Using storytelling and play-based activities to promote nutrition education to primary students

Abstract

This dissertation explores the use of storytelling and play-based learning to promote nutrition education among Year 2 students within the Maltese primary school context. The study responds to growing concerns about children's dietary habits and the need for more engaging and meaningful methods to nutrition education. Drawing on constructivist, sociocultural, and ecological theories of learning, the project emphasises active participation, exploration, and meaningful connections between learning and children's everyday experiences. The main outcome of the study is the development of a curriculum-aligned resource pack entitled From the Garden to our Table. The resource pack integrates storytelling, role-play, gardening, sensory exploration, and simple food-preparation activities to promote children's understanding of healthy eating, food origins, and wellbeing. It also supports cross-curricular learning through links with Science, English, Mathematics, Social Studies, and Creative Arts. The dissertation argues that storytelling and play-based pedagogies provide developmentally appropriate and engaging opportunities for nutrition education. The resource pack offers educators a practical and accessible tool for implementing interactive nutrition learning experiences that support both curriculum objectives and children's holistic development.