The Use of Visual Methods in a Study of Kindergarten Food Practices

Abstract

Abstract Visual methods have been emphasised as alternative and complementary to traditional data collection methods in research with children and as useful tools in presenting conceptual and analytical frameworks. In their capacity to evoke the non-rational and material aspects of life, visual methods are also particularly beneficial in exploring everyday, taken for granted, institutional food practices. This article describes the way in which two sets of visual methods, namely representations and researcher-created data, were utilised within a study on a changing food practice in a Norwegian kindergarten. The representation is of a conceptual model, featuring Hedegaard’s cultural-historical wholeness approach and Fullan’s change model, which is visually presented. With this visualized conceptualisation, the study realises the goal of understanding the societal, institutional and individual perspectives in the change process. The researcher-created data included visual materials and video observations, exemplifying the change outcomes in relation to children’s experiences and participation in the “new” meal situation as well as their liking of, acceptance and consumption of the new food. This article concludes that the visual methods adopted are helpful both in conceptualisation and in data collection and generate important insights about the change of food practices.