Some children eat only processed foods, like breakfast cereals, fish fingers, chicken nuggets chips and so on.   It’s a battle to get them to eat anything fresher or more wholesome.  But they’re not alone – this is happening in many homes around the world. 

If this applies to you, here are some ideas from Nick Fuller, writing for The Conversation, about why children prefer these foods and what you can do about it.

Processed foods

Processed foods are any foods altered from their natural state.

While some food processing is beneficial—such as pasteurizing milk to kill bacteria—the ones that cause parents concern are ultra-processed foods, which use industrial methods to enhance flavour, texture and shelf life by adding sugars, salt, fats and artificial flavours, colours and preservatives.  These are the fast and junk foods that children love but which offer low-to-no nutritional value.

But others hide in plain sight, disguised as “healthy” convenience foods such as flavoured yogurts and muffins.

Why do children find processed foods so appealing?

Our biology

Ultra-processed foods are engineered to be addictive, with their added sugar, salt and fat activating the brains’ reward system, releasing feelgood chemicals.  Humans naturally seek sugar- and fat-rich foods to avoid starvation so we are hard-wired to like these foods.

Food fussiness

Many children will experience a fussy eating phase—another survival response inherited from our ancestors, who avoided toxins by developing an aversion to unfamiliar and bitter foods.

Fussy eaters also favour ultra-processed foods, such as chicken nuggets, chips and breakfast cereals, because they’re familiar and non-threatening, often beige like breastmilk and children’s first solid foods. Also their blander flavours don’t overwhelm developing tastebuds.

Advertising

From YouTube ads to eye-level supermarket displays, children are incessantly exposed to marketing that makes them crave—and demand—ultra-processed foods.

How processed foods impact health

Ultra-processed foods can impact children’s health in a range of ways, contributing to:

  • nutritional deficiencies. Children filling up on ultra-processed foods are less likely to eat vegetables, fruits, whole grains and lean meats, producing a diet lacking in fibre and other key nutrients needed for growth and development
  • childhood obesity. Ultra-processed foods are high in calories, unhealthy sugars, salt and fat, and often lack portion control, promoting overeating
  • increased risk of diseases. Long-term overconsumption of ultra-processed foods is linked with a higher risk of developing a range of chronic diseases, including heart disease, type 2 diabetes and cancer.

Unhealthy eating habits can be hard to break, but positive diet and lifestyle changes—even later in childhood—can reverse these negative health effects.

Science-based tips for healthier eating habits

  1. Eat together

Family mealtimes allow you to model healthy eating. Sit together around the table, share the same meal, and put devices away so everyone’s attention is on eating.

  1. Introduce foods carefully

Research shows children need eight to ten exposures before they willingly eat new foods. So offer them regularly, encourage tasting and don’t pressure them to eat.

While it’s tempting, avoid offering dessert as a reward for trying something healthy. Using treats as a reward increases children’s preference  for unhealthy foods.

Children are also more likely to try new foods when they’re hungry, so avoid snacks one to preferably two hours before mealtimes.

  1. Introduce variety to family favourites

Children are more open to trying new foods when there’s something familiar on their plate.

So, tweak family favourites by swapping ingredients, such as using lentils instead of beef in bolognese or roasting carrots to make “orange chippies.” Grating veggies into sauces also expands kids’ diets without overwhelming them.

  1. Make food fun

Children respond positively when healthy foods are presented in fun ways, so include different colours, textures and shapes on their plate to hold their interest.

Changing meal locations—and enjoying an occasional outdoor picnic—is another simple way to make mealtimes feel special and fun.

  1. Teach kids about the science of food

Teaching children in an age-appropriate way about the foods we eat promotes healthier eating, so:

  • encourage them to grow herbs and veggies so they understand where healthy foodcomes from: toddlers can harvest produce; older children can plant and prune
  • visit the greengrocer, fishmonger and butcher regularly so children can see and explore the healthy foods on offer
  • talk to toddlers about food in energy terms: “eating wholegrain toast helps you play longer”
  • share fun facts with older children: “fish has a special type of fat called omega-3 that makes us smarter.”
  1. Involve children in cooking

Spark children’s interest in healthy meals by involving them in food preparation. Let them choose recipes and take on age-appropriate tasks such as mixing and chopping.

When children help make a meal, they feel proud of their effort, and research shows they’re more likely to try what they’ve created.

It takes a few monnths to form a habit, so expect resistance along the way. But with perseverance, we can shift children’s love of processed foods toward healthier choices, helping them establish healthy eating habits for life.

Provided by The Conversation

Image supplied by Freepik

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.