Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

Abstract

In Ontario, kindergarten children have

recently begun to eat lunch at school with the

implementation of the full-day kindergarten

program. To date, there are no regulations to

address the particular needs of young children

in the school eating environment. Drawing on

a year-long three-phase study that followed a

cohort of 21 children as they transitioned from

full-day childcare to full-day kindergarten,

this study explores the impact of staff training

and staff relationships on the well-being of

kindergarten students. Findings suggest that the

presence of an early childhood educator (ECE),

a minimum staffing of two adults per room, and

a collaborative approach between teacher and

ECE have a positive impact on child well-being.