Food literacy in preschool-aged children - influencing factors, programmes, and outcomes: A scoping review

Background: Food literacy, encompassing knowledge, skills and behaviours related to food, is crucial for establishing healthy eating habits in children. However, the understanding of food literacy as it relates to preschool-aged children and their caregivers remains limited. Methods: Following Joanna Briggs Institute methodology, a search of PubMed, Embase, Web of Science and grey literature sources was conducted. 21 studies met the inclusion criteria. Results: Key findings revealed an association between low socio-economic status and lower food literacy among parents. Higher food literacy was positively associated with an authoritative parenting style, but not with less restrictive feeding practices. Parental education was positively correlated with higher food literacy, but the role of parental occupation was less clear. However, the research mainly uses data from mothers only. Food literacy programmes demonstrated positive impacts on knowledge, attitudes and behaviours related to healthy eating, but lacked a theoretical foundation in some instances and longitudinal follow-up in all cases. Programmes mainly focused on nutrition knowledge and skills, neglecting broader food literacy components, like interpersonal competencies. Several different measurement tools were used across studies, hindering cross-study comparisons. Conclusions: This review identifies critical gaps in the literature, including the need for longitudinal studies, exploration of paternal influence, standardised measurement tools and a more comprehensive approach to food literacy interventions that incorporates interpersonal competency development and addresses the broader food system. Foundational knowledge exists; however, additional research is necessary to define and understand food literacy, including its development, implications, and impact on preschool-aged children and their caregivers.