Adams Elizabeth L, Savage Jennifer S
Center for Childhood Obesity Research, The Pennsylvania State University, 129 Noll Laboratory, University Park, PA 16802, United States; Department of Nutritional Sciences, The Pennsylvania State University, University Park, PA 16802, United States.
Center for Childhood Obesity Research, The Pennsylvania State University, 129 Noll Laboratory, University Park, PA 16802, United States; Department of Nutritional Sciences, The Pennsylvania State University, University Park, PA 16802, United States.
Appetite. 2017 Sep 1;116:215-222. doi: 10.1016/j.appet.2017.04.034. Epub 2017 Apr 29.
There remains a lack of consensus on what distinguishes candy (i.e. features sugar as a principal ingredient, also called sweets or lollies), snack foods, and foods served at meals; therefore, this study examined characteristics elementary-aged children use to distinguish between these food categories.
Participants were children aged 5-8 years (N = 41). Children were given 39 cards, each containing an image of a common American food (e.g. ice cream, fruit). Children sorted each card into either a "snack" or "candy" pile followed by a semi-structured one-on-one interview to identify children's perceptions of candy, snack foods, and foods served at meals. Verbatim transcripts were coded using a grounded theory approach to derive major themes.
All children classified foods such as crackers and dry cereal as snacks; all children classified foods such as skittles and solid chocolate as candy. There was less agreement for "dessert like foods," such as cookies and ice cream, whereby some children classified these foods as candy and others as snacks. Specifically, more children categorized ice cream and chocolate chip cookies as candy (61% and 63%, respectively), than children who categorized these as snack foods (39% and 36%, respectively). Qualitative interviews revealed 4 overarching themes that distinguished among candy, snack foods, and food served at meals: (1) taste, texture, and type; (2) portion size; (3) perception of health; and (4) time of day.
Children categorized a variety of foods as both a candy and a snack. Accurate measurement of candy and snack consumption is needed through the use of clear, consistent terminology and comprehensive diet assessment tools. Intervention messaging should clearly distinguish between candy, snack foods, and foods served at meals to improve children's eating behavior.
对于如何区分糖果（即以糖为主要成分的食品，也称为甜食或棒棒糖）、休闲食品和餐食，目前仍缺乏共识；因此，本研究考察了小学年龄段儿童用于区分这些食品类别的特征。
参与者为5至8岁的儿童（N = 41）。给孩子们39张卡片，每张卡片上都有一张常见美国食品的图片（如冰淇淋、水果）。孩子们将每张卡片分类到“休闲食品”或“糖果”堆中，随后进行半结构化的一对一访谈，以确定孩子们对糖果、休闲食品和餐食的认知。逐字记录的访谈内容采用扎根理论方法进行编码，以得出主要主题。
所有孩子都将饼干和干麦片等食品归类为休闲食品；所有孩子都将彩虹糖和固体巧克力等食品归类为糖果。对于“类似甜点的食品”，如饼干和冰淇淋，孩子们的意见不太一致，有些孩子将这些食品归类为糖果，而另一些孩子则归类为休闲食品。具体而言，将冰淇淋和巧克力曲奇归类为糖果的孩子（分别为61%和63%）比将这些食品归类为休闲食品的孩子（分别为39%和36%）更多。定性访谈揭示了区分糖果、休闲食品和餐食的4个总体主题：（1）味道、质地和类型；（2）份量大小；（3）健康认知；（4）一天中的时间。
孩子们将多种食品既归类为糖果又归类为休闲食品。需要通过使用清晰、一致的术语和全面的饮食评估工具来准确测量糖果和休闲食品的摄入量。干预信息应明确区分糖果、休闲食品和餐食，以改善儿童的饮食行为。
