Development of food literacy in children and adolescents: implications for the design of strategies to promote healthier and more sustainable diets

Abstract

Food literacy has emerged as a key individual trait to promote the transformation of food systems toward healthy and sustainable diets. Childhood and adolescence are key periods for establishing the foundations of eating habits. Different food literacy competencies are acquired as children develop different cognitive abilities, skills, and experiences, contributing to the development of critical tools that allow them to navigate a complex food system. Thus, the design and implementation of programs to support the development of food literacy from early childhood can contribute to healthier and more sustainable eating habits. In this context, the aim of the present narrative review is to provide an in-depth description of how different food literacy competencies are developed in childhood and adolescence, integrating the extensive body of evidence on cognitive, social, and food-related development. Implications for the development of multisectoral strategies to target the multidimensional nature of food literacy and promote the development of the 3 types of competencies (relational, functional, and critical) are discussed.

Nutrition-Related Knowledge, Diet Quality, Lifestyle, and Body Composition of 7–12-Years-Old Polish Students: Study Protocol of National Educational Project Junior-Edu-Żywienie (JEŻ)

“…Education about healthy eating, making good nutritional choices, and physical activity will ultimately spread to other aspects of children’s lives. Targeting these causes could reduce childhood obesity over time and lead to a healthier society as a whole [ 56 , 57 , 58 ].…”

How Can We Increase the Nutrition-Related Knowledge in Children Aged 7–12 Years: Results of Focus Groups Interviews with Parents—Junior-Edu-Żywienie (JEŻ) Project

“…Childhood and adolescence are important periods for the development of eating habits due to changes in eating skills during these periods, including modifications in eating behaviours, as well as physiological, cognitive and social changes. However, it should be remembered that strategies for promoting proper nutrition should be adapted to the child’s stage of development and the cultural context, as well as to generational change [ 1 ].…”

“…Nutrition education is a long-term, lifelong process based on the systematic transfer of knowledge about food and nutrition, based on current scientific research results, the effect of which should be a change in eating habits [ 1 ]. In order to achieve this aim, this education should cover all population groups, especially children and young people.…”

“…Parents are also an important group, due to the fact that they are role models for their children and have responsibility for their early socialization [ 2 ]. Therefore, designing and implementing programmes supporting the development of eating skills from early childhood contribute to the formation of more health-promoting and sustainable eating habits in entire societies [ 1 ].…”

Food literacy and diet quality in young vegans, lacto-ovo vegetarians, pescatarians, flexitarians and omnivores

“…Despite the increasing interest in plant-based diets among young people in Norway, (2) studies considering food literacy in youth who follow different plant-based diets are absent (12) . Young people living in Norway are among those who move out from their parental housing at the youngest age in Europe, (13,14) and this life phase is a critical period in which eating behaviour is being greatly influenced by peers, food marketing and media literacy (15) . Hence, this study was carried out to investigate if food literacy competencies and diet quality vary with vegan, lacto-ovo vegetarian, pescatarian, flexitarian and omnivore dietary practices in 16-to-24-year-olds and to assess if food literacy competencies are associated with diet quality.…”