Måltiden som lärandesituation i förskolan : en kvalitativ studie om pedagogers syn på barns övergripande och hälsofrämjande lärande i förskolan genom den pedagogiska måltiden

Sammanfattning: The purpose of my study has been to find out how four preschool teachers at four different preschools looks at the pedagogical meal from a health and overall learning perspective. I also want to examine how, through the pedagogical meal the preschool teacher works to promote children´s learning and give them an understanding of need to safeguard their health. To achieve my aim I set the following questions; What are the different types of learning preschool teachers believe that children can acquire the basis of the pedagogic meal? How do preschool teachers describe their work from the pedagogical meal to benefit children´s overall learning? How do preschool teachers describe their work at the pedagogical meal for the children to gain an understanding of their health? The study is based on a qualitative method with interviews and observations, triangulation. The theoretical approach to this study is based on the socio-cultural perspective to learning and development. The result of the study shows that there are many different types of learning that can be benefit from the pedagogic meal. For example, mathematics, language development and social interaction. The preschool teachers agree that an important role is to be available and create a positive image of the meal for the children. To gain children´s understanding of their health, the preschool teachers eat the same food as the children, in that way it becomes natural for the children to eat the food as served. They also try to get the children to taste and eat vegetables. The result also shows that some of the preschool teachers mean that it is important to talk positively about the food and not try to force anyone to taste any food.