Preschool children don't know what's good for them (“good” foods are hotdogs and ice-cream)

Introduction: A handful of programs have assessed preschoolers' familiarity with dietary guidelines. While children can recite basic eating rules, their consumption behavior is frequently inconsistent with their knowledge. My research suggests that mismatched behavior may be attributable to children's poor concepts of “good” and “healthy” foods. Methods: One hundred ninety-five children were recruited from middle-class preschools. Age, gender and BMI were recorded. Nutrition concepts were assessed using a shopping task. Children were given play money and shopped for three different meals: one “good”, one “fun” and one “healthy” (8 items per meal). Coders recorded the number of processed and unprocessed items selected for each meal type. Children rated the extent to which they would like to eat each meal. Language and impulse control were also assessed Results: Processed foods were frequently selected to comprise both “good” and “fun” meal types. Some children selected unprocessed foods to comprise their “healthy” meal, whereas others continued to select processed foods. A child's likelihood of selecting unprocessed foods to comprise a healthy meal is significantly related to language ability and to impulse control. Conclusions: When a preschool child thinks about a “good” meal, they picture foods they like. For some children, the term “healthy” brings to mind nutrient-dense foods, however, children rarely report liking food labeled as “healthy.” While children with lower BMI scores may be more receptive to healthy eating, their conceptual knowledge is not superior. A challenge to any behavioral intervention is to utilize terminology for which children have adequate conceptual understanding.