ABSTRACT
This chapter examines the phenomenological construct of the lifeworld and its importance for children’s interpersonal relationships and friendships through school food practices. Following the concept of belonging as defined by Antonsich in terms of place-belongingness; I explore how children feel ‘at home’ in school through their interpersonal and relational food experiences. It centres on a study with children (aged 4–7) in an Irish primary school classroom. These children are in the early stages of forging peer relationships, having recently come from home or preschool. Food is apparently central to their lives and they begin to learn about specific times when food is permitted (breaks and lunch). They are more aware of food and friendship than they will be later in school, when these experiences become more familiar and commonplace. Children constructively use food in their peer relationships to make sense of their transition from preschool to primary school; a transition of critical importance in their lives. Friendship is central to this transition and it provides a ‘blueprint’ for future transitions. School was considered a good place if children were provided with opportunities to make friends.
