
talking points – positively and negatively. It is all about encouraging the educational staff.
Achieving goals together
Joint workshops foster the contact between cooks and nursery nurses and facilitate the communication when food and drink
in the child day-care centre are concerned. The following workshop topics might be of particular interest for both employee
groups:
• My nutrition habits – am I a model? Do I eat fresh vegetables or the convenient frozen pizza? Spot the weaknesses in nutritio-
nal behaviour & develop strategies to change this behaviour, the importance of the model function in the work with children
• Buying food from organic food shops, supermarkets, wholesalers – from theory to practice:
Which product qualities are available? How can you distinguish them?
• 10% organic – anybody can do that! In compliance with the motto participants should think about which organic products
could be used (a change-over to 100% organic food is rather difficult),
• The Berlin quality criteria (catering criteria for all-day schools based on the concept of optimised mixed diet) also at home?
What can or should be realised? What do I have to do as a nursery nurse or a cook? How can I integrate organic, regional,
fair-trade products in the long-term catering scheme? How can I demand this from catering companies?
• How do I communicate the use of organic, regional, fair-trade products? The use of these products can be highlighted in the
menu plan. But what do I do to give more information or to integrate it into the nutrition knowledge acquisition? A collective
brainstorming session may produce appropriate ideas (e.g. presenting the organic vegetable of the week, information about
the history of this vegetable, its nutritional content, how it is eaten in other countries, etc
40
Materials, units, and links about this topic
Kurs „Erziehungswesen“ Modul 7: Zusammenarbeit mit Eltern und Familien
Ecological Food and involvement of regional producers
Bio: Herdtopfgeschichten, Umweltberatung Niederösterreich, http://www.umweltberatung.at
Fair trade: Educational materials and information box, Centre d’Information Tiers Monde,
http://www.astm.lu
Tiere, Pflanzen, Bauernhof, Wochenmarkt, Sinnesparcours Kräutergarten, Schulgarten,
Ernährungsökologie, nachhaltige Entwicklung, etc.:
http://www.oekolandbau.de
Lecker!-Koffer: http://www.lecker.lu
Dr.
http://en.wikipedia.org/wiki/Organic_food
http://www.slowfood.com
http://www.euro-toques.org
http://www.worldwatch.org/
http://www.worldwatch.org/taxonomy/term/55 (blog about regional products)
Danielle Schronen
Organisation scientist
Department of Research
and Development
Caritas Luxembourg
SAPERE – children train their tasten
Eating with all senses
In Sweden there is an ongoing discussion how to lay the foundation for healthy child nutrition within the pre-school system (0-6 years) and how to support it. Swedish children eat in
pre-school several times a day. One way of introducing food and the daily dishes as a subject
of the pedagogical work is the training of senses. Most of the pre-schools have been working
with ideas how to improve the senses of tastes in children. The SAPERE method has been one
method to do so.
The SAPERE method is a French method ascribed to Jacques Puisais. As a chemist with long
training in oenology and food production, he was the founder of this method. He was very
enthusiastic and wanted to prevent the ongoing assimilation and equalisation of taste in the
western world as a result of the industrial food production. The method is explained in the book
“Le Goût chez l’Enfant” (1999).
SAPERE (Latin) = to taste, to smell, to have a taste, to perceive taste with the senses. Figurative: to have brains, belongs to the
adjective sapiens..
The idea to create taste classes for school children was developed in 1972 in France. Tests
showed that children have more sensitive noses than adults. Children could not give an exact
answer to describe the right word but they find other ways to describe their perceptions, for
example, “it smells of hospital”. The method came to Sweden via Grythyttan (University of
Örebro) and Carl Jan Granqvist in the year 1994. The material has been translated and then
tested by Inger Jonsson together with the municipality of Örebro and the County Council of
41
Örebro and the municipality of Kumla in 1997 – 1998.
The result was afterwards included in Livsmedelsverkets (The Governmental Agency for these issues in Sweden) work and within a governmental assignment
– to support healthy nutrition and tasteful meals, which will be the foundation for
sustainable eating habits.
The SAPERE method: Food for all senses
The SAPERE method describes in ten chapters our senses, the four basic tastes, the composition and preparation of meals or the geography and origin of taste. There is an overall pedagogy
for training the senses and creating a holistic view of the senses and their interaction with one
other as well as towards food and eating.
The SAPERE method is a laboratory method and the pedagogical materials are food, groceries,
fruit, and vegetables. The method does not consider what is healthy or not. It only takes into
account the sensory perspective. Healthy nutrition is not the primary focus of the SAPERE
method. The idea is to lay the ground for the interest and curiosity of your own body and the
importance of a healthy nutrition.
The method is built on the ideas
•
•
•
•
•
that several senses have to be used together to judge foodstuffs and meals.
that the combination of food and drinks has an impact of the experience of taste.
to show how the senses of smelling, seeing, hearing and feeling are constructed and how they work.
to show how different products and the environment influence experiences.
to give an inspiration and the framework for the comparison of how and what other cultures eat.
All chapters are structured in the same way to give teachers a pedagogical overview and to show
them what they need to prepare, plan and organise the lectures:
• Purpose: Why should you use the method?
• Pedagogical material: What type of material do you need? How do you prepare yourself for the
pedagogical tool? Which methods can be employed to reach the expected result?
• How to organise a lecture: What do you need and how can you prepare and organise your lecture?
• Connection to the school meal: To understand healthy nutrition.
• Ideas and hints for your pedagogical work
• Evaluation of result of the lectures: Increased knowledge? Change in attitude and behaviour?
“Food for all senses” in Swedish pre-schools
Many Swedish pre-schools have shown interest in working with the SAPERE method “Food
for all senses”. In the newspaper Förskolan (Pre-school) number 5, 2001, there was an article
from the pre-school Banvakten in Valbo outside the municipality of Gävle, where they started a study circle to discuss and learn about the Sapere
method, for both parents and children. The method has
been adapted to the children in pre-school but it follows
the SAPERE guidance and material for school teachers
(“Lärarhandledning: mat för alla sinnen – Sesorisk träning enligt SAPERE-metoden”).
The pre-school Banvakten in Valbo, in the municipality
of Gävle, has integrated the method in their daily work
42
with the children. The pre-school teacher and responsible person, Anna Lena Wickström of
the pre-school Banvakten said the following about the SAPERE method: “In Banvakten the
families have met in the evenings several times each semester. The children presented the materials/themes and afterwards all had a dinner together. The SAPERE method stimulates the
joy of eating because the child becomes curious of new food and they learn to connect words
to their experiences.”
The SAPERE method should be an interesting and stimulating method to test and learn
together about a healthy nutrition. A further aim is to promote and stimulate pre-school
children to learn and be active in food preparation and cooking in pre-school together with
pre-school teachers and kitchen staff, and of course with parents. The SAPERE method presents a
Swedish example of a creative way to stimulate healthy nutrition at pre-school: It gives
pre-school children the possibility:
•
•
•
•
•
to learn how to feel their own senses and their own taste
to train their own skills to express themselves verbally
to develop themselves as a consumer with awareness
to dare test new products and dishes
to increase the variation of what they are eating
Schools have the duty to teach our cultural heritage and schools should take this further and
teach the pupils the new knowledge that is needed in a changing time. In schools the work
shall focus on the intellectual, as well as the practical, so that senses and exciting aspects will
be highlighted. An important aspect is also that the pupil has the possibility to learn, but also
to become independent in relation to his social environment.
All this is included in the SAPERE method. The purpose of the curriculum is that all teachers
are counsellors for the pupils to guide them forward to their own knowledge search, to learn
more about our senses, to awaken the curiosity and to give the pupils a tool for analytical
thinking.
You will find some of the ideas of the SAPERE method in the course “Educational Science”,
Module 11: Marketing and communication.
The SAPERE method is presented in a teachers’ guide called ”Food for all senses – a sensory training in SAPERE method”
(“Mat för alla sinnen – Sesorisk träning enligt SAPERE-metoden”). The handbook shows how to create easily prepared food
for all senses, to taste sweet, to taste and feel eggs and to look for colours and form of fruits. You will find teachers’ materials
of test modules and examples of test situations that you can do in your class only with a little preparation. You can give the
children training into experiences of the food with all senses. Basic taste, balance between tastes, smell senses, sight senses
and touch senses. The developed material is written in Swedish and can be downloaded on Livsmedelsverkets web page www.
livsmedelsverket.se.
Contact details:
http://www.mjolkframjandet.se/skola_och_forskola/
Britt-Marie Söderberg
Livsmedelsverket,
seminarier/matgladje_2001-2002/dokumentation/mat_
Torstensson
Box 622, 751 26 Uppsala, Schweden
som_en_pedagogisk_resurs__sapere_metoden
Project Management,
Phone + 46 (0)18-175500
http://www.sapere.se
Kvinnokooperativet Saga,
www.livsmedelsverket.se
Sweden
43
Campaigning for healthy food in Great Britain
A country to lose weight?!
Around one in four men (24 per cent) and one in three women (33 per cent)
in the UK are overweight, according to government statistics, and around
one in three children between the ages of 2 and 15 are overweight. In harsh
figures this means that 21% of children are overweight and even 18% are
obese. This compares with average European figures where 19% of children
are overweight and only 5% are obese.
Obesity has tripled since 1980, when only 7 per cent of people were obese.
In this time our lifestyles have changed rapidly, with the rise of convenience foods and car
journeys replacing walks to work and school.
The Government and various UK organisations have taken notice of this trend and have set
about creating campaigns to encourage healthier food choices and lifestyles. This article will
look at campaigns on a number of levels, from European to national and then regional. This is
to show the way that people are being targeted on different levels to eat healthily.
This article can then be related to the materials and the modules in the course “Educational Science”, Module 11: Marketing and
communication. The resources provided for this session contain further information about some of these campaigns. .
„5 A Day“ scheme
The ‘5 A Day’ scheme is active throughout many parts of Europe. It aims to encourage people
to eat at least 5 portions of fruit and vegetables per day. Examples of one portion are:
•
•
•
•
•
2 satsumas.
A slice of melon.
1 glass of fruit juice.
A bowl of salad.
1 carrot.
It was launched in 2002 and since then has had a number of positive results. The campaign has
been particularly successful among those who started from a lower base, for example males,
young people and those on the lowest income levels. The most common change reported was
a reduction in unhealthy foods from the participant’s diet and an increase in consumption of
fruit and vegetables.
British Schools’ Fruit and Vegetable Scheme
The British Schools’ Fruit and Vegetable Scheme is part of the ‘5 A Day’ programme. Through
this scheme all four to six year old children in infant, primary and special schools are entitled
to a free piece of fruit or vegetable each school day.
Initially funded by the National Lottery, and then taken over by the Department of Health, by
November 2004, nearly 2 million children in over 16,000 schools are receiving a free piece of
fruit or vegetable every day.
44
More than half of the schools surveyed had noticed an improvement in their ethos and atmosphere, and positive effects were reported on children’s attention levels and their ability to settle
to work. Children’s behaviour in general improved, as well as their overall nutrition levels.
Healthy Eating Campaign
The Healthy Eating Campaign is aimed mainly at Scotland and is an example of how the government is trying to match campaigns to the specific problems of the area.
Scottish diets are high in fat and there is a maked deficiency of fruit and
vegetables. Consumption of meals containing vegetables is 23 per cent lower than the rest of
the UK. The 1995 Scottish Health Survey showed that less than half of the adult population ate
fruit once a day.
An initial investment by the Healthy Eating Campaign of £1.4 million has financed a widespread
advertising campaign designed to persuade Scots to choose healthier lifestyle options. A special
help line and dedicated website offer information and advice on how the nation‘s health can be
changed for the better. They are able to give advice on what constitutes a healthier diet, how to
improve food preparation and cooking skills and understanding labels. Callers can request to
be sent a pack of information on healthy eating.
Research by the Food Standards Agency has shown that 80% of Scots have attempted to change
their diet in the past year. However, it also found that although Scots are aware of the basic
healthy eating messages, many do not use them in daily life. This campaign aims to address
that need.
Sunderland School Meals Strategy
The council for the region of Sunderland recently reviewed the school meals they provide and
as a result they implemented a new campaign to improve the quality of the food and encourage
children to choose the healthier options that they provided. They implemented a vast array of
activities and products including:
•
•
•
•
•
•
•
•
a recipe book of school meals
a healthy vending machine pilot and the contracting of a healthy vending supplier
‚Passport to Health‘: free school meals for a week and a free swim for every child
accredited nutritional and child protection training for all catering staff
guidance on packed lunches
salad bars in all schools
taster sessions at parents‘ evenings
The „Family Fitness through Football learning“ scheme –
a ten week programme that engages children and fathers in a
football programme that included nutritional advice and cooking skills
As a result of the changes the number of children choosing the healthy meals has increased
dramatically, and the number of pupils eating their dinner at the school has more than doubled
with 420 of the 630 pupils eating school meals regularly. A survey revealed that Sunderland
council was in the top four in the UK for school food services. Many children’s diet improved
at home and their fitness levels were higher that they had been before.
45
The UK has issues about the amount of junk food its young people consume, but the work
of these campaigns is having an effect on the choices that people make and their lifestyles.
Through the media and education they receive at school their knowledge of nutrition and diet
is changing. Teachers and parents are also being involved through these campaigns too so the
impact will hopefully be integrated throughout society, however the biggest problem is the
areas of social deprivation and those people on a low income. If these can be targeted through
education and funding then many children’s futures may be improved.
There are many excellent campaigns to promote healthy eating in Europe with numerous
agencies making a difference to many people’s lives. Below you will find web sites for some of
these.
The Netherlands
voedingscentrum.nl/voedingscentrum/
EA nutrition centre which implements a
number of healthy eating campaigns.
www.groentenenfruit.nl
Sweden
www.slv.se
Information about campaigns and advice
about nutrition, food safety, and labelling.
www.fhi.se
The Swedish Institute for Public Health
homepage, containing articles on lifestyle
choice, children’s health and national health
statistics.
www.fruktogront.se
A wealth of information about fruit and
vegetables.
Andy Painter
Project team member,
Point Europa
46
Germany
www.schuleplusessen.de
German Nutrition Society (DGE): Project:
School Meals
www.schuleplusessen.de/schule+plus+essen/
qualitaetsstandards/die-qualitaetsstandards.
html
German Nutrition Society (DGE) Quality
standards for school meals.
www.5amtag.de
German Nutrition Society (DGE): Five a
day – fruit and vegetables.
www.kinder-leicht.net
Federal Ministry of Nutrition, Food and
Agriculture (BMELV): Campaign: Eat better.
Be more physically active. No heavy boots.
Luxembourg
www.gouvernement.lu/salle_presse/
actualite/2006/07/05gesond_iessen/index.
html – campaign “Eat healthy and be more
active“
Austria
www.5xamtag.at
Fruit times five!
Hungary
www.fruitveb.hu – Hungarian Fruit and
Vegetable Board
Great Britain
www.5aday.gov
www.biglotteryfund.org.uk/er_eval_5aday_
report_evaluation.pdf
www.doh.gov.uk/schoolfruitscheme
www.sunderland.gov.uk
CHOCA: Impulses for the future
Teaching competences in child nutrition:
What is its level of importance in European vocational training?
In the discussion about the imminent education reforms in Europe, improving the early and
individual support plays a pivotal role. Train the trainer as well as qualifying the kitchen staff
in child care are at the centre of attention. How much do the curricular requirements interlock
with the issues of reorganising the European vocational training system? In order to give a
summary answer, you will find a few statements from the CHOCA project below.
The CHOCA modules and the level of importance of train the trainer
One CHOCA approach is the fact that currently the curricula for training nursery nurses lack
any nutritional-physiological content in many countries. Nor do they have relevant curricula
for the training or study schemes in the courses Home Economists and Educational Science
that would address the topic nutrition in child-care institutions.
The discussion about a demand-oriented organisational development of the cooperation
between child-care institutions and caterers is an even greater missing link. That is why vocational training teachers of educational science and home-economics students also lack preparation on these topics.
CHOCA wants to face these challenges complying with the aims of the Copenhagen
process in vocational training:
• Adapting teacher and instructor further education schemes to the demands of society proves the
strong ties between job training and the labour market.
• The transnational development of new teaching content and methods answering demands of society
(child care, healthy nutrition) is a contribution to the instruments of quality improvement and assurance to be developed.
The CHOCA materials can easily be adapted to any European member state in order to prepare
teachers and trainers in vocational training institutions for the requirements of the European
labour market and guide them through the change processes giving them demand-oriented
training schemes.
At the same time they answer to the requirement that trainers are supposed to maintain their
employability in a self-motivated way throughout their professional lives. Key tools to achieve
that are the methodical competences, like the learning arena approach in the CHOCA materials. The module structure and the method orientation empower vocational training institutions
and trainers to use a pan-European application for the curriculum development as well as the further education of teachers.
The CHOCA modules and their importance for structuring the respective jobs
The importance for a demand-oriented further development of the
teachers’ skills range is therefore evident, but the question remains just
how important the enhanced level of competence is for the apprentices or
47
the employed staff within the professional training and further education in home economics
and educational science.
The qualification modules for these jobs are to be translated into the national systems. A
successful implementation of the project results into the respective apprenticeship schemes
and curricula guarantees their long-term usage. The national systems themselves guarantee
their spread and further development.
Three issues are vital for this implementation process:
• Modules and elements of qualification
• Level scheme of vocational training and education
• Certification within the framework of a transfer system
Modules and elements of qualification
The principle of “Modularisation within the framework of the Profession Principle” puts
challenges in front of the national and European vocational training and education systems. For
Germany, the modularisation results were highlighted in a project run by the Central Agency
of Further Education in the Trades (Zentralstelle für die Weiterbildung im Handwerk). Taking
up the challenge, the modules developed within CHOCA do foster learning in flexible and selfdetermined units.
For nursery nurses the main focus is to anchor existing further education modules about
nutrition issues in the electives or majors of their primary job training. In Home Economics
the learning arena “Child-oriented Catering” has turned out to be a new major with which one
can map the job-specific skills for a special target group.
The pilot project also pertains to the job training of disadvantaged youths that have considerable job opportunities in the areas of home economics and Educational Science. Young
people with a leaving certificate from the Hauptschule (a secondary school with a focus on jobs/
apprenticeships rather than tertiary education) or job-preparation colleges go for jobs as home
economists.
The German Vocational Training Act (Berufsbildungsgesetz 2002) introduced the possibility
to use qualification elements and this was discussed in connection with the project-specific
development work. Because of the complex and cross-linked competences and skills discussed
in the learning arena “Child-oriented Catering” it became clear that a complete independence
of the qualification modules is not useful. It makes much more sense to use a system where
elements build up on one another.
Level schemes
Level schemes of vocational training
and education are being discussed as
a foundation of the European qualification framework. The description
of vocational qualifications focuses
on the competences, namely knowledge, skills, wider competences are
outlined. In this fundamental discussion, the German trades (Handwerk)
critically remark that the German vo-
48
cational qualifications are of a high quality (in this case nursery nurses and
home economists) and that they are valued too low in the five-level scheme
of vocational education through professional practice orientation.
CHOCA certainly showed that the job market demands employees that work in
a dispositive and self-organised way in order to change the organisation of group
catering in child day-care centres or in catering service providers and
communicate the change responsibly. Correspondingly the vocational
qualifications are to be classed higher within the European qualification
framework.
Certification and European Credit Transfer System
Vocational training and education in child care and in catering is characterised by an evident
diversity. The lack in transparency and comparability makes the introduction of a unified system of credit points difficult. A common orientation on output and performance description
are prerequisites for a system of giving credit points in internationally operated vocational
training schemes.
CHOCA as a tried and tested development field offers a solid foundation for the discussion of a European credit point system for vocational training and education (ECVET)
in the professional fields of nursery nurses and home economists. Here again the orientation of the modules towards knowledge, skills, and competences is essential. For both
jobs there could be credit points that can be linked to content. The very cooperation in
Europe has shown that on principle a comparability of training content can be achieved. The
project partnership strongly believes that in the learning arena “Child-oriented Catering”
a joint European vocational training scheme at least in parts makes good sense and is
feasible.
The starting point of the project is the neccessary adaptation of the professional content in
the vocational training of streams nursery nurses and educational science plus the related
training activities at vocational colleges. Since the module descriptions in this project are
oriented towards the acquisition of competences there are clear key points of interconnection for a European job training scheme in these areas. The example of “Early support and
Catering” is a case in point and shows that the European framework is very suitable for dealing with
dynamic changes and can enrich them.
Dipl. Volkswirt and
Head of European Training
and Education Projects,
Hubertus Voss-Uhlenbrock
Here is more about “Mobility and lifelong learning instruments”:
ec.europa.eu/education/index_en.htm
Euregio Qualifizierungsund Technologieforum e.V.
49
CHOCA: Pertaining information at the close
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Ebbeling CB, Pawlak DB, Ludwig DS (2002) Childhood obesity: public-health crisis, common sense cure.
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51
Reading tips
– books, pamphlets ...
German
Jedes Kind kann richtig essen
Autor: Kast-Zahn, Anette
Morgenroth,Hartmut
ISBN: 978-3-7742-7414-3
Verlag: Gräfe & Unzer
In diesem Buch vermitteln Ihnen die Autoren überzeugend einfache, aber wirksame Spielregeln für richtiges
Essen. Gerade in den ersten zehn Lebensjahren sorgen
sich Eltern, dass Ihr Kind nicht richtig isst. Das muss
nicht sein: Denn egal ob ein Kind zu viel, zu wenig oder
das Falsche isst: Wird die Spielregel eingehalten, so zeigt
sie den Ausweg!
So geht`s – Radieschen, Apfel, Knusperkeks
Autor: Dagmar von Cramm
ISBN: 978-3-451-00386-8
Verlag: Herder
Kinder entwickeln mit Hilfe ein positives Essverhalten.
Im Buch werden viele Grundlagen und Anregungen
beschrieben, wie Kinder das wichtige Thema Essen und
Trinken sinnlich begreifen – vom Säen und Ernten im
Kinder-Garten über das gemeinsame Kochen bis hin zur
gedeckten Kindertafel!
Was isst du denn da?
Autor: Sabersky, Annette
ISBN: 978-3-332-01613-0
Verlag: Urania,Stuttgart
Lexikon der gesunden und ungesunden Kinderernährung
Kinderernährung gesund & richtig
Autor: Eugster, Gabi
ISBN: 978-3-437-27860-0
Verlag: Urban und Fische
Inhaltsverzeichnis:
• Ernährungsphasen im Kinder und Jugendalter
• Grundsätze einer gesunden Ernährung
• Ernährungspsychologie
• Essalltag – Ernährung heute
• Essstörungen und Ernährungsabhängige Krankheiten
• Rezepte
• Die sieben goldenen Essregeln
Nährstoffe. Bausteine für Ihre Gesundheit.
Autor: Dickau, Kirsten
Herausgeber: Deutsche Gesellschaft für Ernährung
ISBN: 3-88749-181-5
Die Broschüre gibt einen Einblick in die Funktionen der
Nährstoffe und ihr Vorkommen in Lebensmitteln. Tipps
verdeutlichen, wie eine gesundheitsfördernde vollwertige
Ernährung in der Praxis aussieht.
Bärenstarke Kinderkost
Autor: Ursula Plitzko
Ursula Tenberge-Weber
Angelika Walter
Verlag: Verbraucherzentrale Nordrhein-Westfalen e.V.
ISBN: 3-933705-40-1
Was und wie viel sollten Kinder essen?
• Tipps zur Lebensmittelauswahl
• Die wichtigsten Mahlzeiten
• Problem Zucker: Wie viel Süßes braucht der Mensch?
• Brauchen Kinder eigene Lebensmittel?
• Tipps für Küche und Einkauf
• 100 fleischlose Rezepte
Bestellung unter e-Mail: [email protected]
Maximas gesunde Kindi – Jause
Autor: Arbeitskreis für Vorsorge- und Sozialmedizin
52
gemeinnützige Betriebs GmbH
Internet: http://www.aks.or.at
In dieser Mappe findet man eine Vielzahl von Vorschlägen, Tipps, Rezepten, Spiel- und Bastelanleitungen rund
um das Thema Essen – Trinken – Genießen. Kinder sollen
in spielerischer Art und Weise ein Zugang zum Thema
Nahrungsmittel geboten werden.
Essen und Trinken in Tageseinrichtungen für
Kinder
Herausgeber: aid infodienst
Internet:http://www.aid.de
ISBN: 3-8308-0578-0
Dieser Ordner beschreibt die Grundsätze einer vollwertigen Ernährung und behandelt vor allem die wichtigen
Fragen und Probleme der Praxis rund ums Essen und
Trinken. Ziel ist, Kinder zu einer gesundheitsfördernden
Ernährungsweise zu ermutigen, ohne ihnen den Spaß am
Essen zu verderben.
Esspedition Kindergarten
Herausgeber: aid infodienst
Internet: http://www.aid.de
ISBN: 978-3-8308-0666-0
Der umfassende Ordner liefert wichtige Fachinformationen und praxisnahe Anregungen rund um gesundes
Essen und Trinken im Kindergarten.
Kinderessen
Autor: Wiltrud Emmrich
ISBN: 3-00-004826-X
Verlag: Hasenmaus
Es werden Möglichkeiten aufgezeigt, wie Tiefkühlkost im
Kindergarten sinnvoll kombiniert und ergänzt werden
kann.
Ernährung von Kindern
– Lebensmittel für Kinder. Gesündere Ernährung
für Kinder, eine Investition in die Zukunft!
Jahrestagung 17.-18. November 2005
Herausgeber: Österreichische Gesellschaft für Ernährung
Internet: http://www.oege.at
ISBN: 3-9005-5453-6
Eine Sammlung von wissenschaftlichen Beiträgen anlässlich der Jahrestagung.
Kinderernährung im Fokus
– zwischen Wunsch und Wirklichkeit
Tagungsband zum 5. aid-Forum am 5. März 2002 in Bonn
Herausgeber: aid-infodienst
Internet: http://www.aid.de
ISBN: 3-8308-0264-1
Eine Sammlung von wissenschaftlichen Beiträgen anlässlich des Forums.
Richtige Ernährung für mein Kind – leicht
gemacht. Rezepte speziell für Kinder von
4 – 10 Jahren
Herausgeber: AGES – Österreichische Agentur für
Gesundheit und Ernährungssicherheit
Internet: http://www.bmgfj.gv.at
In der Broschüre findet man Rezepte, die sowohl den
Anforderungen der modernen Ernährungswissenschaft
als auch den Bedürfnissen und Vorlieben von Kindern
gerecht werden. Neben allgemeinen Informationen zur
Kinderernährung findet man Tipps, wie man die Speisen
kindgerecht zubereiten und anbieten kann.
Kochen für Kinder
Autor: Dagmar von Cramm
ISBN: 978-3-7742-60076-4
Schwerpunkte des Buches sind Rezepte für Mutter und
Kleinkind sowie Rezepte für den ersten Brei fürs Baby.
Bei der Zusammenstellung der Rezepte wurde darauf
geachtet, dass die Zubereitung der Gerichte schnell und
unkompliziert ist.
Schlank ohne Diät für Kinder: von 8 – 14 Jahren
Autor: Rudolf Schoberberger u. a.
ISBN: 3-900696-80-2
Kinder mit Gewichtsproblemen müssen zu einem güns
tigeren Essverhalten motiviert werden, ohne dass Mangel
an Nährstoffen, Vitaminen und Mineralstoffen entsteht,
die für Gesundheit und Wachstum notwendig sind. Das
gelingt nach dem für 8 – 14 Jährige Kinder modifizierten
Programm. Ein großer Teil des Buches richtet sich erklärend und beratend an die Eltern.
Die Wahrheit über Käpt’n Iglo und die Fruchtzwerge.
Was die Industrie unseren Kindern auftischt
Autor: Hans-Ulrich Grimm; Annette Sabersky
ISBN: 978-3-426-77777-0
Obwohl für Kindernahrung mit einem Gesundheitsversprechen geworben wird, enthält sie in der Regel kaum
lebenswichtige Vitalstoffe. Dieses Buch deckt auf, wie
Lebensmittelindustrie und Werbung die Nahrung von
Kindern und das Urteilsvermögen ihrer Eltern geschickt
manipulieren.
Referenzwerte für die Nährstoffzufuhr
Herausgeber: Deutsche Gesellschaft für Ernährung;
Österreichische Gesellschaft für Ernährung;
Schweizerische Gesellschaft für Ernährungsforschung
ISBN: 3-8295-7114-3
Für die Beurteilung der Qualität unserer Lebensmittel
und unserer Ernährung sind Referenzwerte für die
Nährstoffzufuhr eine wesentliche Basis. Die vorliegenden
neuen Referenzwerte wurden erstmals gemeinsam mit
den Fachgesellschaften in Österreich und der Schweiz
erarbeitet.
English
Healthy Eating in Schools: A Handbook of
Practical Case Studies
Author: Verner Wheelock
Publisher: Verner Wheelock Associates Ltd (2007)
ISBN: 0955463300
The book is entertaining, readable, and a useful, practical
handbook for anyone who wants to do something about
what‘s on the menu in their school. It contains a wide
range of examples of good practice that can inspire and
give confidence, particularly to the non-specialist.
For brochures address or a website for ordering
http://www.standards.dfes.gov.uk/primary/
publications/
Swedish
Friskare barn: Konsten att lyckas som förälder
Author: Peter Wilhelmsson
Publisher: Ica Bokförlag
ISBN: 9153425812
Mat & dryck, Medicin allmänt
Mat för små barn
Author: Anne Wilson
Publisher: Läsförlaget
ISBN: 3829010427
Mat & dryck
This is just a very small selection of links and
materials compiled by the project partners.
Maybe you have other sources of information?
Then do not hesitate to e-mail us to the address
below and we will publish your suggestion
at www.choca.eu
What All Children Need
Author: Linda L. Dunlap
Publisher: University Press of America (2004).
ISBN: 0761829253
In the second edition of What All Children Need, Linda
Dunlap provides important new information and
guidance for educators, counselors, clinicians, and
others who deal with children‘s development.
Healthy Eating for Life for Children
Author: Physicians Committee for Responsible Medicine
Publisher: John Wiley & Sons (2002)
ISBN: 0471436216
When kids learn proper nutrition early in life, they are
much more likely to avoid heart disease, obesity, and diabetes, which are epidemic today. This guide offers p
arents
a complete program and easy instructions for preparing delicious, kid-tested meals for children of all ages.
Reader-friendly yet medically sound, packed with ninety
delicious recipes, this book will put the whole family on
the road to optimum health.
Healthy Eating in Primary Schools
Author: Sally Robinson
Publisher: Paul Chapman Educational Publishing (2006)
ISBN: 1412911613
Developed with the support of the Kent Healthy Schools
Programme to encourage primary schools to promote
healthy eating, this resource takes a whole-school, holistic
approach towards children‘s eating and relates to the
PSHE Curriculum and the Healthy Schools Programme.
There is a good blend of easily accessible information
on healthy eating supported by individual case studies.
The three sections cover: „ a summary of the range of
children‘s eating issues „ strategies for promoting healthy
eating and preventing, recognising and dealing with
eating problems „ examples of lesson plans related to
the physical, emotional and social aspects of children‘s
eating.
53
Service section
Children – Nutrition –
Training – Europe
www.fitkid-aktion.de
die Gesund-Essen-Aktion für Kitas
www.ernaehrung-und-bewegung.de
Die Plattform Ernährung und Bewegung e.V. (peb) bündelt
The following information will point out European
web sites that give you more information clustering
around the following topics:
•Nutrition
•Health
•Children
eine Vielzahl gesellschaftlicher Kräfte, die sich aktiv für eine
Since they give a plethora of reading lists, tips,
links, further education schemes etc, surfing the
web is a must.
www.ernaehrung-im-fokus.de
ausgewogene Ernährung und viel Bewegung als wesentliche
Bestandteile eines gesundheitsförderlichen Lebensstils bei Kindern und Jugendlichen engagieren.
• Kitaprojekt „gesunde Kita – starke Kinder“
• Arbeitshilfe für pädagogische Fachkräfte als pdf
Zeitschrift für Fach-, Lehr- und Beratungskräfte
www.ernaehrungs-umschau.de
Germany
www.aid.de
Zeitschrift, Ernährungsinformation aus Forschung und Praxis
Der aid infodienst bereitet Informationen aus Wissenschaft und
www.ernaehrungsportal-nrw.de
Praxis verständlich auf.
Eine Vielzahl von Institutionen und Fachverbänden bieten auf
Das Informationsangebot enthält mehr als 600 Medien in den
dieser Webseite Informationen und Empfehlungen
Bereichen „Verbraucherschutz und Ernährung“ sowie „Land-
zum Thema „Ernährung“.
wirtschaft und Umwelt“
www.fke-do.de
www.besseressenmehrbewegen.de
Das Forschungsinstitut für Kinderernährung (FKE) in Dort-
Internetseite zu den durch das Bundesministerium für Ernäh-
mund betreibt multidisziplinäre Forschung in den Bereichen
rung, Landwirtschaft und Verbraucherschutz geförderten Pro-
Ernährung, Entwicklung und Wachstum von Kindern zur lang-
jekten des Wettbewerbs „Besser Essen – mehr Bewegen“
fristigen und nachhaltigen Verbesserung der Gesundheit der
Bevölkerung. Das FKE ist Herausgeber von Broschüren zu ver-
www.bzga.de
schiedenen Bereichen der Ernährung: beispielsweise
Die Bundeszentrale für gesundheitliche Aufklärung (BzgA)
optimiX, Empfehlungen für die Ernährung von Kindern und
verfolgt das Ziel, Gesundheitsrisiken vorzubeugen und gesund-
Jugendlichen.
heitsfördernde Lebensweisen zu unterstützen s. a.:
www.bzga-ernaehrung.de
www.verbraucherzentrale.de
www.bzga-essstoerungen.de
Der Verbraucherzentrale Bundesverband ist eingebunden in
www.kinderliedertour.de/apfelklops
ein internationales Netzwerk von Verbraucherorganisationen
www.bzga-kinderuebergewicht.de
und vertritt als einer der größten Verbraucherlobbys Europas
www.kindergesundheit-info.de
die Interessen der Verbraucher gegenüber Politik, Wirtschaft
www.dge.de
braucherzentralen mit einem umfangreichen Angebot in rund
Die Deutsche Gesellschaft für Ernährung informiert auf ihrer
200 Beratungsstellen. Verbraucher/innen bekommen hier ak-
Website wissenschaftlich fundiert und aktuell, ist Herausgeber
tuelle, verlässliche Informationen und unabhängige Beratung.
von tPublikationen und Initiator von Veranstaltungen. Ziele
Die Verbraucherzentrale ist Herausgeber von Broschüren/
der Arbeit der DGE sind u. a. Ernährungsaufklärung, Qua-
Büchern und Veranstalter von Fortbildungen
und Öffentlichkeit. In allen Bundesländern finden Sie die Ver-
litätssicherung in der Ernährungsberatung und -erziehung,
Förderung einer vollwertigen Ernährung und der Gesundheit
der Bevölkerung.
www.vz-nrw.de Verbraucherzentrale in
Nordrhein Westfalen
Fortbildungsveranstaltung für pädagogische Mitarbeiter/
innen und Hauswirtschaftskräfte:
„Mahlzeit Kita – Essen mit Spaß und Pfiff“
54
Austria
www.ages.at
: une politique commune en faveur d’une alimentation saine et
de l’activité physique
Die Österreichische Agentur für Gesundheit und Ernährungsvielfältige Aufgaben auf dem Gebiet der Ernährungssicherheit
campagne.jeunesse.lu/index.php?option=com_co
ntent&task=view&id=1277&Itemid=93
wahr.
Campagne.jeunesse.lu
www.aks.or.at
zige Betriebs GmbH (aks) bietet eine Vielzahl an Programmen,
www.ms.etat.lu/MIN_SANT/Publication/JourneeAlimenatationPhysique20070303/
Yolande030307.ppt#1
die speziell auf Kinder zugeschnitten sind.
vers un plan national en matière d’alimentation saine et
sicherheit, AGES, nimmt im Auftrag der Republik Österreich-
Der Arbeitskreis für Vorsorge und Sozialmedizin gemeinnüt-
d’activité physique
www.give.or.at
Bundesministeriums für Bildung, Wissenschaft und Kultur
RecommandationsAnneZimmer03032007.ppt
(BMBWK), des Bundesministeriums für Gesundheit, Familie
Recommandations nationales en matière d’alimentation saine
und Jugend (BMGF) und des Österreichischen Jugendrotkreuz
et d’activité physique
Die Serviceeinrichtung für Pädagogen und Pädagoginnen
zur Gesundheitsförderung in der Schule ist eine Initiative des
(ÖJRK).
Eine interaktiv aufbereitete Internetseite speziell für Kinder im
VERSPLANNATIONAL.pdf
Volksschulalter.
Vers un plan national en matière d’alimentation saine et
gsund.tsn.at
d’activité physique
www.gesund.co.at
ellen Tipps für die gesunde Ernährung von Kindern.
www.dmp.public.lu/publications/bien_etre/
alimentation/alim_baby_de/Ernaehrung_
baby.pdf
www.issgesund.at
Babyernährung
Ein umfassendes österreichisches Gesundheitsportal, mit spezi-
Journal für gesunde Ernährung
Die Österreichische Gesellschaft für Ernährung informiert auf
www.dmp.public.lu/publications/bien_etre/
alimentation/alim_bebe_fr/Alimentation_bebe_
doc.pdf
ihrer Website wissenschaftlich fundiert, aktuell und in die Pra-
Alimentation du bébé
www.oege.at
xis direkt umsetzbar.
Styria Vitalis, ein gemeinnütziger, unabhängiger Verein, bietet
www.securite-alimentaire.public.lu/
www.efsa.europa.eu/EFSA/efsa_locale-1178620753812_home.htm
Angebote für Kindergärten, Schulen, Gemeinden und Betriebe
La sécurité alimentaire au Luxembourg et en Europe
www.schule.at/gegenstand/vs/index.php?top_
id=4037&modul=themen
materialien zum Thema Ernährung, sowie eine reichhaltige
www.myschool.lu/portal/server.pt?space=
CommunityPage&cached=true&parentname=
CommunityPage&control=SetCommunity&
CommunityID=1912&PageID=0
Sammlung an Links zum Thema.
Restopolis – Gesond Iessen an der Schoul
www.styriavitalis.at
Das Österreichische Schulportal bietet vielfältige Unterrichts-
Luxembourg
www.gouvernement.lu/salle_presse/
actualite/2006/07/05gesond_iessen/index.html
Campagne interministérielle “Gesond Iessen – Méi Bewegen”
55
www.lecker.lu
Das LEADER-Projekt Lecker ! Schmackhafte, regionale,
www.childrenfirst.nhs.uk/teens/health/healthy_eating/
ökologische sowie saisonale und gesundheitsfördernde
The site put together by the NHS and Great Ormond Street
Verpflegung in umweltgerecht geführten Betreuungs-
Children’s Hospital. It has information for adults and teena-
strukturen (ab Herbst 2008)
gers as well as an interactive site for children. It also contains
information about how healthy food actually helps your body.
www.andl.lu/fr/accueil
Association Nationale des Diététiciens du Luxembourg a.s.b.l.
www.healthyschools.gov.uk/
This is a government initiative to improve children and young
www.euro-toques.lu/fr/accueil
people’s general wellbeing. It does this through promoting
Euro-Toques organise la Semaine du goût pour contribuer
healthy eating, exercise and education. The National Healthy
à l’éducation du goût des enfants
Schools Programme is about creating healthy and happy children and young people, who do better in learning and in life.
www.slowfood.lu/sujet.html
Here you can find ways to include the whole school, including
Slow Food Luxembourg (fr) entend promouvoir le
parents and governors. It also contains national news articles
développement de la culture alimentaire et l‘éducation
relating to healthy eating.
au goût et aux sens dès le jeune âge, favorisant des
produits de qualité dans le respect de l‘environnement
naturel et des droits des consommateurs
The Netherlands
www.schoolgruiten.nl
The ‘Fruitables at School’ (SchooGruiten’) campaign was
www.biolabel.lu
www.demeter.lu/index.php
launched in January 2003. It is an initiative by the Dutch
Die biologische Landwirtschaft in Luxemburg
Marketing Board (Productschap Tuinbouw), the Netherlands’
www.greenpeace.org/luxembourg/frigo/lesproduits-bio
Nutrition Centre (Voedingscentrum) and Holland Produce Pro-
Ministry of Health, Welfare and Sport, the Dutch Horticulture
motion (AGF Promotie Nederland).
Les produits bio : une alimentation sans OGM (organismes
génétiquement modifiés)
www.voedingscentrum.nl
The Netherlands’ Nutrition Centre is founded by the Dutch Mi-
Great Britain
www.eatwell.gov.uk
nistries of Health, Welfare and Sport (VWS) and Agriculture,
This is the Government’s Food Standards Agency website. It
ded, honest information about healthy and safe food and food
contains tips for healthy eating, recipes, information about
quality. The website gives a lot of information about nutrition,
food allergies and diabetes, as well as statistics about obesity,
with separate pages for child nutrition, guidelines for parents
food labelling and chemicals in food. It also has a number of
about the quantity and quality of food, the composure of a meal
quizzes and interactive games for children.
and sufficient exercise for small children.
www.bbc.co.uk/health/healthy_living/nutrition/
The BBC’s website to promote healthy eating and exercise. Here
Sweden
www.livsmedelsverket.se
you will find information about healthy foods, drinks, and
The National Food Administration (NFA) is the central ad-
body weight, along with examples of the basic food groups and
ministrative authority for matters concerning food and di-
nutrition for children and adults of different ages. You will also
rectly responsible to the government. The NFA is the central
find healthy recipes and lists of diets that may improve condi-
supervisory authority for matters relating to food, including
tions such as cancer, heart disease and allergies.
drinking-water and has the task of protecting the interests of
Nature and Food Quality (LNV) to provide scientifically foun-
the consumer by working for safe food of good quality, fair
www.healthyeating.net
practices in the food trade, and healthy eating habits. The
Contains a number of resources, recipes, BMI and other weight
Livsmedelsverkets website gives a lot of information about nu-
calculators, fat intake calculators as well as fitness quizzes. It
trition, with separate pages for child nutrition, guidelines for
also has information about eating disorders, as well as impar-
parents about the quantity and quality of food, the composure
tial advice about health foods, vegetarianism and fast food.
of a meal and sufficient exercise for small children, also guidelines for nutrition and education for pre-school personal.
56
School Meals in Sweden website focus on Instruction, teaching
Hungary
www.antsz.hu
material, school lunches and school transports are free of
Food-hygiene – “Safety in meals, health in life”: On the web-
charge at all levels of the regular school system. The State
site there are lots of information about public-health; within
defines the overarching goals and guidelines for school activi-
chemical safety, environmental-sanitary, catering-sanitary
ties, and the local authorities are responsible for putting them
(dietary-supplements; food-infections, food-poisoning; sim-
into effect. However, compulsory school can be organized in
plified, HACCP-based, food-hygienic system; calorie- and
various ways. 98 % of compulsory school leavers go on to the
nutriment-table; catering hygiene); national health, etc.
www.skolmatensvanner.se
3-year upper secondary school, which offers both academic
and vocational programmes.
www.ommi.hu
Specialized administration of vocation: It provides governmental
www.lrf.se
and agricultural vocational-management duties referred
The Federation of Swedish Farmers – LRF – is Sweden’s only
to separate laws in connection with organizing and controlling of
interest and business organisation representing those who own
the agrarian-marketing regulations, for example:
or work farm and forest land, and their jointly owned companies in the Swedish agricultural co-operative movement. LRF
www.diet.hu
seeks to create the appropriate conditions for sustainable and
Dietetic Nourishment: The mission over medical nourishment is
competitive companies and to develop a favourable base for
dietetic guidance in the different fields of medication, as well as
social life and enterprise in rural areas.
prevention, which means familiarization with up-to-date, wellbalanced nourishment.
www.mjolkframjandet.se
Mjölkfrämjandets task is to inform about nutrition, health and
The main aim of MDOSZ is to promote balanced nourishment of
about the milk and milkproducts role in the Swedish food.
children, optimal dining, and healthy living. In favour of that,
Mjölkfrämjandet would like to contribute to and create a holic-
relevant principles were systematized for joint-labourers of
tic view on food and health.
school-hygiene, teachers, parents and students, as well as people
who run school-canteens in the form of educational materials
www.hush.se
and study-aids, as well as written publications.
Hushållningssällskapen är regionalt baserade, fristående
kunskapsorganisationer med ett starkt medlemsinflytande.
www.elelmezesvezetok.hu
Vår gemensamma värdegrund utgår från viljan att vårda
Professional Journal of Association of National Caterers: Journals
och utveckla landsbygden och dess värden. Främst gör vi det
– are out from 1997 till recent days – can be found on this web-page.
genom att utveckla och förmedla kunskaper till lantbrukare
The journals contain articles, regulations, menu-samples, recommen-
och andra företagare på landsbygden.
dations, professional reviews in the field of catering, from infancy till
elderly age, in all catering topics.
www.fruktogront.se
Is a website for fruit and vegetables and other information on
www.menza.hu
the importance to eat healthy. There is also a special web page
Program-system: WinMenza program (v0.8.11.380) can be downloa-
with children focus.
ded from this website. This program helps supplying with food and
storing.
www.matstart.nu
It is a web site with focus on children’s nutrition with informa-
www.ujdieta.hu
tion to parents on how to start and cook healthy food to their
News-sheet of Hungarian Dietetics (MDOSZ): Professional journal of
children.
MDOSZ appears regularly, at least 4 times a year. From 2001 it could
be read on internet. “New Diet” reports about the newest professional
results, up-to-dateness, information-exchanges, as well as it deals with
the oppositional and problematical topics of trophology and dietetics.
57
Contact details of the project partners
You would like to know more about the topic, our project, or to contact the project partners directly?
Here are our contact details:
Projektkoordination
58
Katrin Schürmann
Tel.: +49 2561 699 579
Weidenstraße 2
E-Mail: [email protected]
D-48683 Ahaus – Deutschland
Website: www.bbs-ahaus.de
Project partners
Lise Meitner Vocational College Ahaus
University of Paderborn
Alexandra Ernst, Ingrid Seggewiß
Faculty of Natural Sciences
Lönsweg 24
Nutrition and Consumer Knowledge Acquisition
D-48683 Ahaus – Germany
Task Force, Department of Sport & Health Studies
Phone: +49 2561 955-700
Prof. Dr. Helmut Heseker, Christiane Hoffmann
E-mail: [email protected]
Warburger Straße 100
[email protected]
D-33098 Paderborn – Germany
Web site: www.bklm-ahaus.de
Phone: +49 5251 60-3835 and
Phone: +49 5251 60-3756
Bezirksregierung Münster
E-mail: [email protected] and
EU-Geschäftsstelle Wirtschaft und Berufsbildung
[email protected]
Reinhold Lawerino
Web site: dsg.uni-paderborn.de/evb
Albrecht-Thaer-Straße 9
D-48147 Münster – Germany
Volkshilfe Connect – Institute for Research,
Phone: +49 251 411-4052
Education and Development
Christina Kunter
Web site: www.eu-ms.de
Goestingerstraße 213
A-8051 Graz – Austria
Caritas Luxembourg
Phone: +43 676 87 08 330 20
29, rue Michel Welter
L-2730 Luxembourg – Luxembourg
Web site: www.stmk.volkshilfe.at
Tél.: +352 40 21 31-200 / Fax: +352 40 21 31-209
E-mail: [email protected],
Szent Lörinc School –
[email protected]
Secondary Technical and Vocational
Website: www.caritas.lu
School of Catering and Tourism and Student’s Hostel
Katalin Bóta
Variya maatschappelijke ontwikkeling en integratie
Ii. Rákóczi Ferenc Straße 95
Irene van Deuveren
H-3300 Eger – Hungary
Wierdensestraat 39c
Phone: +36 36 536 065
7607 GE Almelo - The Netherlands
Phone: +31 546 542025 / +31 6 13930631
Web site: www.szentlorinc-eger.sulinet.hu
Web site: www.variya.nl
Euregio Qualification and Technology Forum
Hubertus Voss-Uhlenbrock
Point Europa
Schloss
Simon Ryan
D-48683 Ahaus – Germany
The Manse, Garrett St,
Phone: +49 2561 699-577
Cawsand, Cornwall, PL10 1PD - UK
Phone: +44 1752 822186
Web site: www.eqt-ahaus.de
Web site: www.pointeuropa.org
Arbeiterwohlfahrt Unterbezirk Ennepe-Ruhr
Rolf Kappel, Birgit Kleemann
Kvinnokooperativet Saga
Mühlenstraße 5
Britt-Marie Torstensson
D-58285 Gevelsberg – Germany
Södra Skeppsbron 6, Box 12 62
Phone: +49 2332 55 888-11
801 37 Gavle - Sweden
Phone: +46 26 65 27 66
Web site: www.awo-en.de
Web site: www.saga.se
59
... Go for Green!
Weidenstraße 2, 48683 Ahaus, Germany
Phone: +49 2561 699-0
Fax: +49 2561 699-510
60
www.choca.eu

Training and further education in child

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