CHAPTER 5

LECTURE EXTENSION

How Children Can Come to Prefer High-Fat Foods
Approximately 34 percent of the energy in the average American's diet is derived from fat. In the course of the school day, the most frequently consumed foods (e.g., candy, potato chips, fast foods, cheese, peanut butter) contain at least 50 percent fat. Many people are aware of foods that are high in fat content and of the consequences of a diet high in fat. However, this knowledge has resulted in very little reduction in the fat intake of most people.

Children's food preferences are substantially influenced by what they see adults eat. High-fat foods are widely available in stores and fast-food restaurants. Many high-fat foods also contain high levels of sugar and salt, which make them even more attractive. Some high-fat foods, such as cheeses, prime beef, and rich desserts, symbolize preferred status in society. Special treats are also a central part of special occasions. Birthday parties center around cake and ice cream. Halloween and Easter promote candy consumption. Clearly, a variety of social forces lead children to prefer foods high in fat.

Although consumption of fat has some adaptive values as a concentrated energy source, an innate preference for fat in humans has not been established. The only known inborn taste preference is for sweetness. Indeed, fatty foods do not have a common taste. Although people know when they are tasting something sweet, they often do not know when they are tasting something high in fat. Sweetness has such a pronounced taste that it often masks foods that have a high fat content. Although a food may be preferred, the fat in it may not be easily recognized or detected.

Eating is a social event for children. They look to others for cues as to what and how much to consume. Evidence indicates that preschool interactions during mealtimes are marked by high frequencies of adult prompts that encourage eating (Iannotti, O'Brien, & Spillman, 1994). When certain foods (usually high in fat) are used as rewards for behaviors or achievements, their desirability is encouraged. When healthy foods are used as a means to a reward ("eat all your carrots, then you can play"), children come to view those foods as something that must be endured and not enjoyed. To facilitate a healthy diet, children should be provided with opportunities to learn to like, rather than dislike, healthy foods.

Birch, L. L. (1992). Children's preferences for high-fat foods. Nutrition Reviews, 50, 249-255.

Iannotti, R. J., O'Brien, R. W., & Spillman, D. M. (1994). Parental and peer influences on food consumption of preschool African-American children. Perceptual and Motor Skills, 79, 747-752.

LEARNING ACTIVITY

Observing Preschool Children's Motor Skills
Early childhood is a time of rapidly developing motor skills. Preschool bodies become more streamlined, and children have a better sense of balance. Running, jumping, hopping, and skipping become common activities. Coordination also improves, as is evident in children's throwing and catching balls, riding and steering tricycles, and playing on the rings and bars of playground equipment.

Ask students to visit a playground at a neighborhood park, preschool, or day care center, and to select several children between 2 and 6 for observation. Students should jot down descriptions of activities and movements, paying special attention to differences between younger and older children.