In today's world of pre-packaged convenience and instant gratification, many children are growing up disconnected from where food comes from—and even more so from what it does to their bodies. They might recognise a vegetable, but not how it grows—or that a living network of microbes and nutrients beneath the surface makes that growth possible.
Food education shouldn’t begin with the supermarket shelf—it should begin in the soil. And from there, evolve through a three-stage journey:
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Understanding what naturally grows food—the living soil biome.
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Learning how to grow food—from seed to harvest.
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Discovering what food does inside the body—and what happens when it’s missing.
Step One: Go Back to the Beginning — The Soil
Before children even plant a seed, they should learn to understand what makes that seed grow. That means exploring the soil biome—the living ecosystem beneath our feet.
In just one teaspoon of healthy soil, there are billions of microorganisms:
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Beneficial bacteria break down nutrients and support plant immunity
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Fungi and mycorrhizae extend root systems and access minerals
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Protozoa and nematodes cycle nutrients and balance the microbial food web
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Worms and insects convert organic matter into rich plant food
By teaching children that soil is alive, we build their appreciation for natural systems and regenerative practices. They begin to understand that healthy soil grows healthy plants, and that everything they eat starts with something invisible.
Stage Two: Growing Food — From Seed to Harvest
With this foundation in place, children are ready to grow their own food. The early years (ages 3–8) are ideal for this hands-on learning:
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How to sow seeds and space them
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What plants need to thrive (sunlight, moisture, nutrients, time)
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How to identify edible parts of the plant—leaf, root, fruit, or flower
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The basics of composting and the food cycle
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How seasons and climate impact plant growth
Children at this stage are planting, watering, harvesting—and tasting. They begin to connect food with effort, patience, and care. But it’s often at this point—just as food is plated—that adults and kids alike begin to add things to food that weren’t part of the plant itself.
A Note on Human Habits: What We Add at the Plate
At the plating-up and eating stage, it’s very common—almost instinctive—for people to enhance the flavour of their freshly grown food with extras that may or may not contribute to health, such as:
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Salad dressings
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Salt and pepper
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Butter or oils
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Cheese, cream, or yoghurt toppings
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Croutons or sweeteners
While these can elevate taste and increase enjoyment (and in some cases add beneficial fats or proteins), it’s important that children also learn to appreciate the taste of the plant itself.
By teaching kids to try vegetables raw, steamed, or lightly cooked—without always masking them—we help them:
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Develop their palate naturally
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Identify individual flavours and textures
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Learn to recognise when they’re adding something for taste vs. nutrition
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Understand the core nutritional value of each vegetable on its own
This awareness empowers children to make conscious food choices as they grow older—knowing the difference between a fresh tomato and one hidden under cheese and dressing.
Stage Three: Eating Food — What It Does (and Doesn’t Do) in the Body
With a love for growing and tasting developed, children are ready to learn what food does after it’s eaten, and why nutrients matter. They begin to associate vegetables with body function—energy, focus, strength, and immunity.
Here are a few examples they can grasp:
| Food Grown | Key Nutrient(s) | What It Helps | What Happens Without It |
|---|---|---|---|
| Carrots | Vitamin A (beta-carotene) | Eyes, skin, immune system | Night blindness, dry eyes, infection risk12 |
| Spinach | Iron, Folate, Magnesium | Energy, red blood cells | Fatigue, anaemia, poor brain development34 |
| Tomatoes | Vitamin C, Lycopene | Skin, heart, immunity | Slow healing, bleeding gums, low immunity5 |
| Lettuce | Water, Folate, Fibre | Digestion, hydration, cell growth | Constipation, low energy6 |
| Broccoli | Calcium, Vitamin K, Folate | Bones, memory, immunity | Brittle bones, poor concentration7 |
Why This Three-Part Approach Works
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It teaches children from the ground up—from soil to body.
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It encourages a respect for nature and self.
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It promotes a clear understanding of food’s natural power—before we mask it with sauce or salt.
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It allows children to develop a conscious relationship with food that balances enjoyment and nourishment.
Final Thought: From Soil to Stomach, With Nothing to Hide
We want to raise kids who understand that food is not just something we consume—it’s something we create, nurture, and depend on. From the invisible life in soil to the nutrients in spinach and broccoli, every part of the journey matters.
Let’s teach children:
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What helps food grow (soil, microbes, sun, and care)
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How to grow and harvest their own produce
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What happens in their bodies when they eat fresh food
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And why less can sometimes be more when it comes to what's on the plate
Because real food needs little help—just the knowledge to recognise its value.
Footnotes
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WHO – Vitamin A Deficiency (2009).
https://www.who.int/publications/i/item/9789241598019 ↩ -
NIH Office of Dietary Supplements – Vitamin A
https://ods.od.nih.gov/factsheets/VitaminA-Consumer/ ↩ -
CDC – Iron Deficiency in Children
https://www.cdc.gov/nutrition/infantandtoddlernutrition/iron.html ↩ -
NHS UK – Iron Deficiency Anaemia
https://www.nhs.uk/conditions/iron-deficiency-anaemia/ ↩ -
NIH – Vitamin C
https://ods.od.nih.gov/factsheets/VitaminC-Consumer/ ↩ -
EFSA – Fibre & Folate Requirements in Children
https://www.efsa.europa.eu/en/efsajournal/pub/1461 ↩ -
NIH – Calcium and Bone Health
https://ods.od.nih.gov/factsheets/Calcium-HealthProfessional/ ↩
