Children's Interpretation of Nutrition Messages

Nutrition knowledge and food intake of seven-year-old children in an atherosclerosis prevention project with onset in infancy: the impact of child-targeted nutrition counselling given to the parents

“…Although young children (kindergarten to second grade) use terms such as`low fat' or`low sugar', they may have dif®culty in naming foods with those characteristics (Lytle et al, 1997). The amount of parental instruction and information is probably fundamental to children's understanding of abstract associations in nutrition (Anliker et al, 1990).…”

Position of the American Dietetic Association: Total Diet Approach to Communicating Food and Nutrition Information

“…Almost all elementary-age and half of middle school children believe that there are good and/or bad foods (21). Although the ability to think in more abstract and complex modes is prevalent among adolescents and adults, consumers of all ages tend to rely on dichotomous thinking in certain situations (22).…”

Rainbow diet : a new nutrition education tool

“…Focusing on nutrients, the nutritional effects of foods, or even food grouping based on nutrients may seem to be an inappropriate basis for teaching children of this age about foods and nutrition (Lytle et al, 1997;Matheson, Spranger, & Saxe, 2002;Michela & Contento, 1984). Therefore, the information presented and the activities designed should take into account the cognitive stage difference in children.…”

“…Perhaps children are able to acquire nutrition knowledge from the guidelines but are not able to understand how to use this information and translate it into behavior. Lytle et al (1997) investigated how kindergarten to sixth grade children understand and use nutrition messages proposed by the Dietary Guidelines for Americans (DGFA) and The Food Guide Pyramid. Lytle et al (1997) found that children in preoperational or concrete operational stages had difficulty interpreting abstract concepts such as nutrients, as well as interpreting more abstract terms such as "variety" and "healthy weight."…”

“…Lytle et al (1997) investigated how kindergarten to sixth grade children understand and use nutrition messages proposed by the Dietary Guidelines for Americans (DGFA) and The Food Guide Pyramid. Lytle et al (1997) found that children in preoperational or concrete operational stages had difficulty interpreting abstract concepts such as nutrients, as well as interpreting more abstract terms such as "variety" and "healthy weight." Only the older groups ( 5 th and 6 th graders) were able to verbalize a meaning for variety and healthy weight (Lytle et al, 1997).…”