Using repeated exposure through hands-on cooking to increase children's preferences for fruits and vegetables

Ehrenberg, Sarah; Leone, Lucia A.; Sharpe, Brendan; Reardon, Kaley; Anzman‐Frasca, Stephanie

doi:10.1016/j.appet.2019.104347

Cited by 20 publications

(32 citation statements)

References 26 publications

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“…Exposure to novel fruits and vegetables at this stage is important because it could affect whether or not they will be willing to try the food again and ultimately affect their health in the long-term. This is in line with previous research that has shown that repeated exposure increased preferences for and consumption of fruits and vegetables in children ( 18 – 22 ). Wardle et al ( 21 ) found that students who were exposed to and offered red bell peppers 8 times in a school-based program significantly increased their preferences for red peppers compared with both control and reward groups.…”

Section: Discussionsupporting

confidence: 93%

“…Wardle et al ( 21 ) found that students who were exposed to and offered red bell peppers 8 times in a school-based program significantly increased their preferences for red peppers compared with both control and reward groups. Additionally, a recent study by Ehrenberg et al ( 22 ) found that applying repeated exposures incorporating hands-on cooking increased children's preferences for what were initially their least liked fruits and vegetables.…”

Section: Discussionmentioning

confidence: 99%

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Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

Kaschalk-Woods

Fly

Foland

et al. 2020

Current Developments in Nutrition

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ABSTRACT Background Many high school students do not consume the recommended amounts of fruits and vegetables. Objective This study evaluated student outcomes from a new nutrition curriculum that includes messages from the 2015–2020 Dietary Guidelines for Americans with a teacher training component for high school Family and Consumer Sciences (FACS) teachers. Methods A cluster-randomized controlled study was conducted with 1104 students in FACS classes from 35 schools, taught by teachers trained in implementing a new curriculum (intervention) and teachers using their usual curricula (control). Students completed online surveys at the beginning and end of the semester, that is, pre- and postexposure to the nutrition curricula. Intention-to-treat analyses as hierarchical linear modeling were performed to determine if the intervention students had significant changes compared with the control students for knowledge of nutrition concepts, familiarity of, preferences for, affinity toward, number of times trying new, and daily times eating fruits and vegetables. Per-protocol analyses used the same hierarchical linear model but instead of control and intervention groups, students were split into 3 levels describing the amount of the new curriculum they received (0%, 1–50%, and 51–100%). Results Students exposed to 51–100% of the new curriculum tried more fruits and vegetables than both the control students and the students that received 1–50% of the curriculum (P = 0.009 for fruits and P = 0.002 for vegetables). Additionally, there were higher increases in the number of times intervention students tried a new fruit (P = 0.027) and vegetable (P = 0.022) compared with the control students, regardless of the amount of curriculum received. Conclusions Our findings show that the curriculum, Forecasting Your Future: Nutrition Matters, has promise for increasing exposure to new fruits and vegetables for students. If teachers use most of the curriculum, students are likely to try more new fruit and vegetables, which could ultimately contribute to improved health.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

Kaschalk-Woods

Fly

Foland

et al. 2020

Current Developments in Nutrition

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show abstract

“…However, the DfE website suggests that nutritional education sessions should be delivered face-to-face at HAF programmes, and numerous research studies lend support to hands-on, practical involvement in food preparation and cooking [ 16 , 24 ]. Furthermore, there is a paucity of peer-reviewed research supporting the effectiveness of take-home and online delivery methods against outcomes such as cooking competence and the willingness to try new foods.…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Nutritional Education within the Holiday Activities and Food Programme in England

Round

Shinwell

Stretesky

et al. 2022

IJERPH

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Nutritional education is a recent, mandatory inclusion within the quality standards framework for the Holiday Activities and Food (HAF) programme in England; funded by the Department for Education (DfE). Whilst research has been conducted regarding nutritional education in other contexts, such as schools and community organisations, to the authors’ knowledge, no published research has yet explored nutritional education within HAF. The current study therefore aimed to explore the implementation, delivery, and perceived facilitators, barriers and impacts of nutritional education across a number of Local Authorities delivering HAF in England. Purposive sampling (n = 11) was used to recruit HAF leads involved in nutritional education, to participate in semi-structured interviews. Thematic analysis showed that nutritional education is currently delivered through a variety of modes including face-to-face, online, and take-home methods, all of which require a range of considerations in terms of implementation, delivery, and associated impacts, with some holiday clubs offering no nutritional education. According to participating HAF leads, nutritional education was used as a mechanism to enhance children’s and parents’ cooking confidence and competence, to improve dietary intake, and to increase understanding of issues such as food sustainability, environmental impacts, and food provenance. Although there are many examples of innovative practice, the findings suggested that COVID guidelines proved challenging for providers to include nutritional education within HAF delivery during 2021. Further, whilst the quality standards framework for nutritional education provides flexibility in terms of implementation and delivery, specific guidance, and monitoring of provision is required to ensure quality assurance and consistency across the HAF programme.

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“…The first group demonstrated vegetables intake more progressed than those who did not watch video. Another activity involving peer project showing the improvement vegetables intake on children was repeating cooking together in a camp program (Ehrenberg et al, 2019).…”

Section: Reasons Why Kids Want To Eat Vegetablesmentioning

confidence: 99%

Children’s Opinion on Vegetables Consumption: a Qualitative Study on School-Agers in City of Semarang

Yulianti

Wahyuningrum

Gayatina³

et al. 2021

IJAR

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(1) Background: It Is recommended that children consume adequate amount of vegetables. However, the problem still remained in every single family and community. Many studies to find out its causes have been done. Unfortunately, most of them were conducted on parents only. Little is known from children’s own perspective. Children’s perspective is important to help adults in choosing vegetables for the children. Thus, this study aimed to explore children’s opinion on vegetables consumption.; (2) Methods: Qualitative design was employed. Samples were selected using purposive technique sampling. Nine participants aged 6-12 years were interviewed in a focus group discussion. Data were analysed using qualitative data analysis by Miles and Huberman.; (3) Results: The FGD indicates three themes: why kids dislike vegetables, sort of vegetables which kids love to consume, reasons why kids want to eat vegetables.; (4) Conclusions: Health education and involving children in their own food preparation is promising way to improve vegetables intake. Further research is to develop a new form of health education and a program in which children are involved to choose and prepare their own vegetables.

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Using repeated exposure through hands-on cooking to increase children's preferences for fruits and vegetables

Cited by 20 publications

References 26 publications

Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

An Exploration of Nutritional Education within the Holiday Activities and Food Programme in England

Children’s Opinion on Vegetables Consumption: a Qualitative Study on School-Agers in City of Semarang

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