Prevalence and correlates of picky eating in preschool-aged children: A population-based study

Machado, Bárbara Freire Brito César; Dias, Pedro; Lima, Vânia Sousa; Campos, Joana; Gonçalves, Sónia

doi:10.1016/j.eatbeh.2016.03.035

Cited by 45 publications

(55 citation statements)

References 22 publications

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“…Questions covering refusal to eat food and not eating enough food have been combined and used to define picky or fussy eating status in some studies ( Cardona Cano et al, 2015 ; Machado, Dias, Lima, Campos, & Goncalves, 2016 ): in ALSPAC these were covered in the questionnaire completed when the child was 15 months old and incorporated in model 3 ( Table 4 ). Refusal to eat but not eating too little was independently associated with the child being somewhat picky or very picky at 38 months by our definition based on the child having definite likes and dislikes ; thus, it seems that different definitions identify groups of children with slightly different characteristics as picky eaters.…”

Section: Discussionmentioning

confidence: 99%

Antecedents of picky eating behaviour in young children

2018

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BackgroundPicky eating behaviour in young children is a common concern for parents.ObjectiveTo investigate early life factors which are associated with a child becoming a picky eater.DesignSingleton children from the Avon Longitudinal Study of Parents and Children were studied prospectively (n = 5758–6608). Parental-completion questionnaires were used to define ‘picky eating’ status at age 3 years, and child and parental feeding behaviours and practices throughout the first 2 years of life. Multinomial logistic regression models with 3 levels of picky eating (not, somewhat and very picky) as the dependant variables tested associations with antecedent variables, from pregnancy, and the first and second year of life, separately, then combining all significant variables in a final model.ResultsFeeding difficulties during complementary feeding and late introduction of lumpy foods (after 9 months) were associated with increased likelihood of the child being very picky. A strong predictor was the child being choosy at 15 months, particularly if the mother was worried about this behaviour. Many children (56%) were considered to be choosy at 15 months: 17% went on to be very picky at 3 years if the mother was not worried, compared with 50% if the mother was very worried by the choosiness. The mother providing fresh fruit and eating the same meal as the child were protective against later ‘picky eating’, while feeding ready-prepared food was predictive.ConclusionAdvice and support to parents could help to reduce picky eating behaviour. Parents should be encouraged to introduce lumpy foods by 9 months, to feed fresh foods particularly fruit, and to eat with their children. Parents should be reassured that choosiness is normal and to continue to provide a variety of foods.

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Section: Discussionmentioning

confidence: 99%

Antecedents of picky eating behaviour in young children

2018

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“…Studies have shown that preschool children spend considerable time at preschool [ 7 ]. Previous studies demonstrated that insufficient or excessive nutrient supply, unreasonable nutritional allocation, picky eating among a large proportion of preschool children, unsound dietary nutrition management, and a lack of nutrition knowledge among teachers and staff are common in the kindergartens [ 8 , 9 , 10 , 11 ]. Due to the increase in the number of children in kindergartens and their nutritional health problems, the nutritional health education at schools becomes key to solving the nutrition and health problems of children.…”

Section: Introductionmentioning

confidence: 99%

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Liu

et al. 2018

IJERPH

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Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in China.

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“…The beneficial effects of eating fruits and vegetables on mental health have been widely reported in children [ 7 8 ], adolescents [ 8 9 ], and adults [ 10 ], although the measures used to determine fruit and vegetable consumption, as well as mental health status, have varied across studies. To the best of our knowledge, there are only two reports that provide information on preschoolers' fruit and vegetable consumption and their emotional and behavioral development, as measured by applying the Child behavior checklist (CBCL) 1.5–5 [ 11 12 ]. One populationbased study of US preschoolers compared development and behavioral outcomes between “picky” eaters and “non-picky” eaters and reported negative outcomes in picky eaters in all study categories [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…To the best of our knowledge, there are only two reports that provide information on preschoolers' fruit and vegetable consumption and their emotional and behavioral development, as measured by applying the Child behavior checklist (CBCL) 1.5–5 [ 11 12 ]. One populationbased study of US preschoolers compared development and behavioral outcomes between “picky” eaters and “non-picky” eaters and reported negative outcomes in picky eaters in all study categories [ 11 ]. In addition, a prospective cohort study has found that persistent picky eating was associated with pervasive developmental problems but was not associated with other behavioral problems [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Fruit and vegetable intakes in relation to behavioral outcomes associated with a nutrition education intervention in preschoolers

2018

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BACKGROUND/OBJECTIVESAlthough a lot of effort has been put into increasing fruit and vegetable intakes in preschool children, vegetable intake in this group is still low. This study investigated whether nutrition education focusing on fruit and vegetable intakes can affect preschoolers' fruit and vegetable intakes as well as their behavioral outcomes.SUBJECTS/METHODSThirty-five preschoolers (54.3% boys, n = 19) aged 4–6 years residing in Seoul underwent weekly nutrition education intervention (8 sessions) between May and July 2016. Intakes of fruits and vegetables were measured during pre and post-intervention. At snack time, fresh fruit (150 g) and vegetable (120 g) snacks were distributed to each child by teachers. The remaining portions of the snacks were weighed and recorded for each child. Behavioral outcomes were measured by applying Child behavior checklist 1.5–5 and the Diagnostic and statistical manual of mental disorders.RESULTSDuring post intervention, vegetable intake increased from 36.15 ± 30.64 g to 48.01 ± 31.23 g (P = 0.010). Among the emotional and behavioral problems measured by parents, levels of total problems (P = 0.001), internalizing (P = 0.004), externalizing (P = 0.003), anxiety and depression (P = 0.001), and aggressive behavior (P = 0.005) decreased. Anxiety (P = 0.026) score, as measured by teachers, also decreased.CONCLUSIONSNutrition education of preschoolers regarding the intakes of fruits and vegetables had a positive effect on preschoolers' vegetable intake as well as on their emotional and behavioral outcomes. A long-term, large-scale study with a broader study design is warranted to further investigate the role of fruit and vegetable intake in cognitive development and behavior of preschoolers.

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Prevalence and correlates of picky eating in preschool-aged children: A population-based study

Cited by 45 publications

References 22 publications

Antecedents of picky eating behaviour in young children

Antecedents of picky eating behaviour in young children

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Fruit and vegetable intakes in relation to behavioral outcomes associated with a nutrition education intervention in preschoolers

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