An apple a day keeps the doctor away: Children's evaluative categories of food

Thinking of food: The mental representation of healthy foods as unprepared

We find that people implicitly and explicitly represent healthy foods they categorize as healthy in their purest, least prepared forms but represent foods they categorize as unhealthy in their most prepared forms (e.g., a veggie patty is represented as frozen while a beef burger is represented in a bun with melted cheese and ready to eat). We find this effect across several studies using both image and word sorting measures in explicit tasks and implicit association tasks. The effect results from the perception of health and taste as two conflicting goals. Preparation (e.g., cooking, adding toppings) makes food more delicious, which creates categorization ambiguity. Hence, healthy food is thought of as unprepared. Indeed, individual differences in perceived health-taste goal conflict moderate the effect. Critically, the representation of healthy foods matters for food decisions. In an experiment that manipulated the descriptive language on a restaurant menu, emphasizing the preparation of foods increased participants' preference for healthy foods (with no improvement for unhealthy foods).

Development of food literacy in children and adolescents: implications for the design of strategies to promote healthier and more sustainable diets

Food literacy has emerged as a key individual trait to promote the transformation of food systems toward healthy and sustainable diets. Childhood and adolescence are key periods for establishing the foundations of eating habits. Different food literacy competencies are acquired as children develop different cognitive abilities, skills, and experiences, contributing to the development of critical tools that allow them to navigate a complex food system. Thus, the design and implementation of programs to support the development of food literacy from early childhood can contribute to healthier and more sustainable eating habits. In this context, the aim of the present narrative review is to provide an in-depth description of how different food literacy competencies are developed in childhood and adolescence, integrating the extensive body of evidence on cognitive, social, and food-related development. Implications for the development of multisectoral strategies to target the multidimensional nature of food literacy and promote the development of the 3 types of competencies (relational, functional, and critical) are discussed.

Child characteristic correlates of food rejection in preschool children: A narrative review

Dietary habits formed in early childhood are key for establishing a healthy diet later in life. Picky eating and food neophobia - the two main forms of food rejection in young children - form an important barricade to establishing such healthy habits. Understanding these types of food rejection is thus essential for promoting healthy eating behaviour in both children and adults. To this end, the present narrative review aims to provide an overview of food rejection research in preschool-aged children, focusing on recent advances in the cognitive literature. Specifically, we evaluate the link between children's cognitive development, chemosensory perception and affective evaluation of food, food knowledge, decision-making strategies, anxiety and disgust sensitivity, and food rejection behaviour. Longitudinal and experimental studies are necessary to establish how the relationships between food rejection and cognitive processes develop over time and to determine their causal directions.

What Children and Adolescents Know and Need to Learn about Cancer

Despite cancer's devastating effects on health and longevity, and the critical role of health habits formed during childhood and adolescence in its prevention, children's knowledge of contributors to cancer is understudied. In this paper, the first developmental analysis of the literature, we outline relevant theoretical perspectives and three early emerging intuitions about illness evident among preschool children-contagion/germ, contamination, and unhealthy lifestyle theories-and then review research on elementary and secondary school students' awareness of risk factors for cancer in light of these early intuitive theories. Our analysis centers on the 16 studies we could locate, done in seven countries, that allowed calculating the percentages of children of different age groups who mentioned various risk factors in response to open-ended questions or endorsed them in response to structured questions. Awareness of primary known risk factors (led by smoking), lifestyle contributors, and personal factors (genetics and old age) increased with age, while contact myths decreased with age until adolescents began to show awareness of sexual contact as a contributor to certain cancers. In addition, the analysis revealed higher levels of awareness in response to structured questions than in response to open-ended questions; a glaring need for research asking young school-aged children about key risk factors and exploring not only their knowledge but their causal understanding; a need for attention to sociocultural influences; and connections between preschool children's intuitive theories of disease and older children's patterns of belief about cancer that can help guide school-based cancer education.

Examining Elementary School Children's Knowledge about Food and Nutrition in Southwestern Ontario, Canada

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children's knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children's reported knowledge.Methods: In 2017-2019, a survey was administered to 2443 students (grades 5-8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children's knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey.Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores.Conclusions: Results provide insight regarding strengths and gaps in elementary-school children's food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada's Food Guide might be better understood by children and adolescents.

Strength or Nausea? Children's Reasoning About the Health Consequences of Food Consumption

Children’s reasoning on food properties and health relationships can contribute to healthier food choices. Food properties can either be positive (“gives strength”) or negative (“gives nausea”). One of the main challenges in public health is to foster children’s dietary variety, which contributes to a normal and healthy development. To face this challenge, it is essential to investigate how children generalize these positive and negative properties to other foods, including familiar and unfamiliar ones. In the present experiment, we hypothesized that children might rely on cues of food processing (e.g., signs of human intervention such as slicing) to convey information about item edibility. Furthermore, capitalizing on previous results showing that food rejections (i.e., food neophobia and picky eating) are a significant source of inter-individual variability to children’s inferences in the food domain, we followed an individual approach. We expected that children would generalize the positive properties to familiar foods and, in contrast, that they would generalize more often the negative properties to unfamiliar foods. However, we expected that children would generalize more positive and less negative properties to unfamiliar sliced foods than to whole unfamiliar foods. Finally, we expected that children displaying higher levels of food rejections would generalize more negative properties than children displaying lower levels of food rejections. One-hundred and twenty-six children, aged 3–6 years, performed an induction task in which they had to generalize positive or negative health-related properties to familiar or unfamiliar foods, whole or sliced. We measured children’s probability of generalization for positive and negative properties. The children’s food rejection score was assessed on a standardized scale. Results indicated that children evaluated positively familiar foods (regardless of processing), whereas they tend to view unfamiliar food negatively. In contrast, children were at chance for processed unfamiliar foods. Furthermore, children displaying higher levels of food rejections were more likely to generalize the negative properties to all kinds of foods than children displaying lower levels of food rejections. These findings entitle us to hypothesize that knowledge-based food education programs should take into account the valence of the properties taught to children, as well as the state of processing of the food presented. Furthermore, one should take children’s interindividual differences into account because they influence how the knowledge gained through these programs may be generalized.

Appetite self-regulation declines across childhood while general self-regulation improves: A narrative review of the origins and development of appetite self-regulation

This narrative review discusses the origins and development of appetite self-regulation (ASR) in childhood (from infancy to age 6 or 7 years). The origins, or foundations, are the biological infrastructure associated with appetite regulation and appetite self-regulation. Homeostatic regulation in infancy is examined and then evidence about developmental change in components of ASR. The main ASR-related components covered are: delay-of-gratification, caloric compensation, eating in the absence of hunger, food responsiveness/hedonics and fussy eating. The research included behavioral measures, parent-reports of appetitive traits and fMRI studies. There were two main trends in the evidence: a decline across childhood in the components of ASR associated with food approach (and therefore an increase in disinhibited eating), and wide individual differences. The decline in ASR contrasts with general self-regulation (GSR) where the evidence is of an improvement across childhood. For many children, bottom-up automatic reactive processes via food reward/hedonics or food avoidance as in fussy eating, appear not to be matched by improvements in top-down regulatory capacities. The prominence of bottom-up processes in ASR could be the main factor in possible differences in developmental paths for GSR and ASR. GSR research is situated in developmental science with its focus on developmental processes, theory and methodology. In contrast, the development of ASR at present does not have a strong developmental tradition to access and there is no unifying model of ASR and its development. We concluded (1) outside of mean-level or normative changes in the components of ASR, individual differences are prominent, and (2) there is a need to formulate models of developmental change in ASR together with appropriate measurement, research designs and data analysis strategies.

Strawberries and Cream: The Relationship Between Food Rejection and Thematic Knowledge of Food in Young Children

Establishing healthy dietary habits in childhood is crucial in preventing long-term repercussions, as a lack of dietary variety in childhood leads to enduring impacts on both physical and cognitive health. Poor conceptual knowledge about food has recently been shown to be a driving factor of food rejection. The majority of studies that have investigated the development of food knowledge along with food rejection have mainly focused on one subtype of conceptual knowledge about food, namely taxonomic categories (e.g., vegetables or meat). However, taxonomic categorization is not the only way to understand the food domain. We also heavily rely on other conceptual structures, namely thematic associations, in which objects are grouped because they share spatial-temporal properties or exhibit a complementary relationship (e.g., soft-boiled egg and soldiers). We rely on such thematic associations between food items, which may not fall into the same taxon, to determine the acceptability of food combinations. However, the development of children's ability to master these relations has not been systematically investigated, nor alongside the phenomenon of food rejection. The present research aims to fill this gap by investigating (i) the development of conceptual food knowledge (both taxonomic and thematic) and (ii) the putative relationship between children's food rejection (as measured by the Child Food Rejection Scale) and both thematic and taxonomic food knowledge. A proportional (A:B::C:?) analogy task, with a choice between taxonomic (i.e., bread and pasta) and thematic (i.e., bread and butter) food associates, was conducted on children between 3 and 7-years-old (n = 85). The children were systematically presented with either a thematic or taxonomic food base pair (A:B) and then asked to extend the example type of relation to select the respective thematic or taxonomic match to the target (C:?). Our results revealed, for the first time, that increased levels of food rejection were significantly predictive of poorer food identification and decreased thematic understanding. These findings entitle us to hypothesize that knowledge-based food education programs to foster dietary variety in young children, should not only aim to improve taxonomic understanding of food, but also thematic relations.

New insights into the ontogeny of human vegetable consumption: From developmental brain and cognitive changes to behavior

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There is research gap regarding how mental growth and brain maturation may impact on vegetable consumption.

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We have identified particular brain maturation and mental growth patterns that may affect child vegetable consumption.

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Both of these developmental patterns partially match with the Piagetian theory of development.

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We have identified a series of potential modulating factors.

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The 3–4 and 4−5 age ranges might potential sensitive periods for acquisition of brand knowledge of foods and health-related abstract concepts.

Relatively little is known about how mental development during childhood parallels brain maturation, and how these processes may have an impact on changes in eating behavior: in particular in vegetable consumption. This review aims to bridge this research gap by integrating both recent findings from the study on brain maturation with recent results from research on cognitive development. Developmental human neuroscientific research in the field of the sensory systems and on the relationship between children’s cognitive development and vegetable consumption serve as benchmarks. We have identified brain maturation and mental growth patterns that may affect child vegetable consumption and conclude that both of these developmental patterns partially match with the Piagetian theory of development. Additionally, we conclude that a series of potential modulating factors, such as learning-related experiences, may lead to fluctuations in the course of those particular developmental patterns, and thus vegetable consumption patterns. Therefore, we propose a theoretical predictive model of child vegetable consumption in which the nature of the relationship between its correlational and/or causal components should be studied in the future by adopting an integral research perspective of the three targeted study levels: brain, cognition and behavior.

Evaluating and communicating about the healthiness of foods: Predictors of parents' judgments and parent-child conversations

Parents are typically in charge of purchasing the food that their children eat, but little is known about how parents decide if particular foods are healthy for their children and how their beliefs about nutrition influence their children's beliefs. In two studies, we investigated how parents of children ages 4 to 12 (N = 826) make decisions about the healthiness of foods, when presented with different representations of the same nutritional information. Providing parents with nutritional information did not influence their ratings of how healthy food items are, compared to when they are shown only pictures of the foods. Parents reported talking with their children about nutrition, believed they are the best source of information for children about nutrition, and believed their nutrition beliefs influence their child's beliefs. Our findings highlight the role of prior knowledge in food cognition and how beliefs about foods are transmitted from parents to children.

Children's implicit food cognition: Developing a food Implicit Association Test

Assessing children's reasoning about food, including their health knowledge and their food preferences, is an important step toward understanding how health messages may influence children's food choices. However, in many studies, assessing children's reasoning relies on parent report or could be susceptible to social pressure from adults. To address these limitations, the present study describes the development of a food version of the Implicit Association Test (IAT). The IAT has been used to examine children's implicit stereotypes about social groups, yet few studies have used the IAT in other domains (such as food cognition). Four- to 12-year-olds (n = 123) completed the food IAT and an explicit card sort task, in which children assessed foods based on their perception of the food's healthfulness (healthy vs. unhealthy) and palatability (yummy vs. yucky). Surprisingly, children demonstrated positive implicit associations towards vegetables. This pattern may reflect children's health knowledge, given that the accuracy of children's healthfulness ratings in the card sort task positively predicted children's food IAT d-scores. Implications for both food cognition and the IAT are discussed.

How information about what is "healthy" versus "unhealthy" impacts children's consumption of otherwise identical foods

Can brief messages about health influence children's consumption of identical foods? Across a series of studies, we manipulated children's consumption of identical foods (fruit sauces) by pairing those foods with brief messages about each food's health status. What initially appeared to be a preference for foods described as healthy among 5- to 6-year-old children (Studies 1-2) actually reflected a preference for alternatives to foods described as unhealthy (Studies 3-5), including comparison foods that were described with negative or neutral content. Although the 2 foods on each trial were identical, children consistently ate more of the alternative to a food described as unhealthy. Similar effects were observed among 8- to 9-year-old children (Study 6). These results demonstrate that children's eating behavior is affected by messages they receive from other people, including messages about health. Further, these studies reveal basic psychological mechanisms that contribute to children's choices among foods, which could lead to effective interventions in the food domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Children eat more food when they prepare it themselves

Encouraging children to participate in food preparation is recommended by pediatric guidelines and has been included in public health interventions. However, little is known about whether the act of preparing a food specifically increases children's intake of that food, nor is it known whether this effect might differ for healthy and familiar unhealthy foods. The present study examines whether 5- to 7-year-old children eat more of a food they prepared themselves compared to the same food prepared by someone else. Children participated in a laboratory study in which they prepared either a salad or a dessert and then had the opportunity to eat the food they prepared and/or a nearly identical food prepared by someone else. We found that children ate more of a food they prepared themselves, but no significant difference was observed in children's ratings of each food. In addition to eating more healthy foods they prepared themselves, children ate more unhealthy foods they prepared themselves, including familiar and well-liked desserts. More specific recommendations are needed if the goal of involving children in food preparation is to promote health.

Peas, please! Food familiarization through picture books helps parents introduce vegetables into preschoolers' diets

Repeated taste exposure is an established means of increasing children's liking and intake of fruit and vegetables. However, parents find it difficult to offer children disliked foods repeatedly, often giving up after a few attempts. Studies show that familiarizing children to fruit and vegetables through picture books can increase their interest in tasting targeted foods. This study explored whether looking at picture books before providing foods to taste improved the outcomes of a home-delivered taste exposure regime. Parents of 127 toddlers (aged 21-24 months) identified two 'target' foods they wanted their child to eat (1 fruit, 1 vegetable). Families were randomly assigned to one of three groups. Parents and children in two experimental groups looked at books about either the target fruit or vegetable every day for two weeks; the control group did not receive a book. Parents in all three groups were then asked to offer their child both target foods every day during a 2-week taste-exposure phase. Parental ratings of children's liking and consumption of the foods were collected at baseline, immediately following taste-exposure (post-intervention), and 3 months later (follow-up). In all groups, liking of both foods increased following taste exposure and remained above baseline at follow-up (all ps < .001). In addition, compared to the control group who experienced only taste exposure, looking at vegetable books enhanced children's liking of their target vegetable post-intervention (p < .001) and at follow-up (p < .05), and increased consumption of the vegetable at follow-up (p < .01). Exposure to vegetable books was also associated with smaller increases in neophobia and food fussiness over the period of the study compared to controls (ps < .01), suggesting that picture books may have positive, long-term impacts on children's attitudes towards new foods.

COMMENTARY: WHAT HEALS AND WHY? CHILDREN'S UNDERSTANDING OF MEDICAL TREATMENTS

Lockhart and Keil have written an interesting monograph focusing on the development of reasoning about medicine, a relatively underexplored area of research with potentially broad implications with respect to the design of more-effective medical interventions. In a set of 15 studies with well over 2,200 participants, they examine how children and adults combine aspects of biological and psychological reasoning to create working models of medicine. Lockhart and Keil explore developmental changes in reasoning about illness and its treatment using medicines in terms of dualism (e.g., psychological vs. physical), spatial proximity, differential timing of effects, potential side effects, and treatment tradeoffs. This commentary highlights the novel contributions of this monograph, examines issues that need additional considerations, and makes suggestions for future research.

How Infants and Young Children Learn About Food: A Systematic Review

Early childhood is a critical time for establishing food preferences and dietary habits. In order for appropriate advice to be available to parents and healthcare professionals it is essential for researchers to understand the ways in which children learn about foods. This review summarizes the literature relating to the role played by known developmental learning processes in the establishment of early eating behavior, food preferences and general knowledge about food, and identifies gaps in our knowledge that remain to be explored. A systematic literature search identified 48 papers exploring how young children learn about food from the start of complementary feeding to 36 months of age. The majority of the papers focus on evaluative components of children's learning about food, such as their food preferences, liking and acceptance. A smaller number of papers focus on other aspects of what and how children learn about food, such as a food's origins or appropriate eating contexts. The review identified papers relating to four developmental learning processes: (1) Familiarization to a food through repeated exposure to its taste, texture or appearance. This was found to be an effective technique for learning about foods, especially for children at the younger end of our age range. (2) Observational learning of food choice. Imitation of others' eating behavior was also found to play an important role in the first years of life. (3) Associative learning through flavor-nutrient and flavor-flavor learning (FFL). Although the subject of much investigation, conditioning techniques were not found to play a major role in shaping the food preferences of infants in the post-weaning and toddler periods. (4) Categorization of foods. The direct effects of the ability to categorize foods have been little studied in this age group. However, the literature suggests that what infants are willing to consume depends on their ability to recognize items on their plate as familiar exemplars of that food type.

Trust and doubt: An examination of children's decision to believe what they are told about food

The domain of food is one that is highly relevant and vital to the everyday lives of children. However, children's reasoning about this domain is poorly understood within the field of developmental psychology. Because children's learning about food, including its evaluative components (e.g., health, taste) is so heavily dependent on information conveyed by other people, a major developmental challenge that children face is determining who to distrust regarding food. In three studies, this investigation examined how 3- and 4-year-olds and adults (N=312) use different cues to determine when to ignore informant information (i.e., distrust what an informant tells them by choosing an alternative) in food- and non-food-specific scenarios. The results of Study 1 indicated that by age 4 years, children are less trusting of inaccurate sources of information compared with sources that have not demonstrated previous inaccuracy. Study 2 revealed that these results are applicable across the domain of objects. The results of Study 3 indicated that by age 4, children trust benevolent sources more often than malevolent ones. Thus, when reasoning about the evaluative components of food, by age 4, children appraise other people's untrustworthiness by paying attention to their inaccuracy and malevolence.

The placemat protocol: Measuring preschoolers' healthy-meal schemas with pretend meals

Nutrition instruction can lead to more healthful food choices among children, but little is known about preschoolers' healthy-meal schemas because there are few developmentally appropriate measures. This study validated the Placemat Protocol, a novel measure of preschooler healthy-meal schemas using realistic food models to assemble pretend meals. Preschoolers (N = 247, mean age 4 years 8 months) created 2 meals (preferred and healthy), completed measures of verbal nutrition knowledge and vocabulary, and were weighed and measured for BMI. Parents reported healthy eating guidance, child dietary intake, and family demographics. Children used an average of 5.1 energy-dense (ED) and 3.4 nutrient-dense (ND) foods for their preferred meal, but reversed the ratio to 3.1 ED and 5.1 ND foods for their healthy meal. Healthy meals contained fewer estimated kcal, less fat, less sugar, and more fiber than preferred meals. Meal differences held for younger children, children with lower verbal nutrition knowledge and vocabulary, and child subgroups at higher risk for obesity. Placemat Protocol data correlated with parent healthy eating guidance and child obesogenic dietary intake as expected. The Placemat Protocol shows promise for assessing developing healthy-meal schemas before children can fully articulate their knowledge on verbal measures.

Using participant hedonic ratings of food images to construct data driven food groupings

Little is known regarding how individuals' hedonic ratings of a variety of foods interrelate and how hedonic ratings correspond to habitual dietary intake. Participant ratings of food appeal of 104 food images were collected while participants were in a fed state (n = 129). Self-reported frequency of intake of the food items, perceived hunger, body mass index (BMI), and dietary restraint were also assessed. Principal components analysis (PCA) was employed to analyze hedonic ratings of the foods, to identify component structures and to reduce the number of variables. The resulting component structures comprised 63 images loading on seven components including Energy-Dense Main Courses, Light Main Courses and Seafood as well as components more analogous to traditional food groups (e.g., Fruits, Grains, Desserts, Meats). However, vegetables were not represented in a unique, independent component. All components were positively correlated with reported intake of the food items (r's = .26-.52, p <.05), except for the Light Main Course component (r = .10). BMI showed a small positive relation with aggregated food appeal ratings (r = .19; p <.05), which was largely driven by the relations between BMI and appeal ratings for Energy-Dense Main Courses (r = .24; p <.01) and Desserts (r = .27; p <.01). Dietary restraint showed a small significant negative relation to Energy-Dense Main Courses (r = -.21; p <.05), and Meats (r = -.18; p <.05). The present investigation provides novel evidence regarding how individuals' hedonic ratings of foods aggregate into food components and how these component ratings relate to dietary intake. The notable absence of a vegetable component suggests that individuals' liking for vegetables is highly variable and, from an empirical standpoint, not related to how they respond hedonically to other food categories.

Young children's food brand knowledge. Early development and associations with television viewing and parent's diet

Brand knowledge is a prerequisite of children's requests and choices for branded foods. We explored the development of young children's brand knowledge of foods highly advertised on television - both healthy and less healthy. Participants were 172 children aged 3-5 years in diverse socio-economic settings, from two jurisdictions on the island of Ireland with different regulatory environments. Results indicated that food brand knowledge (i) did not differ across jurisdictions; (ii) increased significantly between 3 and 4 years; and (iii) children had significantly greater knowledge of unhealthy food brands, compared with similarly advertised healthy brands. In addition, (iv) children's healthy food brand knowledge was not related to their television viewing, their mother's education, or parent or child eating. However, (v) unhealthy brand knowledge was significantly related to all these factors, although only parent eating and children's age were independent predictors. Findings indicate that effects of food marketing for unhealthy foods take place through routes other than television advertising alone, and are present before pre-schoolers develop the concept of healthy eating. Implications are that marketing restrictions of unhealthy foods should extend beyond television advertising; and that family-focused obesity prevention programmes should begin before children are 3 years of age.

Teaching young children a theory of nutrition: conceptual change and the potential for increased vegetable consumption

In two experiments, we used a novel approach to educating young children about nutrition. Instead of teaching simple facts, we provided a rich conceptual framework that helped children understand the need to eat a variety of healthy foods. Using the insight that children's knowledge can be organized into coherent belief systems, or intuitive theories, we (a) analyzed the incipient knowledge that guides young children's reasoning about the food-body relationship, (b) identified the prerequisites that children need to conceptualize food as a source of nutrition, and (c) devised a strategy for teaching young children a coherent theory of food as a source of diverse nutrients. In these two experiments, we showed that children can learn and generalize this conceptual framework. Moreover, this learning led children to eat more vegetables at snack time. Our findings demonstrate that young children can benefit from an intervention that capitalizes on their developing intuitive theories about nutrition.

When food is neither good nor bad: children's evaluations of transformed and combined food products

This study examined children's subjective perceptions of 'good' and 'bad' foods. Four interactive focus groups were conducted with 27 children aged 5-9 in South Australia. Each focus group was engaged in a food picture sorting activity. Whilst most children were able to discriminate good and bad whole foods or ingredients, they were less able to agree at a group level on the categorization of combined and transformed food products with which they are most likely to be presented in their 'everyday' lives. We discuss this confusion using Mary Douglas's (1966) theory of 'matter out of place'. Accordingly, health promotion messages should cultivate the skills required to reconcile the co-presence of 'good' and 'bad' ingredients in one product or meal.

Psychosocial outcomes of Lunch is in the Bag, a parent program for packing healthful lunches for preschool children

OBJECTIVE

This pilot study evaluated effects of Lunch is in the Bag on behavioral constructs and their predictive relationship to lunch-packing behaviors of parents of young children.

METHODS

Six child care centers were pair-matched and randomly assigned to intervention (n = 3) and comparison (n = 3) groups. Parent/child dyads participated. Constructs of knowledge, outcome expectations, perceived control, subjective norms, and intentions were measured by a pre/post questionnaire. Hierarchical linear regression was used, and P < .05 was considered significant.

RESULTS

There were significant increases in knowledge (P = .01); outcome expectations for whole grains (P < .001); and subjective norms for fruit (P = .002), vegetables (P = .046), and whole grains (P = .02). Perceived control, outcome expectations, and intentions significantly predicted packing vegetables and knowledge predicted whole grains.

CONCLUSIONS AND IMPLICATIONS

Lunch is in the Bag is a feasible intervention to improve the lunch-packing behaviors of parents of preschool-aged children.

The role of external sources of information in children's evaluative food categories

Evaluative food categories are value-laden assessments which reflect the healthfulness and palatability of foods (e.g., healthy/unhealthy, yummy/yucky). In a series of three studies, this research examines how 3- to 4-year-old children (N = 147) form evaluative food categories based on input from external sources of information. The results indicate that children prefer to ask a mom and teacher over a cartoon and child for information about the evaluative status of foods. However, children are cautious to accept information about healthy foods from all of the external sources compared to unhealthy, yummy, and yucky foods. The results also indicate that providing information about the positive taste of healthy foods helps to encourage children to select healthy foods to eat. Taken together, these results have potential implications for children's health and nutrition education.

A theory-based approach to teaching young children about health: A recipe for understanding

The theory-theory account of conceptual development posits that children's concepts are integrated into theories. Concept learning studies have documented the central role that theories play in children's learning of experimenter-defined categories, but have yet to extensively examine complex, real-world concepts such as health. The present study examined whether providing young children with coherent and causally-related information in a theory-based lesson would facilitate their learning about the concept of health. This study used a pre-test/lesson/post-test design, plus a five month follow-up. Children were randomly assigned to one of three conditions: theory (i.e., 20 children received a theory-based lesson); nontheory (i.e., 20 children received a nontheory-based lesson); and control (i.e., 20 children received no lesson). Overall, the results showed that children in the theory condition had a more accurate conception of health than children in the nontheory and control conditions, suggesting the importance of theories in children's learning of complex, real-world concepts.

Not as easy as pie. Disentangling the theoretical and applied components of children's health knowledge

While there has been substantial research on children's dietary habits and physical activity level, there has been little work linking children's understanding of these concepts and how they apply them. This study aims to elucidate the association between two concepts that have not been distinguished in previous work; theoretical and applied health knowledge. Four-year-old children completed measures of theoretical and applied health knowledge regarding vegetables, fatty foods, physical, and sedentary activities. Results indicate that children's theoretical and applied health knowledge are distinct concepts that are positively associated. That is, children who accurately identify the relative health of foods and activities are more likely to be able to select foods and activities that promote their body's health.