Developing a Food Philosophy for Your Organization Many organizations already have policies, protocols and practices in place, but a philosophy is a powerful set of beliefs that inform your organization’s mission and the many ways—large and small—that it is executed. By developing a philosophy, organizations can invite stakeholders and those they serve to participate in a holistic approach to food education, including food literacy and eating competence, in both curricular learning and practical, daily routines.
FIRST ACTION STEP: FIGURING OUT THE STATUS QUO Take 30-45 minutes and write down any and all official and unofficial policies, rules (either spoken on unspoken) and recommendations that already exist within your organization. Note: these should include any rules or expectations followed by administration, faculty, teachers, parents, caregivers and students. Include descriptions of the processes of mealtimes and snacktimes
NEXT ACTION STEP: YOUR ORGANIZATION’S CURRENT ACTIONS AND VALUES Make a chart listing the official and unofficial policies, rules (either spoken on unspoken) and recommendations you listed in the first step, using the template below. ACTION Allowing children to bring store-bought treats to share with all students on birthday Not allowing children to use playground until lunch is eaten Growing and tending an edible garden
WHY WE DO IT
WHAT VALUES DOES THIS REFLECT
ANY UNINTENTIONAL MESSAGES?
Some parents are insistent Helps kids feel special
Helping children feel special Creating a family-friendly school community
Food is an appropriate way to celebrate
Children need fuel to be successful at learning
Care and attention to the whole child; offering guidance in absence of parents Providing useful knowledge to prepare children to be food literate and competent eaters
Hunger cues do not matter Adult controls eating experience, not child Not eating fresh vegetables is bad, wrong or “less than”
To help children understand that food comes from nature
NEXT ACTION STEP: CLARIFYING IDEAS Use the following prompting questions to clarify values within your organization around food, within the curriculum and as a daily practice. •
When it comes to food, what are the responsibilities of administrators, staff, teachers, caregivers, parents and students? What would the optimal division look like? What obstacles (real or perceived) might be encountered?
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When it comes to food, what are the rights of administrators, staff, teachers, caregivers, parents and students? What would the optimal division look like? What obstacles (real or perceived) might be encountered?
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Do children need to learn about food and eating at school? What minimum information should children know about food and eating? Is this information gained from other sources (home, media, etc.)?
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What language do we use to describe food consumed within our organization (treats, snacks; is there an emphasis put on healthy foods)? Is the language used consistently by administrators, staff, faculty, parents, caregivers and students when appropriate?
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Are there any inconsistencies in our current practices? Are any practices in conflict with one another?
©Jill Colella Bloomfield | www.teachkidstocook.com