Vegetables in Kindergarten

In Oslo the amount of vegetables served in kindergarten is considerably lower than suggested by national authorities. This is a concern for both immediate and long-term health issues. The aim of the study was to investigate factors that contribute to vegetable serving in kindergartens. These factors could then be targeted in future interventions in order to increase vegetable serving in kindergartens. The study investigated social psychological factors in vegetable serving. This included collective efficacy, goal commitment, group goal commitment, perceived barriers and attitudes. The sample of the study was 27 kindergartens consisting of 272 individual respondents. Respondents were given questionnaires, which were later analyzed by using quantitative and qualitative methods. The results indicated that in general, employees attitudes towards vegetable serving are favorable and that intention to serve vegetables is present among employees. Collective efficacy positively predicts vegetable serving. Goal commitment and group goal commitment both positively predicts vegetable serving, but group goal commitment is a slightly stronger predictor. Group goal commitment was also found to be a mediator between collective efficacy and vegetable serving. Economy, time-pressure, children s taste-preferences, psychological factors and low availability/variety of vegetables were found to be important barriers for not serving vegetables in kindergarten. Implications of the study are that future interventions and research should focus upon group-processes and teamwork in kindergartens