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.
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KEY WORDS: Responsive feeding; teacher professional development; nutrition; pedagogy; corporate social responsibility; Indonesia; mixed-methods study.
INTRODUCTION
Early childhood is a critical period for foundational development in physical growth, cognitive capacities, emotional regulation, and social behaviour. Among the determinants of healthy early childhood development, nutrition plays a dual role: not only the provision of adequate macro- and micronutrients, but also the manner in which feeding occurs (Engle et al., 2011; World Health Organization, 2020). Early childhood educators (ECEs) are pivotal in shaping children’s eating behaviours when children are in early childhood settings, through their daily routines, mealtime interactions, modelling, and responsive practices. They influence children’s relationship with food, appetite regulation, and long-term dietary habits well beyond childhood.
In many low- and middle-income countries (LMICs), the emphasis in nutrition interventions tends to favour ensuring food availability, fortification, supplementation, or meal provision (Food and Agriculture Organization et al., 2019). While these are necessary, they may not be sufficient. The behavioural dimension of feeding – how caregivers or educators respond to children’s signals of hunger and satiety; how they manage emotional aspects during meals; and how coercion, pressure, or negative reinforcement are avoided – is often less attended to. This dimension, commonly known as responsive feeding, has been shown in many contexts to be associated with improved dietary variety, better self-regulation, reduced risk of overweight, and better psychosocial outcomes (Black & Aboud, 2011).
