When children are involved in food preparation and have a say in what is eaten, they develop healthy eating habits that last a lifetime – all the more so when eating is associated with a pleasant atmosphere. This is demonstrated by a review by Meints-Korinth et al. (2025) [1]. Far more happens at the dining table than simply eating. It is the place where children gain numerous experiences that will stay with them for life. Here, they encounter the diversity of food and the dining community, right through to their own bodies and needs.
Children learn about a variety of foods by imitating the eating habits of adults. This happens primarily at the dining table and when adults set a good example. While strong flavours, such as those found in Brussels sprouts, may initially be rejected, this can change through adapted dishes and repeated offers. Whilst it is the adults’ responsibility to decide which foods are offered, each child should be able to decide for themselves what and how much to eat – without stress or pressure. In this way, a healthy sense of hunger and satiety can be developed from the very beginning. Phrases such as “Finish your meal so we’ll have nice weather tomorrow” are counterproductive. Through so-called “nudging” – gently encouraging food intake – adults can foster desired behaviour. This involves providing certain prompts: for example, to encourage vegetable consumption, they can be offered repeatedly or presented in a particularly appealing way. Previous studies show that repeatedly offering a vegetable that is still unpopular promotes its acceptance by the child – even during the weaning phase [2].
At the dining table, mealtimes become a rich sensory experience: smell, appearance, texture, temperature and taste appeal to different senses and stimulate children’s already highly sensitive perception. At the same time, general learning can take place. For example, children can learn about religious and cultural eating rituals, such as the traditional lamb served at Christian Easter. Cutting up a pizza helps to teach maths concepts such as sharing and portioning. Food studies can also be easily integrated: where does the banana come from and how is it grown? This can spark a stimulating discussion.
Regular shared meals are genuine spaces for connection, with relationships nurtured through table talk. When everyone feels at ease and can eat in a way that suits them, a pleasant atmosphere is created in which development is possible. This is also the approach of ‘Positive Nutrition’: understanding nutrition as a conscious, self-determined and positive relationship with food. Instead of restrictions, the focus is on trying new things and exploring. Experiencing meals as enjoyable, stress-free moments shared with others thus has a positive effect on health [3].
In addition to the atmosphere, children’s involvement and participation are another key element in developing healthy eating habits – ideally from the very start: from drawing up a weekly meal plan, through shopping and preparation, to setting or clearing the table. Children should be given the opportunity to participate in mealtimes in a self-determined manner and with self-efficacy. This not only boosts their self-esteem but also their body awareness: they can learn early on to recognise what is good for them. This reduces the risk of developing eating disorders; one in five children or adolescents in Germany showed symptoms of an eating disorder in a large population survey [4]. It is important in this context to develop confidence in their abilities. Children should therefore be allowed to make their own decisions and gain experience in line with their individual abilities and skills. This requires time and patience. It is therefore a question of the inner attitude of the adults who act as role models, take responsibility and set the boundaries. They ensure that mealtimes become learning opportunities and that the foundations are laid for a healthy future.
Bibliography
[1] Meints-Korinth B, Kiehne J, Glogowski S (2025): “Der Bildungsort Esstisch. Gemeinsames Essen als Bildungsanlass” Ernährungsumschau 72(11): M648. DOI: 10.4455/eu.2025.037
[2] Maier-Nöth A, Schaal B, Leathwood P, Issanchou S (2016): “The Lasting Influences of Early Food-Related Variety Experience: A Longitudinal Study of Vegetable Acceptance from 5 Months to 6 Years in Two Populations” PLoS ONE 11(3): e0151356. doi:10.1371/journal.pone.0151356
[3] Peschke J, Sprügel L (2023): ‘Positive Eating’ Section for Agriculture, Goetheanum. www.sektion-landwirtschaft.org/en/nutrition/articles/sv/positive-eating accessed on 23 March 2026
[4] Cohrdes C., Göbel K., Schlack R. et al. (2019): “Essstörungssymptome bei Kindern und Jugendlichen: Häufigkeiten und Risikofaktoren” Bundesgesundheitsblatt 62, 1195–1204 (2019). doi.org/10.1007/s00103-019-03005-w
