Preschool Children's Consumption Research Articles

Veggies4myHeart – educational project to promote vegetable knowledge and consumption in preschoolers

Abstract Vegetable consumption among children is below recommended. Given the critical role of vegetable consumption in health promotion, it is essential to identify effective strategies to promote this intake. The Veggies4myHeart project aims to increase vegetable knowledge and consumption in preschool children through nutrition education strategies (NES). Veggies4myHeart is a prospective longitudinal study with children aged 2 to 6 years who attend preschools in the Leiria district. A questionnaire was applied to the parents to characterize the sample. NES were used: children’s story, digital game, vegetable-themed sticker booklet and the food wheel. The intervention consisted of 5 food education sessions, each focusing on one selected vegetable (lettuce, carrot, red cabbage, cucumber, and tomato). Sessions to assess knowledge and consumption of vegetables were held pre-and post-intervention. Knowledge was evaluated through a taxonomic categorization questionnaire. Consumption was assessed by recording the number of portions of each vegetable consumed. Wilcoxon test was used to compare pre-and post-intervention vegetable knowledge and consumption. ANOVA test was used to compare NES. Between 2018 and 2024, 649 children (52,5% female, mean age 4,36 ± 0,942) from 17 preschools participated. After the intervention, there was a statistically significant increase in vegetable knowledge (p < 0,001) and a statistically significant increase in the consumption of vegetables (p < 0,001). There are statistically significant differences between NES, with the digital game having greater vegetable knowledge (p < 0,001) and consumption (p < 0,001) than the others. The Veggies4myHeart project effectively increased vegetable knowledge and consumption in preschoolers. It is essential to continue the intervention to promote consumption and familiarity with vegetables, as well as the involvement of parents and preschool teachers, due to their prominent role as models for acquiring healthy eating habits. Key messages • The NES used proved useful, contributing to increased knowledge and consumption of vegetables. • The Veggies4myHeart project is an asset for preschool-aged children to become familiar with vegetables.

Influence of vegetable knowledge in preschooler’s vegetable consumption: Veggies4myHeart project

Abstract Background Vegetable consumption among children is below recommended. Food rejection, especially vegetables, is common in preschool-aged children. Impoverished food knowledge is associated with this rejection. The Veggies4myHeart project aims to promote vegetable consumption and knowledge among preschoolers’. This study assesses the project’s effectiveness in increasing vegetable knowledge and consumption and whether increased knowledge influences vegetable consumption. Methods Veggies4myHeart is a prospective longitudinal study with children 2-6 years old attending preschools. Two preschools participated in a five-week intervention in the 2023/24 academic year. A distinctive pedagogical tool was tested in each preschool: a storybook and a digital game. Knowledge and vegetable consumption were assessed before and after the intervention. Knowledge was evaluated through a questionnaire with taxonomic categorization. Consumption was assessed by recording the portions of eight vegetables (carrot, lettuce, red cabbage, cucumber, tomato, onion, beetroot, and red bell pepper). Wilcoxon test was applied to compare vegetable knowledge and consumption before and after the intervention. Spearman’s correlation was used to examine the association between knowledge and vegetable consumption before and after the intervention. Results 98 children (55.1% female, mean age 4.15 ± 0.868 years) participated. Statistically significant increases in both knowledge and total vegetable consumption were observed post-intervention in both preschools (p < 0.001). A moderate correlation of 0.412 (p = 0.013) in the storybook group post-intervention suggests that increased knowledge may contribute to increased vegetable consumption. Conclusions This study demonstrates the potential of the Veggies4myHeart project as an effective strategy to promote knowledge about vegetables among preschool children, highlighting the critical role of educational interventions in promoting healthier dietary patterns. Key messages • To increase vegetable knowledge may lead to higher consumption in preschool children. • Veggies4myHeart demonstrated its effectiveness as an educational project for preschool children.

Gardening-cooking based intervention for improving healthy eating habits in preschool children

Background Preschool children generally have inadequate fruit and vegetable intake, but a high intake of calories. Nutrition education taught from an early age might instill good eating habits and behavior, especially regarding fruit and vegetable consumption. Objectives To compare preschoolers’ fruit and vegetable preferences, fiber intake, and consumption of high-calorie food before and after a gardening-cooking intervention. Methods This study had a quasi-experimental, pre- and post-test design, as well as intervention and control groups. Subjects were preschool children aged 4-6, selected by purposive sampling, with 33 subjects in each group. The intervention group engaged in nutrition education, gardening, and cooking programs. While the control group was not given the programs, only given nutrition education at the end of data collection. Data were analyzed using independent T-test, paired T-Test, Wilcoxon, and Mann-Whitney tests. Results There were significant increases in attitude score, fruit and vegetable preference, and fiber intake, as well as decreased intake of high calorie foods (P<0.05 for all) before and after treatment in the intervention group. In contrast, there were no significant changes in the control group pre- and post-test. Conclusion Gardening-cooking based intervention for 9 sessions is effective in improving attitudes, fruit and vegetable preferences, and fiber intake, as well as reducing high-calorie food consumption in preschool children.

The effects of snack foods of different energy density on self-served portions and consumption in preschool children

It is recommended that preschoolers serve themselves their own food portions; however, it is unclear what factors influence the amount they select for consumption, and particularly how their selected portions are influenced by food properties such as energy density, volume, and weight. We offered preschool children snacks differing in energy density (ED) and investigated the effects on the amounts they served and then consumed. In a crossover design, 52 children aged 4–6 y (46% girls; 21% overweight) ate an afternoon snack on 2 days in their childcare classrooms. Before each snack time, children served the amount they would like to eat of 4 snacks presented in equal volumes but differing in ED (higher-ED: pretzels, cookies; lower-ED: strawberries, carrots). Across the 2 sessions, children were given their self-served amount of either pretzels (3.9 kcal/g) or strawberries (0.3 kcal/g) and intake was measured. Later, children tasted all 4 snacks and rated liking. Results showed that the portions children served themselves were influenced by their liking ratings (p = 0.0006), but after accounting for liking, the volumes they served were similar for all 4 foods (p = 0.27). At snack time, children ate a greater proportion of self-served strawberries (92 ± 4%) than pretzels (73 ± 4%; p = 0.0003), but because of the ED difference they consumed 55 ± 4 kcal more from pretzels than strawberries (p < 0.0001). The difference in snack intake by volume was not attributable to liking ratings (p = 0.87). That children served a consistent volume of similarly-liked snacks suggests that their portions were affected more by visual cues than by weight or energy content. Despite eating a greater volume of lower-ED strawberries, children consumed more energy from the higher-ED pretzels, highlighting the contribution of energy density to children's energy intake.

Milk beverages can reduce nutrient inadequacy among Brazilian pre-school children: a dietary modelling study

BackgroundPrevious studies found high prevalence of inadequate intakes of vitamins E, D and K, calcium and potassium among Brazilian pre-school children, with suboptimal consumption of dairy products. Dietary modelling was applied to determine the theoretical impact of improving dairy products consumption on nutrient adequacy in 4–5-year-old Brazilian children.MethodsAdherence to the dairy recommendation of two servings/day was calculated using data from the Brazil Kids Nutrition and Health Study (KNHS) (n = 228). Two modelling scenarios were applied to test the impact on nutrient intakes of (1) adding one or two servings of a frequently consumed cow’s milk or a widely available fortified alternative: pre-school children milk (PCM), and of (2) substituting the current milk consumed by PCM. Mean nutrient intakes and percentage of children adhering to the nutrient recommendations were determined at baseline and after applying modelling scenarios.ResultsSeventy-six percent (n = 174) of children did not meet the recommended daily two servings of dairy products, 56% had less than one serving of dairy products on the day of recall. The mean consumption of whole milk (fortified and unfortified) was 147 g/d, yoghurt 114 g/d and cheese 34 g/d. The addition of one serving of cow’s milk demonstrated a 17% reduction in calcium inadequacy, 18% reduction in vitamin A and 3% reduction in zinc inadequacy. Adding one serving of PCM further reduced calcium inadequacy from 87 to 41%, vitamin E from 81 to 37%, and zinc inadequacy by 10%. Replacing the child’s current milk with a PCM resulted in further reduction of micronutrient inadequacies, including calcium, vitamin D and vitamin E.ConclusionsDairy products consumption in pre-school children should be encouraged to reduce nutrient inadequacies. In particular, consumption of PCM would help to reduce calcium, vitamin D and vitamin E inadequacy, nutrients of concern in this population.

Sleep time, tv/video games and snack consumption in preschool children – a cross-sectional study

This study aims to evaluate the sedentary behavior, caloric content of snacks and sleep time of preschool children in two different regions of Portugal (Bragança and Gondomar). Participated in this study 230 healthy preschoolers (103 girls; 127 boys), of which 176 (76.5%) were from Bragança (mean age of 4.5±0.7 years) and 54 (23.5%) were from Gondomar (mean age of 4.3±1.0 years). A questionnaire about sedentary behavior, sleep time and caloric content of snacks (morning and afternoon) were answer by parents of this preschool children. The principal results of our study indicated that the preschool children slept an average of 9.9 ± 0.9 hours, spent time 1.5 ± 0.8 hours in front of television (TV) during the week, and 2.5 ± 1.5 hours during weekend. Regarding the time spent playing video games, they did 0.6 ± 0.6 hours during the week and 0.9 ± 0.9 hours during the weekend. The children morning snack had an average of 232.7 ± 100.8 kcal and the afternoon snack had an average of 350.4 ± 122.4 kcal. According to the WHO guidelines, the results of this study revealed that preschool children spent less hours sleeping, had more caloric content in the morning and afternoon snacks and spent more time in sedentary behaviors, of what is in the recommendations. These results also suggest that the children’s slept time is affected by the time they spent watching TV and playing video games.

Fruit and Vegetable Consumption, Attitudes and Knowledge in Preschool Children and Adolescents

Aim: The aim of the study was compared to the daily consumption servings, attitudes, and knowledge of fruit and vegetable consumption in preschool children and adolescents. Materials and Methods: The study sample consists of 906 participants within two groups including preschool children (n=453) and adolescents (n=453) living in Konya, Turkey. A survey model was used in the study and participants were selected randomized. The data were obtained by a questionnaire consisting of four parts. Results: According to results, 30.9% of the preschool children were found to be overweight and 11.7% obese, whereas 16.3% of the adolescents were overweight and 11% obese. The recommended daily consumption serving (RDS) for fruits was found to be high in both children (98.7%) (p&gt;0.05) and adolescents (95.1%) (p=0.000), but in vegetables it was 26.7% (p&gt;0.05) and 74.4%, respectively (p=0.000). The mean nutrition knowledge score of preschool children’s parents and adolescents was found (x̄±SE) 53.8±0.807 and 36.2±0.508 respectively (p=0.000). Conclusion: It was determined that preschool children and adolescents consumed enough for fruit, but in preschool children the vegetable consumption was low. The fruit and vegetable consumption can be increased by developing healthy eating habits in the preschool and adolescence period.

Nutrition education strategies to promote vegetable consumption in preschool children: the Veggies4myHeart project.

To test the efficacy of three nutrition education strategies on the intake of different vegetables in preschool children. This is an experimental study conducted in four Portuguese preschools. The intervention consisted of 20-min educational sessions, once a week, for 5 weeks, with one of the following randomised educational strategies: Portuguese Food Wheel Guide (control), digital game, storybook, storybook and reward (stickers). All groups had repeated exposure to vegetables in all sessions. A pre- and post-test were conducted to determine vegetable intake, and a 6-month follow-up was realised. Preschools of Leiria district, Portugal. A sample of 162 children aged 3 to 6 years. All eligible children attending the preschools were invited to participate. All interventions tested were effective in increasing vegetable consumption both in the short and medium term, without statistically significant differences, compared to the control group. Stickers were more effective in the short term than in the medium term. The nutritional education strategies associated with repeated exposure tested in this study were effective in promoting vegetable consumption in preschool children. The use of stickers may be a valid strategy to promote the consumption of vegetables less recognised by children.

Veggies4myHeart—a digital game to promote vegetable consumption in preschool children

Abstract Background Vegetable consumption is particularly low in childhood and is one of the main concerns about diet in this age range. Vegetable consumption is associated with better cardiovascular health and the prevention of other chronic non-communicable diseases. Therefore, it is important to find strategies to promote vegetable consumption at early ages, since eating habits established in childhood tend to persist into adulthood. The purpose of this study is to evaluate the impact of using a digital game on knowledge about vegetables and his consumption, in preschool children. Methods This is an experimental study conducted in a Portuguese preschool, with children from 3 to 6 years (n = 39). A pre- and post-test were conducted to determine vegetable intake (carrot, lettuce, cucumber, tomato and purple cabbage) and knowledge about vegetables. The intervention consisted of 20-minutes educational sessions with the digital game Veggies4myHeart, once a week for five weeks. A 6-month follow-up was realized. Results There was a statistically significant increase in the consumption of all vegetables from the pre- test to the post-test. Intake at follow-up was higher than pre-test for the five vegetables and the intake of cucumber and tomato was higher in the follow-up than in post-test. In the knowledge assessment, a higher number of correct answers were obtained in the post-test. Conclusions The use of the digital game ‘Veggies4myHeart’ had a positive impact on the consumption and knowledge about vegetables in preschool children. The use of digital games could be a useful tool for conducting nutrition education with preschool children.

Cauliflower Power Storybooks and Cruciferous Vegetable Consumption in Preschool Children

The preschool years (ages 3–5 years) are a critical period for healthy habit formation, when the acceptance of new foods, especially vegetables, is crucial to the development of healthy dietary patterns.1 The World Health Organization highlights the preschool environment as an optimal setting for obesity prevention programs.2 Programs designed to improve children's vegetable acceptance may shape the early development of dietary patterns that have been shown to protect against the development of obesity, diabetes, and other chronic conditions in adolescence and adulthood.

Factors associated with cheese consumption in preschool children

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Factors associated with yoghurt consumption in preschool children

Factors associated with yoghurt consumption in preschool children

Effectiveness of an IMB-based Intervention for Reducing Sweetened Beverages Consumption in Preschool Children

Effectiveness of an IMB-based Intervention for Reducing Sweetened Beverages Consumption in Preschool Children

Application of Storytelling Methods in Optimizing Fruit and Vegetable Consumption in Preschool Children

Application of Storytelling Methods in Optimizing Fruit and Vegetable Consumption in Preschool Children

Mediators of the Effectiveness of an Intervention Promoting Water Consumption in Preschool Children: The ToyBox Study

The ToyBox-intervention has increased preschool children's water consumption. This study aimed to examine if family-related determinants mediate the effects of the ToyBox-intervention on preschoolers' water consumption. Overall, 6290 preschoolers and their families from 6 European countries participated in the ToyBox-intervention and returned parental questionnaires in May/June 2012 and 2013. This study included the 3725 preschoolers/families who had complete data on water consumption, all mediators, and confounders. Mediation effects were assessed with bootstrapping procedure. Regarding the intervention effects on family-related determinants, the ToyBox-intervention significantly increased water availability during meals, parental water consumption, parental encouragement to their children to drink water, and parental knowledge on water recommendations. In the multiple mediator model, all factors were independently associated with preschoolers' water consumption and mediated the intervention effect on preschoolers' water consumption (total mediation effect = 40%). After including all mediators into the model, the direct intervention effect remained significant. The effect of the ToyBox-intervention on preschool children's water consumption was mediated by most family-related determinants examined in this study (ie, availability, parental modeling, parental encouragement, and parental knowledge). Interventions aiming to promote water in preschoolers should target these mediators to enhance their effectiveness.

Mediators of the effectiveness of a kindergarten-based, family-involved intervention on pre-schoolers' snacking behaviour: the ToyBox-study.

The present study aimed to explore the mediating role of family-related determinants on the effects of the ToyBox-intervention on pre-school children's consumption of healthy and unhealthy snacks. The ToyBox-intervention was a kindergarten-based, family-involved intervention with a cluster-randomized design, aiming to promote healthy lifestyle behaviours to prevent obesity at pre-school age. Kindergartens (n 309) in six European countries. A total of 6290 pre-schoolers and their families participated in the ToyBox-intervention in 2012-2013 and data from 5212 pre-schoolers/families were included in the current analyses. Even though the total effect of the ToyBox-intervention on healthy and unhealthy snacking was not significant, the ToyBox-intervention significantly improved parental rule setting on children's unhealthy snack consumption (i.e. restriction of snacking while watching television and permission only at certain occasions) and parental consumption of unhealthy snacks, while it increased parental knowledge on snacking recommendations. Regarding healthy snacking, the ToyBox-intervention improved children's attitude towards fruit and vegetables (F&amp;V). All previously mentioned family-related determinants mediated the intervention effects on pre-schoolers' consumption of healthy and unhealthy snacks. Almost all family-related determinants examined in the study were independently associated with pre-schoolers' consumption of healthy and unhealthy snacks. The intervention was effective in improving relevant family-related determinants. Interventions aiming to promote F&amp;V consumption and limit the consumption of unhealthy snacks in pre-schoolers should target on these mediators, but also identify new family-, school- or peer-related determinants, to enhance their effectiveness.

Effects of repeated food exposure on increasing vegetable consumption in preschool children with autism spectrum disorder

Food selectivity is common among children with autism spectrum disorder (ASD), and repeated exposure to food is considered a key component of treating this problem. This study investigated the effects of a preventive program using repeated exposure of vegetables on vegetable consumption, both in an experimental setting and during mealtime among preschoolers with ASD showing no severe food selectivity. A total of 27 preschoolers with ASD were assigned to either a 6-month-long exposure program (n = 13, mean age = 4.42 years) or a control group (n = 14, mean age = 4.04 years). The training program was developed to facilitate visual and tactile contact with various vegetables and consisted of 24 activities, which were repeated four times using different vegetables. The training was conducted four times a week at the children’s early intervention agency by their therapists. Changes in vegetable consumption in the experimental setting as well as nutritional intake during regular mealtime were compared between the exposure and control groups, before and after the exposure program. Significant group differences were found in vegetable consumption, but not in nutritional intake during regular mealtime. The limitations and direction for future research are further discussed.

Urinary iodine levels and dairy consumption in pre-school children in Southwest Asturias (Spain)

Abstract Introduction For decades dairy products have been a major source of iodine. The purpose of this study was to determine the iodine nutritional status and its relationship with dairy consumption in pre-schooler children between 2 and 5 years old in a rural area with 27847 inhabitants. Patients and methods It was planned to study 200 participants, selected by random sampling, proportional to the size of the municipality, age, and sex. Parents provided urine samples to analyse urinary iodine, as well as the nutritional information through an interview. A glass of milk or a slice of cheese was considered as a ration, and a portion of other milk derivatives were considered as half rations. The nutritional status of iodine was interpreted with the median (P[percentile]50) of the urinary iodine levels, and iodine intake was estimated using the mean of ration/day of milk and dairy products, fish, and eggs. Results Of the total of 198 subjects that took part, 193 provided urine specimens for the determination of iodine levels. The mean dairy ration/day was 3.8 (SD:1.4). More than two-thirds (69.9%) drank ≥2 glasses of milk/day, and 88.1% consumed a dairy ration of another dairy product. The median urinary iodine level was 184 μg/L, but was dependent on glasses of milk/day (282.5 μg/L ≥ 4 glasses) and/or the type of milk (233.0 μg/L in semi-skimmed). An intake of 117.4 μg/day to 178.6 μg/day of iodine was estimated, and that milk was the food which provided more iodine (89.9 μg/day). Conclusions Iodine intake was adequate, although higher than necessary when four or more glasses of milk were consumed, and/or when the milk was skimmed. The consumption of dairy products should be monitored to prevent both excessive and deficient intake of iodine.

Dietary Intake and Sources of Potassium and the Relationship to Dietary Sodium in a Sample of Australian Pre-School Children.

The aim of this study was to determine the intake and food sources of potassium and the molar sodium:potassium (Na:K) ratio in a sample of Australian pre-school children. Mothers provided dietary recalls of their 3.5 years old children (previous participants of Melbourne Infant Feeding Activity and Nutrition Trial). The average daily potassium intake, the contribution of food groups to daily potassium intake, the Na:K ratio, and daily serves of fruit, dairy, and vegetables, were assessed via three unscheduled 24 h dietary recalls. The sample included 251 Australian children (125 male), mean age 3.5 (0.19) (SD) years. Mean potassium intake was 1618 (267) mg/day, the Na:K ratio was 1.47 (0.5) and 54% of children did not meet the Australian recommended adequate intake (AI) of 2000 mg/day for potassium. Main food sources of potassium were milk (27%), fruit (19%), and vegetable (14%) products/dishes. Food groups with the highest Na:K ratio were processed meats (7.8), white bread/rolls (6.0), and savoury sauces and condiments (5.4). Children had a mean intake of 1.4 (0.75) serves of fruit, 1.4 (0.72) dairy, and 0.52 (0.32) serves of vegetables per day. The majority of children had potassium intakes below the recommended AI. The Na:K ratio exceeded the recommended level of 1 and the average intake of vegetables was 2 serves/day below the recommended 2.5 serves/day and only 20% of recommended intake. An increase in vegetable consumption in pre-school children is recommended to increase dietary potassium and has the potential to decrease the Na:K ratio which is likely to have long-term health benefits.

Increasing pre-school children's consumption of fruit and vegetables. A modelling and rewards intervention

Increasing pre-school children's consumption of fruit and vegetables. A modelling and rewards intervention