School of Psychology, College of Health and Life Sciences, and Institute of Health and Neurodevelopment, Aston University, Birmingham, UK.
Int J Behav Nutr Phys Act. 2022 Feb 22;19(1):20. doi: 10.1186/s12966-022-01254-8.
Better diet quality of preschool children is associated with many important health outcomes, but there is significant room for improvement in many children's dietary intakes. The determinants of children's dietary intakes are complex and whole systems approaches may be effective tools for changing dietary intake. Collation of all the evidence available on determinants of preschool children's dietary intake is necessary to 'map' the whole system of influence. Therefore, this systematic scoping review of available literature on determinants of dietary intakes in preschool children was undertaken.
The Joanna Briggs Institute methods for conducting a systematic scoping review were followed. Articles published since 2000 which assessed influences on the dietary intakes of preschool children were identified, yielding a total of 246 papers. Studies of children with clinical conditions (excluding obesity), or those conducted in middle and low-income countries were excluded, due to the different systems of influence in these populations. Data were extracted and information synthesised based on ecological level (child, parent, household, childcare, or wider determinants).
Most articles focused on influences at the parental level (n = 118, 48%), followed by those at the child level (n = 73, 30%). Most of the studies were of cross-sectional design (n = 109, 44%). Whilst many studies considered influences at multiple ecological levels (n = 63, 26%) few analyses determined interactions between factors in their relationship with children's dietary intakes, which is needed going forward using systems methods.
A wealth of evidence exists examining influences on the dietary intakes of preschool children and this information would benefit from analysis using a systems thinking approach in order to assess effective levers for intervention and what works, for whom, under what circumstances.
学龄前儿童的饮食质量更好与许多重要的健康结果相关，但许多儿童的饮食摄入量仍有很大的改善空间。儿童饮食摄入量的决定因素很复杂，整体系统方法可能是改变饮食摄入量的有效工具。因此，对学龄前儿童饮食摄入量决定因素的所有现有证据进行整理，以“绘制”整个影响系统。因此，对现有关于学龄前儿童饮食摄入量决定因素的文献进行了系统的范围综述。
遵循乔安娜·布里格斯研究所（Joanna Briggs Institute）进行系统范围综述的方法。确定了自 2000 年以来评估对学龄前儿童饮食摄入量影响的文章，共产生了 246 篇论文。由于这些人群的影响系统不同，排除了患有临床疾病（肥胖除外）的儿童或在中低收入国家进行的研究。根据生态水平（儿童、父母、家庭、儿童保育或更广泛的决定因素）提取数据并综合信息。
大多数文章侧重于父母层面的影响（n=118，48%），其次是儿童层面（n=73，30%）。大多数研究为横断面设计（n=109，44%）。尽管许多研究考虑了多个生态层面的影响（n=63，26%），但很少有分析确定了这些因素与儿童饮食摄入量之间的相互作用，这是今后需要使用系统方法进行的。
存在大量证据研究学龄前儿童饮食摄入量的影响因素，这些信息将受益于使用系统思维方法进行分析，以评估干预的有效杠杆以及哪些措施有效、对谁有效、在什么情况下有效。
