Food and nutrition in Early Years settings

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Food as an integrated part of a child's day

Sarah believes that food should not be confined to mealtimes but woven throughout the entire nursery day. Educators can do this through:

• Storytelling
• Sensory food play,
• Planting and growing food
• Cooking activities
• Stories and songs about food
• Introducing real food to your role play area

Sarah suggested books such as The Very Hungry Caterpillar as a creative way to spark curiosity about food, with the idea of introducing children to each food the caterpillar eats as a hands-on tasting project. This approach ties literacy, imagination, and nutrition together in a way that feels playful rather than prescriptive.

The Early Years mealtime environment

When children have agency over food (e.g. choosing how a vegetable is prepared), the power struggle around eating diminishes. By offering children as much choice as possible around food, you can give them back that feeling of control. Consider:

• Allowing the children to serve themselves, so they can choose their portion size
• Choosing how their fruit or vegetable is cut, for example, "Would you like short sticks or long sticks of carrot?" Just remember to stay within guidelines to prevent choking.
• Encouraging a choice between one healthy snack or another

The physical and social environment in which children eat has a significant influence on whether they engage with food. Take a quick audit of your mealtime environment, asking yourself:

Factors such as noise levels, seating, appropriate utensils, table-setting involvement, and adults eating alongside children all shape the experience.

• Is our mealtime environment loud and busy or peaceful enough for children to focus on food?
• Are educators using it as time to catch up on paperwork or are they eating alongside children, enaging in purposeful conversation about the food?
• Are children seated comfortably, with enough room, and their feet flat on the floor or firmly supported?
• Can educators adequately supervise all children while eating, to prevent choking?
• Do we allow sufficient time for the transition to meal time, where children can participate in laying the table?

Eating at nursery and eating at home

Many Early Years educators are familiar with parents' disbelief that their child at all their lunch, especially when it's a meal they've flatly refused at home. Sarah says that settings have a unique opportunity to introduce children to a wider variety of foods than they may encounter at home, and this can be extended by sharing that experience with families. Recipe cards sent home, or communication about what a child enjoyed at nursery, can support dietary diversity and create quality family time around cooking.

However, it's important to be mindful of common allergens, even if children don't have any known allergies yet. There are also some foods that are not safe for young children, which educators should be aware of.

Understanding where food comes from

Sarah expresses concern is that children (and even teenagers and adults) have little understanding of how food is grown or transformed. Connecting children to the origins of food (e.g. growing herbs or wheat, making bread from scratch) builds curiosity, patience, and a more meaningful relationship with eating.

Inclusive approaches to Early Years nutrition across diverse dietary needs

Dietary preferences, religious requirements, allergies, and cultural backgrounds all coexist in Early Years settings, and nutrition conversations must reflect this diversity. Inviting families to share cultural dishes, exploring substitutes (e.g. tofu as a protein alternative to cheese or meat), and framing differences as options rather than restrictions supports an inclusive food culture.