This bachelor’s thesis was designed to examine the impact of educational activities related to food preparation on the amount of food waste generated in a kindergarten setting.
The empirical part of the study is based on a quantitative approach involving the measurement of food waste quantities before and after the implementation of planned activities. The study included 17 preschool children aged between 2 and 4 years. Three activities were carried out, aimed at actively involving children in the process of learning about food: sowing vegetables, preparing vegetable skewers, and cooking a vegetable stew. The purpose of these activities was to strengthen children's sensory experiences with food, increase their motivation to taste vegetables, and encourage a positive attitude toward less preferred dishes.
The results showed that larger amounts of food waste were generated during meals containing higher proportions of vegetables, which are often less sensorially acceptable to preschool children because of their taste, texture, or appearance.
Data analysis revealed that the quantity of food waste decreased after the activities were implemented, particularly following the vegetable-sowing activity. The children actively participated in the activities, showed greater interest in foods they had helped grow or prepare, and were more willing to try dishes containing vegetables.
Based on the findings, it can be concluded that systematically involving children in food-related learning and preparation activities represents an effective pedagogical approach for fostering positive eating habits and developing a responsible attitude toward food.
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