As a member of a mammalian species, a child makes the transition from suckling to eating and drinking during the first years of life. This transition involves (a) a shift from a single to multiple food sources, (b) increased opportunities for selfcontrol of food intake by the child, and (c) new social contexts for eating, involving peers and adult caretakers. With respect to learning, these transitions imply changes in the cues present in the feeding context. Particularly during these early years, eating occurs at frequent intervals each day, providing many opportunities for learning. For the first few months after birth, an infant grows rapidly, nourished by a single food source. The successful functioning of this initial system is reflected in the fact that an infant's weight typically doubles in 4-6 months and triples in 1 year. During these months, infants are introduced to the foods of the adult diet of their culture. Over the next few years, several changes occur that are relevant to developmental changes in feeding behavior: independence increases, the growth rate slows, a great deal of knowledge regarding the rules of cuisine-the meanings of food and the purposes of eating-is acquired, and food preferences and aversions are developed.The purpose of this review is to present current evidence regarding the contribution of learning and experience to the dramatic developments in the control of food intake that occur during the first few years of children's lives. I also define the areas in which we lack information regarding the developmental changes that occur in food acceptance patterns, and the extent to which they are shaped by learning. Questions concerning the physiology of feeding and the role of learning in feeding in animals will not be discussed, and the interested reader 116