Liking the odour, liking the food. Toddlers’ liking of strongly flavoured foods correlates with liking of their odour

Impact of diet on sensory processing in early childhood: summary of an interactive webconference / expert roundtable discussion

Pediatric feeding disorders can be seen in up to 45% of normally developing children aged under 5 years old, mainly during the first three years of life when the child has inadequate food intake and/or difficulty maintaining adequate growth, and/or lack of age-appropriate eating habit. This article describes the opinion of a group of experts on children eating patterns and how to manage pediatric feeding disorders, with the aim to improve the quality of life of children and their caregivers.

Central Nervous System Processing of Floral Odor and Mother's Milk Odor in Infants

Newborns have a functioning sense of smell at birth, which appears to be highly significant for feeding and bonding. Still, little is known about the cerebral odor processing in this age group. Studies of olfactory function relied mostly on behavioral, autonomic, and facial responses of infants. The aim of the present study was to investigate central odor processing in infants focusing on electroencephalography (EEG)-derived responses to biologically significant odors, namely a food and a non-food odor. A total of 21 term-born, healthy infants participated (11 boys and 10 girls; age range 2-9 months, mean 5.3 ± 2.2 months). Odor stimuli were presented using a computer-controlled olfactometer. Breast milk was used as food odor. Farnesol was presented as a non-food odor. In addition, odorless air was used as a control stimulus. Each stimulus was presented 30 times for 1 s with an interstimulus interval of 20 s. EEG was recorded from 9 electrodes and analyzed in the frequency domain. EEG amplitudes in the delta frequency band differed significantly after presentation of food (breast milk) odor in comparison to the control condition and the non-food odor (farnesol). These changes were observed at the frontal recording positions. The present study indicates that central odor processing differs between a food and a non-food odor in infants. Results are interpreted in terms of focused attention towards a physiologically relevant odor (breast milk), suggesting that olfactory stimuli are of specific significance in this age group.

Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education

PURPOSE OF REVIEW

The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children.

RECENT FINDINGS

Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

Complementary Feeding Strategies to Facilitate Acceptance of Fruits and Vegetables: A Narrative Review of the Literature

Complementary feeding (CF), which should begin after exclusive breastfeeding for six months, according to the World Health Organization (WHO), or after four months and before six months according to the European Society for Pediatric Gastroenterology Hepatology and Nutrition (ESPGHAN), is a period when the infant implicitly learns what, when, how, and how much to eat. At the onset of CF, the brain and the gut are still developing and maturing, and food experiences contribute to shaping brain connections involved in food hedonics and in the control of food intake. These learning processes are likely to have a long-term impact. Children’s consumption of fruit and vegetables (FV) is below recommendations in many countries. Thus, it is crucial to establish preferences for FV early, when infants are learning to eat. The development of food preferences mainly starts when infants discover their first solid foods. This narrative review summarizes the factors that influence FV acceptance at the start of the CF period: previous milk feeding experience; timing of onset of CF; repeated exposures to the food; variety of foods offered as of the start of the CF period; quality and sensory properties of the complementary foods; quality of the meal time context; and parental responsive feeding.

Impact of sensory-based food education in kindergarten on willingness to eat vegetables and berries

Background

Children use all of their senses when exploring new foods, and sensory-based food education provides new possibilities for promoting healthy dietary habits.

Objective

To evaluate the effect of sensory-based food education activities on children's willingness to eat test samples of selected vegetables and berries.

Design

Two kindergartens in Hanko, Finland, participated in the study and the subjects were children aged 3–6 years, divided in the intervention (n=44) and control (n=24) kindergarten. In the intervention kindergarten, five sensory-based food education sessions focusing on vegetables and berries were implemented, once per week for 5 weeks. A tasting protocol was performed with the children at baseline and after the intervention. The willingness to eat (5 different vegetables and 3 Finnish berries) was categorised. Parents also filled in a questionnaire on the children's food preferences at home.

Results

In the intervention kindergarten, the willingness to eat the samples increased significantly (p≤0.001, Wilcoxon and Friedman), while in the control kindergarten, no significant change was observed when all of the test samples were taken into account. The parental report of their children's preferences and children's actual eating of the test samples corresponded relatively weakly.

Conclusions

Sensory-based food education activities may promote a willingness to eat vegetables and berries. Child-centred test methods are important for evaluating the effects of dietary interventions among children.