Teacher Strategies for Fostering Early Childhood Independence Through the Free Nutritious Meal Program

Abstract

This study aimed to synthesize empirical evidence regarding teachers' strategies for fostering young children's independence through the implementation of Indonesia's School Nutritious Meal Program (Makan Bergizi Gratis/MBG). A qualitative Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2021 and 2026 were retrieved from Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Taylor & Francis, Google Scholar, and nationally accredited journals. Data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings identified four major pedagogical strategies: structured routines and habituation, family-style dining, integration of character education through mealtime etiquette, and creative approaches to children's eating challenges. Their effectiveness was influenced by teachers' pedagogical competence, supportive learning environments, adequate facilities, and school-family collaboration. The review concludes that MBG functions not only as a nutrition program but also as a pedagogical platform for promoting children's independence and character development. These findings contribute to early childhood pedagogy by integrating nutrition and character education while providing evidence-based recommendations for teachers, school leaders, and policymakers to optimize the educational value of the MBG program.