Ares Gastón, De Rosso Sofia, Mueller Carina, Philippe Kaat, Pickard Abigail, Nicklaus Sophie, van Kleef Ellen, Varela Paula
Sensometrics & Consumer Science, Instituto Polo Tecnológico de Pando, Facultad de Química, Universidad de la República, Pando, Canelones, Uruguay.
Centre des Sciences du Goût et de l'Alimentation, Centre National de la Recherche Scientifique, Institut National de la Recherche Agronomique, Institut Agro, Université de Bourgogne, Dijon, France.
Nutr Rev. 2024 Mar 11;82(4):536-552. doi: 10.1093/nutrit/nuad072.
Food literacy has emerged as a key individual trait to promote the transformation of food systems toward healthy and sustainable diets. Childhood and adolescence are key periods for establishing the foundations of eating habits. Different food literacy competencies are acquired as children develop different cognitive abilities, skills, and experiences, contributing to the development of critical tools that allow them to navigate a complex food system. Thus, the design and implementation of programs to support the development of food literacy from early childhood can contribute to healthier and more sustainable eating habits. In this context, the aim of the present narrative review is to provide an in-depth description of how different food literacy competencies are developed in childhood and adolescence, integrating the extensive body of evidence on cognitive, social, and food-related development. Implications for the development of multisectoral strategies to target the multidimensional nature of food literacy and promote the development of the 3 types of competencies (relational, functional, and critical) are discussed.
食物素养已成为促进食物系统向健康和可持续饮食转变的一项关键个人特质。儿童期和青少年期是建立饮食习惯基础的关键时期。随着儿童发展出不同的认知能力、技能和经验，他们会获得不同的食物素养能力，这有助于开发关键工具，使他们能够在复杂的食物系统中做出选择。因此，设计和实施从幼儿期就支持食物素养发展的项目，有助于培养更健康、更可持续的饮食习惯。在此背景下，本叙述性综述的目的是深入描述不同的食物素养能力在儿童期和青少年期是如何发展的，整合关于认知、社会和食物相关发展的大量证据。文中还讨论了针对食物素养的多维度性质制定多部门战略以促进三种能力（关系型、功能型和批判性）发展的意义。
