Table 1 Practices that formed harmonious... | Emerald Publishing

Table 1

Practices that formed harmonious and conflicting bundles with selected food practices as described by children

Food practice	Acquisition	Preparation	Consumption
Sub-food practice	Ordering and purchasing food	Preparing food to eat within the same setting	Consuming everyday meals
Harmonious	Learning integrated into food shopping (e.g. budgeting) Play within food stores Routine practices co-located within the same vicinity as food stores (e.g. haircuts) Shopping for non-food products	Learning integrated within food preparation Play integrated within food preparation	Family and friend socialisation Learning involving food consumption Passive leisure activities (e.g. reading and watching screens) Transport practices
Conflicting	Active play and passive leisure in other settings (e.g. watching screens) Learning in other settings	Active play Caring responsibilities (e.g. siblings) Getting ready for school Learning, not integrating food preparation Passive leisure (e.g. reading and watching screens) Sleeping	Active play Collecting tuckshop orders for whole class (at school) Friend socialisation (at school) Getting ready for school Learning not involving food consumption Passive leisure activities (e.g. reading and watching screens) competing for focus Play integrating food but not for consumption (e.g. food fights)

Food practice	Acquisition	Preparation	Consumption
Sub-food practice	Ordering and purchasing food	Preparing food to eat within the same setting	Consuming everyday meals
Harmonious	Learning integrated into food shopping (e.g. budgeting) Play within food stores Routine practices co-located within the same vicinity as food stores (e.g. haircuts) Shopping for non-food products	Learning integrated within food preparation Play integrated within food preparation	Family and friend socialisation Learning involving food consumption Passive leisure activities (e.g. reading and watching screens) Transport practices
Conflicting	Active play and passive leisure in other settings (e.g. watching screens) Learning in other settings	Active play Caring responsibilities (e.g. siblings) Getting ready for school Learning, not integrating food preparation Passive leisure (e.g. reading and watching screens) Sleeping	Active play Collecting tuckshop orders for whole class (at school) Friend socialisation (at school) Getting ready for school Learning not involving food consumption Passive leisure activities (e.g. reading and watching screens) competing for focus Play integrating food but not for consumption (e.g. food fights)

Source(s): This table is the property of the authors