Children's views of cooking and food preparation

Caraher, Martin; Baker, H. Ross; Burns, Maureen

doi:10.1108/00070700410529537

Cited by 43 publications

(40 citation statements)

References 14 publications

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“…This could be addressed by having the sessions jointly delivered by a chef and nutritionist/home economist to ensure more individual attention. On a positive note children responded positively to having the session delivered by a chef, the novelty of a chef and the current public fascination with celebrity chefs probably helped in this respect (Hansen, 2008: Caraher, Baker andBurns, 2004;Caraher, Lang and Dixon, 2000). It is clear from the feedback, from the children, that they were engaged and eager to learn new cooking skills and taste new foods.…”

Section: Discussionmentioning

confidence: 99%

When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

et al. 2013

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractThis article sets out the findings from research on the impact of a, UK based, chefs in schools teaching programme on food, provenance, health, nutrition and cookery. Professional chefs link with local schools, where they deliver up to three sessions to one class over a year.The research measured the impact of a standardised intervention package and changes in food preparation and consumption as well as measuring cooking confidence. The target group was 9 -11 year olds in four schools.The main data collection method was a questionnaire delivered two weeks before the intervention and two weeks afterwards. There was a group of four matched control schools.Those taking part in the intervention were enthused and engaged by the sessions and the impact measures indicated an intention to change. There were gains in skills and confidence to prepare and ask for the ingredients to be purchased for use in the home. Following the session with the chef, the average reported cooking confidence score increased from 3.09 to 3.35 (by 0.26 points) in the intervention group -a statistically significant improvement. In the control group this change was not statistically significant. Children's average reported vegetable consumption increased after the session with the chef, with the consumption score increasing from 2.24 to 2.46 points (0.22 points) again, a statistically significant increase with no significant changes in the control group.The research highlights the need to incorporate evaluation into school cooking initiatives as the findings can provide valuable information necessary to fine-tune interventions and to ensure consistency of the healthy eating messages.

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Section: Discussionmentioning

confidence: 99%

When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

et al. 2013

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“…If the same 30 % reduction target, spread over three years, was adopted by the FHD, the overall projected mean Na value in 2014 would be 296 mg/100 g and directly comparable to the level already achieved by Australia's boutique manufacturers and Coles. In this way the food industry could continue to provide time-poor consumers lacking cooking skills or the inclination to cook (35,36) with convenience products like pasta sauces without them being significantly detrimental to health. Methods used to monitor reformulation strategies also differ between countries.…”

Section: Target Setting and Monitoringmentioning

confidence: 99%

The Australian Food and Health Dialogue – the implications of the sodium recommendation for pasta sauces

Trevena

Dunford

Neal

et al. 2013

Public Health Nutr.

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“…There is also diversity in the participants' ages, with some research spanning the entire primary school age range (Franck et al, 2008) and others concentrating on several specific year groups (McWhirter et al, 2000), or a single age group (Pridmore and Bendelow, 1995). Research among healthy children in school and at home has often looked at attitudes to sun safety (McWhirter et al, 2000;Newton-Bishop et al, 1996), perceptions of cancer and cancer prevention (Bendelow et al, 1996;Oakley et al, 1995), healthy lifestyles (Gabhainn and Kelleher, 2002;MacGregor et al, 1998), diet (Box and Landman, 1994;Caraher et al, 2004;Hendry, 1995) and exercise (Mulvihill et al, 2000). Studies have been conducted in hospitals, and at home, exploring the experiences of children receiving cancer treatment or other medical care (Franck et al, 2008;Horstman et al, 2008;Horstman and Bradding, 2002).…”

Section: Range Of Research Employing 'Draw and Write'mentioning

confidence: 99%

‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method

Angell

Alexander

Hunt

2014

Journal of Early Childhood Research

131

120

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The creative research method 'draw and write' has been used in health, social care and education research for several decades. A literature search of studies utilising this method was conducted during the planning stages of a study exploring primary school children's perceptions of infant feeding. A review of this literature noted a range of benefits of 'draw and write' in enabling child participation. However, it also identified that the method has been used inconsistently, and found that there are issues for researchers in relation to interpretation of creative work and analysis of data. As a result of this an improvement on this method, entitled 'draw, write and tell', was developed in an attempt to provide a more child orientated and consistent approach to data collection, interpretation and analysis. This article identifies the issues relating to 'draw and write' and describes the development and application of 'draw, write and tell' as a case study, noting its limitations and benefits. KeywordsChildren, draw and write, draw write and tell, creative methods, infant feeding, breastfeeding 2 of 26The creative research method known as 'draw and write' has been widely used by researchers working with children to explore a range of social and health related subjects. A literature review of studies in the United Kingdom, which have used 'draw and write', was undertaken recently as part of research exploring children's perceptions of infant feeding. This article reports the findings of this literature review and comments on the use of the method across a range of studies. It also describes and discusses the rationale for 'draw, write and tell', which was developed for the research study (Author 2011a) in an attempt to resolve some of the issues relating to 'draw and write' identified during the literature review.

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Children's views of cooking and food preparation

Cited by 43 publications

References 14 publications

When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

The Australian Food and Health Dialogue – the implications of the sodium recommendation for pasta sauces

‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method

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