Rhythm, Rye and Repetition

Abstract

This study explores kindergarten teachers’ understandings of rhythm in relation to food anmeals within Swedish Waldorf kindergartens. While meals in Swedish kindergartens are recognized for their nutritional and pedagogical roles, research specific to Waldorf settings is limited, despite rhythm being a cornerstone of Waldorf pedagogy. This qualitative study employed semi-structured interviews with 24 teachers from Swedish Waldorf kindergartens and thematic analysis to investigate their understanding. The rhythm of meals across temporal scales- year, week and day, The rhythm of repetition - menu cyclicity and recurring dishes, The rhythm of consistent grains and variable dishes and The rhythm of security and calmness - predictability along the meals. A novel finding is the emphasis on a “rhythm of grains,” intertwining nutritional considerations with anthroposophical beliefs, including planetary connections. Teachers perceived mealtime rhythm, particularly predictable menus, as beneficial for children‘s calmness and security, potentially aligning with repeated food exposure strategies for picky eaters. However, the study highlights a tension between this rhythmic approach and national dietary guidelines advocating for variety. The findings demonstrate that rhythm is a central, enacted principle in Waldorf kindergarten meal practices, raising questions about nutritional balance and suggesting the need for further research on the long-term impact of rhythmic meal patterns on children‘s dietary habits and nutritional status within this unique educational context.