Providing Nutrition Pedagogically: Evaluating a Responsive Feeding Intervention Programme for Early Childhood Teachers

Full reference: Azizah, N., Ferdian, D., Ma’ruf, T.L.H., Maddini, S.A., and Juhari, F. (2026). Providing nutrition pedagogically: Evaluating a responsive feeding intervention programme for early childhood teachers. NZ International Research in Early Childhood Education Journal, 28(1), 21-38

ABSTRACT: This study examined the impact of a responsive feeding workshop for early childhood teachers participating in Indonesia’s free nutritious meals programme. A mixed-methods design was used to assess whether embedding responsive feeding principles within a corporate social responsibility (CSR) nutrition initiative could enhance teacher knowledge, attitudes, and classroom practices. Twenty-one teachers from five early childhood education (ECE) centres in Kalimantan attended a two-day workshop and completed pretest–post-test measures of responsive feeding knowledge and attitudes, along with qualitative reflections on classroom application. Findings indicated meaningful gains in teachers’ understanding and confidence in applying responsive feeding principles. Teachers reported increased empathy during mealtimes, greater alignment between school and home feeding practices, and more culturally responsive menu adaptations. These outcomes suggest that teacher capacity building can bridge the gap between nutrition access and child-centred pedagogy, fostering autonomy and emotional connection during mealtimes. Embedding responsive feeding within CSR-supported nutrition programmes offers a promising model for integrating health, education, and socio-emotional development in early childhood contexts.

KEY WORDS: Responsive feeding; teacher professional development; nutrition; pedagogy; corporate social responsibility; Indonesia; mixed-methods study.

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