Biological and Psychosocial Processes in the Development of Children’s Appetitive Traits: Insights from Developmental Theory and Research

Abstract

There has been increasing concern expressed about children’s food intakes and dietary patterns. These are closely linked to children’s appetitive traits (such as disinhibited eating and food fussiness/neophobia). Research has examined both biological and psychosocial correlates or predictors of these traits. There has been less focus on possible processes or mechanisms associated with children’s development of these traits and research that links biological and psychosocial factors. There is an absence of research that links biological and psychosocial factors. In the present article, we outline a model intended to facilitate theory and research on the development of appetitive traits. It is based on scholarship from developmental theory and research and incorporates biological factors such as genetic predispositions and temperament as well as psychosocial factors in terms of parent cognitions, feeding styles and feeding practices. Particular attention is directed to aspects such as emotional eating and feeding, self-regulation of energy intake, and non-shared family environments. We highlight the opportunity for longitudinal research that examines bidirectional, transactional and cascade processes and uses a developmental framework. The model provides a basis for connecting the biological foundations of appetitive traits to system-level analysis in the family. Knowledge generated through the application of the model should lead to more effective prevention and intervention initiatives.

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

“…Under the category of nonhomeostatic aspects of food intake, Berthoud and Gearhardt include rewards and pleasure from eating, cognitive factors associated with food and eating, emotional factors, and environmental cues. These questions implicate matters such as access to highly palatable and energy‐dense foods as well as the development of disinhibited eating (for example, eating in the absence of hunger and emotional eating) and the possible role of parent practices and the family environment . Evidence that children low on temperamental soothability are more likely to increase emotional overeating during middle childhood suggests a role for temperament in self‐regulation difficulties.…”

“…Given the bidirectional relationships between these processes and other parts of the biopsychosocial model (Figure ), a body of research could be generated by a focus on homeostatic and allostatic processes, especially if this is integrated with research on the development (and disruption) of self‐regulation of energy intake during childhood. There is extensive research on the development of self‐regulation in developmental science that could be drawn on, especially in relation to the measurement of self‐regulation and the measurement of neurocognitive processes involved in self‐regulation, such as executive function . This would add to our knowledge of how and when energy self‐regulation may become disrupted in childhood and how this could lead to weight gain.…”

“…In general, these models incorporate three main sources of influence on developmental outcomes, namely (1) constitutional, genetic, or biologically based characteristics of the child; (2) the social/psychological and behavioral environment of the child (especially the family environment, parenting, and parent‐child relationships); and (3) wider environmental, social, and cultural influences. For present purposes, we chose the term “biopsychosocial” to capture the central features of the models …”

“…Our earlier biological and psychosocial process model of the early development of children's eating and weight has been expanded and presented in Figure . The model incorporates the three main sources or domains of influence inherent in a biopsychosocial approach and provided the framework for the present review.…”

“…However, this is a process model such that it could be adapted so that any parent or child behaviors and cognitions could be the outcome. For example, it could be used to examine processes in relation to changes in parent feeding practices or cognitions over time, or the development of child food acceptance and appetitive traits…”