Shifts in Chinese preschool educators’ attitude, practice, and language use in mealtime talk: a study grounded in a language education program

This study investigated the effects of a language education program by comparing 30 Chinese preschool educators’ : 1) attitudes towards mealtime talk; 2) meal practices; and 3) the experiential functions (material, mental, relational) of the mealtime talk before and after the program. The results demonstrated: 1) 50% of educators showed a positive change in attitude; 2) 30% of educators changed their meal practices from circulating meals to sitting with children; 3) the three types of experiential functions in mealtime talk became more balanced after the education program; and 4) the change of experiential functions in talk was more pronounced amongst educators who changed meal practices.