“I prepared my own carrots”. The effect of participation in an out-of-home cooking session on Dutch 4–6-year-old children's vegetable consumption

Involvement in vegetable preparation is thought to be an effective strategy to increase children's vegetable intake, but the evidence from experimental studies is scarce. A between-subject experiment was executed in a restaurant setting to investigate the effect of participation in vegetable preparation on 4–6-year-old children's vegetable intake. After a baseline evening meal, intervention children (N = 50) participated in a vegetable preparation session together with an enthusiastic chef. Control children (N = 51) participated in small groups in a book-reading activity. Subsequently, they ate an evening meal. Follow-up sessions at one month and three months were included to assess possible longer-term effects. Vegetable intake was the main outcome. Secondary outcomes were vegetable choice and involvement in food-related activities at home. For all four sessions, children's vegetable intake ranged between 50 and 60 g in both conditions (p > 0.05). Participation in carrot preparation did not increase children's vegetable intake. Involvement in food-related activities at home remained stable in the intervention group, whereas it decreased slightly in the control group (p = 0.01). A cluster analysis identified four distinct vegetable eating patterns over time, suggesting that there are different segments of children. To conclude, participating once in an out-of-home vegetable preparation session with an enthusiastic chef did not influence children's intake of a familiar vegetable, but it may support their general involvement in food-related activities at home

Is repeated exposure the holy grail for increasing children's vegetable intake? Lessons learned from a Dutch childcare intervention using various vegetable preparations

Children's failure to eat enough vegetables highlights the need for effective interventions encouraging this behaviour. The aim of this study was to investigate the effect of repeated exposure to three a priori unfamiliar vegetables, each prepared in two ways, on children's vegetable acceptance in a childcare setting. Two hundred fifty children (mean age 25 months; 57% boys) participated in a pre-test and a post-test, where they were offered pumpkin, courgette, and white radish. The intervention group (N = 125) participated in a 5-month exposure period, where they were exposed repeatedly (∼12x) to the vegetables: pumpkin blanched and as a cracker spread; courgette blanched and as soup; white radish raw and as a cracker spread. The control group (N = 125) maintained their normal routine. Mixed model analyses were used to analyse intake data and Chi-square analyses for willingness to taste. At pre-test, children ate about 20 g of pumpkin and courgette, whereas white radish intake was approximately 10 g. There was a significant positive effect of the intervention for pumpkin (+15 g; p < 0.001) and white radish (+16 g; p = 0.01). Results for willingness to taste were in the same direction. There was no repeated exposure effect for courgette (p = 0.54); this may have been due to its less distinct taste profile or familiarity with boiled courgette. From our findings, we conclude that repeated exposure to multiple unfamiliar vegetable tastes within the daily routine of a childcare setting is effective in improving children's willingness to taste and intake of some of these vegetables. However, repeated exposure may not be sufficient for more familiar or blander tasting vegetables. This implies that one size does not fit all and that additional strategies are needed to increase children's intake of these vegetables

"Welcome on board" : Overall liking and just-about-right ratings of airplane meals in three different consumption contexts-laboratory, re-created airplane, and actual airplane

The main objective of this study was to evaluate the effect of contexts on overall liking and just-about-right (JAR) ratings of airplane meals. A rice dish (meal type A) and a pasta dish (meal type B) were assessed. Per meal type, two variants were produced (variant 1 and 2). Two hundred forty-two consumers were randomly allocated to evaluate one of the four meals, first in a laboratory setting and then in a re-created airplane environment. In addition, 222 passengers did the same assessments during an actual flight. Specific meals (A1, B1) were less liked in the laboratory than in the re-created airplane. In general, no differentiation in overall liking occurred per meal type between the two tested variants in the laboratory, whereas these two variants were significantly differentiated in liking in the re-created airplane and the actual airplane. Mean overall liking ratings in the re-created airplane did not significantly differ from the mean overall liking ratings in the actual airplane. The observed JAR ratings did not differ much between the re-created airplane and the actual airplane. In summary, the re-created airplane as a testing location produced more similar test results to the actual airplane than the traditional laboratory. Practical applications: Sensory consumer testing in re-created contexts may produce results with a higher external validity than laboratory testing and therefore offer a cost-efficient alternative to extensive sensory consumer testing in real-life contexts.</p

Breakfast barriers and opportunities for children living in a Dutch disadvantaged neighbourhood

The objective of this study was to explore parents', children's, and experts' beliefs and experiences about breakfast motivation, opportunity, and ability and elicit their thoughts on effective interventions to encourage healthy breakfast consumption. The setting was a disadvantaged neighbourhood in Rotterdam, the Netherlands. Focus groups with mothers and children and semi-structured individual interviews with experts were conducted. Interview guides were developed based on the motivation, opportunity, and ability consumer psychology model. Thirty-two mothers of primary school children participated in five group discussions, eight focus groups were conducted with 44 children, and nine experts participated in interviews. Data from expert interviews and group discussions were coded and thematically analysed. The following themes emerged from the focus groups: (1) generally high motivation to have breakfast, (2) improved performance at school is key motivator, (3) limited time hinders breakfast, and (4) lack of nutritional knowledge about high quality breakfast. Experts mentioned lack of effort, knowledge, and time; financial constraints; and environmental issues (food availability) as barriers to breakfasting healthily. Several ways to encourage healthy breakfasting habits were identified: (1) involvement of both children and parents, (2) role models inspiring change, and (3) interactive educational approaches. Experts perceived more problems and challenges in achieving healthy breakfast habits than did mothers and children. Lack of opportunity (according to the children and experts) and ability (according to the experts) were identified, although the motivation to eat a healthy breakfast was present. Predominant barriers are lack of time and nutritional knowledge. Overall, findings suggest educational and social marketing approaches as interventions to encourage healthy breakfast consumption

"Welcome on board" : Overall liking and just-about-right ratings of airplane meals in three different consumption contexts-laboratory, re-created airplane, and actual airplane

The main objective of this study was to evaluate the effect of contexts on overall liking and just-about-right (JAR) ratings of airplane meals. A rice dish (meal type A) and a pasta dish (meal type B) were assessed. Per meal type, two variants were produced (variant 1 and 2). Two hundred forty-two consumers were randomly allocated to evaluate one of the four meals, first in a laboratory setting and then in a re-created airplane environment. In addition, 222 passengers did the same assessments during an actual flight. Specific meals (A1, B1) were less liked in the laboratory than in the re-created airplane. In general, no differentiation in overall liking occurred per meal type between the two tested variants in the laboratory, whereas these two variants were significantly differentiated in liking in the re-created airplane and the actual airplane. Mean overall liking ratings in the re-created airplane did not significantly differ from the mean overall liking ratings in the actual airplane. The observed JAR ratings did not differ much between the re-created airplane and the actual airplane. In summary, the re-created airplane as a testing location produced more similar test results to the actual airplane than the traditional laboratory. Practical applications: Sensory consumer testing in re-created contexts may produce results with a higher external validity than laboratory testing and therefore offer a cost-efficient alternative to extensive sensory consumer testing in real-life contexts.</p

Changing the behaviour of children living in Dutch disadvantaged neighbourhoods to improve breakfast quality: Comparing the efficacy of three school-based strategies

Children's breakfast habits are suboptimal. A novel school-based education programme was developed and tested with the aim of improving children's attitude, knowledge and breakfast quality. A pre- and post-test design was used with four conditions: group-based education, role modelling, tailored feedback with goal setting, and a combination of these three delivery modes. Two hundred eighty children from disadvantaged communities (9.3 ± 0.8 years) participated in three lessons at school over a two-month period. Children's attitude, knowledge and breakfast behaviour were evaluated by a pre- and post-questionnaire completed by the children. A follow-up measure was executed at 24 weeks. The data were analysed by repeated measures ANOVA. At baseline, 90% of the children ate breakfast on the measurement day; 60–76% of the children ate breakfast daily. Between pre- and post-test, a significant time effect was found for children's attitude, self-efficacy, knowledge and behaviour (all p < 0.05). Children in the feedback condition improved most favourably: correct classification of breakfast products increased by 10 products (out of 44) and breakfast quality score improved by 25 points (on a 100-point scale). The feedback condition also resulted in positive changes in the home setting. The follow-up test showed a decline in children's knowledge and their breakfast quality across conditions. To conclude, this study showed that a three-lesson school programme based on individual feedback and goal setting is most effective for changing knowledge on breakfasting and self-reported breakfast quality among children aged 8–10 years living in disadvantaged neighbourhoods. To maintain effectiveness, longer-term programmes embedded in the school curriculum are needed to enhance breakfast quality. Future research should explore the optimal duration and intensity of such programmes and should incorporate the topic of suitable portion sizes.</p