|
|
|
Anti-fast food messages: Sharing ‘slow food’ with children |
|
|
|
Disturbingly, fast food messages mislead us and our children by suggesting that food is cheap and abundant, that abundance is permanent and that resources are infinite. Standardisation is promoted as more important than quality and speed is often seen as a virtue. Slow food is anti-fast food. So what are anti-fast food or ‘slow food’ values?
The Slow Food Movement advocates for alternative messages to fast food messages that permeate our society by promoting local production and food making. The movement was founded in 1986 in Italy by Carlo Petrini. Petrini, a journalist, was appalled at the opening of Italy’s first McDonald’s in Rome. He believed that regional foods and small producers would become extinct and he set out to save them. Furthermore, he wanted to revive and ‘celebrate the tastes of food and highlight the importance of the senses in relation to food and eating’. In essence, the Slow Food Movement (see www.slowfood.com and www.terramadre2004.org) aims to wage intellectual war on the homogenisation and globalisation of food around the world, thus protecting endangered animals, plants, traditional ways of food making and preparing and cooking food (Nistri, 2003).
Undoubtedly, beliefs and values that we hold about food and eating are conveyed to children on a daily basis. Today, as never before in history, the meals of many children are often cooked by strangers and are likely to consist of highly processed foods that are produced anywhere in the world. Meals are often ‘eaten casually, hungrily, in haste and even at times, alone.’ (Alice Waters, 2002). Thus, there is potential for children to be vulnerable to the misleading messages of fast food. Waters (2002) urges us to provide opportunities for every child to have a relationship with the land, to know how to nourish themselves and to know how to connect with the community around them.
Slow food schools’ projects have already begun in Italy and in America as a result of the messages from the Slow Food Movement. Such projects focus on creating an awareness in children of their own eating patterns and those of their families and friends. They also provide a curriculum that is laden with ‘hands on’ experiences for children so that they can engage in growing and preparing food. For example in 1996, Alice Waters created The Edible Schoolyard Project in Berkeley. A kitchen classroom was created where children could learn about staple foods eaten around the world, and get a chance to transform the garden's harvest into creatively prepared meals. Thus, the cooking of food was a lesson in sharing ideas and pooling labour; the eating offers an opportunity for unhurried social interaction.
We can all become actively involved in celebrating slow food with children as they grow, harvest, prepare, cook and eat a wide range of foods. An example of the power of slow food with young children is described by Jodi Brunjes, group leader at Birralee Child Care Centre, Queensland:
‘When the plants are ready for eating, we pick and wash them and use the produce in the meals our Centre provides for the children. For example, we grew beetroot, lettuce and carrots, which the children picked, washed, prepared and served as a side salad or with pita bread for lunch. Many of the children (and some staff) had never eaten fresh beetroot before and some children didn’t know how it grew because they’d only ever seen it come from a can.’
‘Children are more prepared to try foods that they have helped to look after. For instance, some parents were surprised to hear that their child ate and enjoyed fresh beetroot or lettuce. Sometimes the food doesn’t even make it to the lunch table, when our snow peas and tomatoes are ripe they have been known to disappear into the mouths of children just after the washing stage!’
Clearly, slow food messages influence how children think about food. Thus, slow food can teach us the things that really matter such as care, beauty, concentration, discernment, sensuality – but only if we take the time to think about what we’re eating (Abbey, 2002).
Through a philosophy of cooking and eating, children can connect with the source of their food, both the land it came from and the seasonal cycles in which it was grown and harvested. Become involved in spreading the slow food message to children. Take time to savour new food and taste experiences with children. Enjoy the experience of eating together. Wherever possible, try to ‘provide children with opportunities to experience growing and eating healthy food that they enjoy’ (Brunjes, 2005).
Dr Noelene McBride (PhD)
References
Abbey, S. (2002). Business heroes: Alice Waters. http://myhero.com/myhero/hero.asp?hero=alicewaters, 4 March 2005.
Brunjes, J. (2005). A ‘slow food’ experience for children at Birralee Child Care Centre. ECA Queensland Talking Point, February 2005.
Nistri, R. (2003). Dire Fare Gustare. Slow Food Editore, Bra.
Waters, A. (2003). Slow Food, Slow Schools. Transforming Education through a School Lunch Curriculum. www.edibleschoolyard.org/alice_message.html - 14k, 4 March 2005.
Don't forget, Every Child is tax deductible for early childhood professionals
You can purchase this issue of Every Child magazine now.
If you liked this article, you can 'social bookmark' it with others who might be searching for good content on early childhood. This means you can share your favourite webpages with others, or just keep an online list of your bookmarks so you can access them on any computer.
Read more about social bookmarks
|
|
|
Last Updated ( Tuesday, 05 June 2007 )
|
 |
|
|
