Are our children eating too many ultra-processed foods?

Jun 23, 2021 | Testimonials

Earlier this month, the results of research in England using information from thousands of children over a number of years was published.  The conclusion is that urgent action is needed to reduce the harms of ultra-processed foods (UPFs) of the health of British children. Of greatest concern is the tendency some children show towards becoming overweight or obese and continuing bad eating habits into adulthood, leading to a range of physical and mental health problems, including diabetes and cancers.

What are ultra-processed foods? These are food and drinks that are heavily processed during their making, such as frozen pizzas, fizzy drinks, mass-produced packaged bread, shop-bought cookies and cakes and some ready-to-eat meals.

The authors explain the research, published today (14 June 2021) in the journal JAMA Pediatrics, provides important evidence of the potential damage of consuming highly processed foods which are often cheap, widely available and highly marketed. They say that action is needed urgently to reduce UPF consumption among children.

Professor Christopher Millett, NIHR Professor of Public Health at Imperial College London, said, “Through a lack of regulation, and enabling the low cost and ready availability of these foods, we are damaging our children’s long-term health. We urgently need effective policy change to redress the balance, to protect the health of children and reduce the proportion of these foods in their diet.”

Dr. Eszter Vamos, Senior Clinical Lecturer in Public Health Medicine at Imperial, said, “One of the key things we uncover here is a dose-response relationship. This means that it’s not only the children who eat the most ultra-processed foods have the worst weight gain, but also the more they eat, the worse this gets.”

“Childhood is a critical time when food preferences and eating habits are formed with long-lasting effects on health. We know that if children have an unhealthy weight early in life, this tends to trace into adolescence and then adulthood. We also know that an excessive consumption of ultra-processed foods is linked to a number of health issues including being overweight or obese, high blood pressure, cardiovascular disease, type two diabetes and cancer later in life, so the implications are enormous.”

This latest study provides new, important data on the impact of industrial food processing, in which foods are modified to change their consistency, taste, colour, shelf life or other attributes through mechanical or chemical alteration—typically lacking in traditional, home-prepared meals—on child health.

Professor Millett was featured in the recent BBC One documentary “What Are We Feeding Our Kids?” in which he said, “Today in Britain, two in every three calories consumed amongst children and adolescents is derived from this group [of ultra-processed foods]. They’re everywhere, they’re cheap, and they’re heavily marketed. So they’re very difficult to resist and very difficult to avoid.”

Is the situation so different in South Africa?  We need to be very aware of what our children are eating.  If they are not eating their freshly prepared meals at home and rely on ‘fast food’ conveniently provided somewhere else, chances are that their diet will be lacking.

 

 

 

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation. 

Image supplied by Freepik.