EDUC9223 The Numerate & Literate ... Task 3....

1. Food Waste
in a global and local context
Presented by Bek & Laila

3. Some facts/ Highlights
• tend to waste more food and nutrients than do.
• Younger children looks to waste a higher amount of their food and nutrients more
than older children do.
• Healthy food like & reported to be the most wasted items.
• More than 30% of all food produced worldwide is wasted.

4. • while food waste is increasing, around 870 million people
suffer from chronic malnutrition.
• roughly one-third of food produced for human consumption is lost or
wasted globally, generating huge amounts of resources used in food
production used in vain, like the energy, water or land.
• would you believe that 40% of food waste happens in both developed
and developing countries for different reasons and it is ongoing issue.
In developed countries 40% is lost at the retail and consumer level
whilst in developing countries it is lost at the post-harvest and
processing levels.

5. Click to view the video

6. How food gets from farm to consumer
Production
---------------
Damaged crops
due to pad
whether and
pests
Handling & storage
--------------------------
Inadequate
transport /disease
/Contamination of
food
Processing & packaging
-------------------------------
Inappropriate
packaging /damaged
during canning
Distribution
& marketing
--------------------------
lack of refrigerated
/poor /quality
/expired
Consumption
-------------------
Poor storage and stock /
confusion at best before
and use by dates

7. Differences among developing and developed
countries in food waste

8. Where does it go

11. TAKE HOME LEARNING
1- provide three bins green, yellow and red.
Discuses with what the they can put in each bin.
2- work with children to label the bins with image and words such as glass bottle/
paper etc.
3- give children opportunities to explore different materials, describe, categories and
sort the materials.
4- use more descriptive language in order to let children exploreing materials quality
like smooth, reflective or transparent.

12. Numeracy and literacy outcomes:
Meeting the requirements of the Early Years Learning Framework and the National Quality Standard:
• Early Years Learning Framework (EYLF)
• OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children begin to understand how symbols and pattern systems work
• begin to sort, categorise, order and compare collections and events and attributes of objects and
materials, in their social and natural worlds
• Children interact verbally and non-verbally with others for a range of purposes
• use language to communicate thinking about quantities to describe attributes of objects and collections,
and to explain mathematical ideas
• National Quality Standard (NQS)
• Standard 3.3
• The service takes an active role in caring for its environment and contributes to a sustainable future.
• Element 3.3.1
• Sustainable practices are embedded in service operations.
• Element 3.3.2
• Children are supported to become environmentally responsible and show respect for the environment.

13. Discussion time
Think before you throw
Give some methods to reduce food waste
simple steps to STOP/REDUCE food waste
What practices are used in home?
What are your values and thoughts
what can be done?

15. How to Prevent Food Waste in Early Childhood Settings
• Offer versus provision: Allow children to choose from a variety of nutritious foods. Give them
the opportunity to serve themselves, to choose the foods they prefer and to control the
amount of food put on the plate (self serve).
• Allow for adequate time: Give children enough time to enjoy and finish the meal. Allow for
flexibility concerning when children eat (e.g. progressive lunch in child care centres).
• Increase student input: Allow children to have a say about what is served during meal times,
taking into consideration the nutritional value of the food selected.
• Nutrition Education: Teach the children about the nutritional value of food. Involve them in
growing and tasting a variety of fresh fruits and vegetables.

16. Theories & Facts
• “The first few years of life are a sensitive period for the development of food acceptance patterns. By the age of
3, many children develop a dislike for certain foods, notably vegetables.” (Nicklas, Baranowski, Baranowski, Cullen,
Rittenberry, & Olvera, 2001, p. 225).
• Children’s food preferences are learned through repeated exposure to foods. Therefore, child-care providers and
parents should expose children to a variety of foods and encourage them to taste it.
• Children’s eating behaviours are often learned from the eating habits of parents, educators and peers. Therefore,
educators should model positive eating practices.
• “A meal situation experienced as negative by the child decreased their preference for the food eaten, whereas a
positive meal experience increased their preference for the food eaten in that situation.” (Nicklas, Baranowski,
Baranowski, Cullen, Rittenberry, & Olvera, 2001, P. 227)
• Food used to pacify, punish or reward children is associated with a decrease in the consumption of nutritious
food.
• Nicklas, TA, Baranowski, T, Baranowski, Jc, Cullen, K, Rittenberry, L, & Olvera, N. (2001). Family and child-care
provider influences on preschool children's fruit, juice, and vegetable consumption. Nutrition Reviews, 59(7), 224-
235.
• Buzby, J. (2002). Plate waste in school nutrition programs. The Journal of Consumer Affairs., 36(2), 220.

17. How to make healthy delicious meals
Cooking examples ::
Zucchini slices
Fruit salad
Smoothie
By educator supervising children can be engaged in cutting vegetables
& fruits in fun attractive looks and may lead children to pick a fruit/ veg
he/ she likes then cut in order to enjoy and be part of the process.
Therefore, they would be happy to eat most of what they have which
lead to reduce food waste and increase healthy eating.

18. Fruit Salad
Basically whatever fruit they have they can present them in good attractive
way for children and they can enable children to cut and design with them
so during that the educator can develop the conversation a bit further to
numeracy and literacy by questioning children to provoke their thinking.
For example:
How many eyes do we put for the Banana fish?
How many fruit sticks have you done?
Name the fruit you used?

20. Recipes:
• 5 eggs
• 150g (1 cup) self-raising flour, sifted
• 375g zucchini, grated
• 1 large onion, finely chopped
• 200g rindless bacon, chopped
• 1 cup grated cheddar cheese
• 60ml (1/4 cup) vegetable oil
• Also, you can add other ingredients such as capsicum, carrot, corn,
and cheese.

21. • METHOD
• Step 1
Preheat oven to 170C.
• Step 2
• Beat the eggs in a large bowl until combined. Add the flour and beat
until smooth, then add zucchini, onion, bacon, cheese and oil and stir to
combine.
• Step 3
• Grease and line a 30 x 20cm lamington pan. Pour into the prepared pan
and bake in oven for 30 minutes or until cooked through.

22. Smoothie bowl
can be make with blueberries,
bananas, yogurt, coconut milk, spinach
and honey. Topped with some coconut
flakes, sliced bananas, and blueberries.

23. Literacy and Numeracy Learning:
Numeracy:
• “Counting with meaning is a critical developmental milestone for children and sets the foundation
needed for all mathematics.” (Kotsopoulos & Lee, 2014, p. 11).
• Acquisition of number words (one, two, three).
• Mathematical language and concepts: “More than”, “less than”. “long, short, wide” etc.
• Measuring quantities when cooking:
• Counting cups – one to one correspondence.
• “How many?” – ordinality.
• Explore parity (same) and magnitude (more or less).
Literacy Learning:
• Pragmatic and semantic components of language:
• Children learn to use language for different purposes and in different social contexts.
• Children create meanings through various contexts and experiences.
References:
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood. Sydney: Oxford University Press.
Kotsopoulos, D., & Lee, J. (2014). Let’s talk about math: the little counters approach to building early math skills. Baltimore: Paul H. Brookes
Publishing Company Incorporated.

24. Food waste disposal day

25. Food waste disposal: How and Why?
Click to view the video

26. Activity: Setting up a worm farm (with educators)

28. Take home activity:
Set up worm farm with children and watching food decompose

29. Activity:
• Two transparent boxes like the one above
Container 1: Place three different materials in soil – plastic bag, apple and paper towel
Container 2: Place three food types in varying conditions – apple in soil with worms, apple by itself, apple in water.
• Observe each of the containers over time and discuss what is happening to the different materials.
• Allow children to photograph what is happening over time (perhaps every day).
• Create a chart with photos, day of the week, time and description of what the materials look like.
• Question children using language that will enhance their understanding of mathematical concepts –
“how long did it take to decompose?”, “which material decomposed faster or in less time?”
• Set up worm farm with children.
• Count worms.
• Measure soil in small buckets.
• Measure amount of food being placed in each day. A fistful of worms can eat
a fistful of fruit and vegetables every two days.
• Compare and categorise the types of food allowed to be placed in the worm farm. Acidic food vs non acidic or
alkaline. Fruit and veg vs meat and dairy – where does food come from?

30. Numeracy and literacy outcomes:
Meeting the requirements of the Early Years Learning Framework and the National Quality Standard
Will ask educators to discus the numeracy and literacy according to ELYF and also to identify developmental milestones.
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
http://files.acecqa.gov.au/files/QualityInformationSheets/QualityArea1/DevelopmentalMilestonesEYLFandNQS.pdf
Educators to identify NQS met
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf

31. References:Nicklas, TA, Baranowski, T, Baranowski, Jc, Cullen, K, Rittenberry, L, & Olvera, N. (2001). Family and child-care provider influences on preschool children's fruit,
juice, and vegetable consumption. Nutrition Reviews, 59(7), 224-235.
Passy, R., Morris, M., & Reed, F. (2010). Impact of school gardening on learning. Slough, UK: National Foundation for Educational Research.
Branen, L, Fletcher, J, & Myers, Linda. (1997). Effects of Pre-portioned and Family-style Food Service on Preschool Children's Food Intake and Waste at Snacktime.
Journal of Research in Childhood Education, 12(1), 88-95.
Calvo-Porral, C., & Rodríguez-Fernández, M. FOOD FOR THOUGHT: THE FOOD WASTE GLOBAL ISSUE.
Australian Institute of Health and Welfare 2012. Australia’s food & nutrition 2012. Cat. no. PHE 163. Canberra: AIHW.
(AIHW, 2012, P.118)
Buzby, J. C., & Guthrie, J. F. (2002). Plate waste in school nutrition programs. The Journal of Consumer Affairs, 36(2), 220-238.
City of Onkaparinga :: Cardboard & paper. (2017). Onkaparingacity.com. Retrieved 11 November 2017, from
http://www.onkaparingacity.com/onka/living_here/waste_recycling/recycling_disposal_guide/cardboard_paper.jsp
Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being, Becoming: The Early Years Learning Framework for Australia.
Retrieved from http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Documents/Final%20EYLF%20Framework%20Report%20-%20WEB.pdf
The National Quality Standard. (2008). Acecqa.gov.au. Retrieved 20 May 2015, from http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard
The Australian Early Development Census 2015 Aedc.gov.au http://www.aedc.gov.au/about-the-aedc/history/the-australian-early-development-census-2015