Exploring very young children’s perceptions of food using age-appropriate methods
Bibliographic Data
| ID | 12725054 |
|---|---|
| Authors | Saintuya Dashdondog (0009-0003-4638-6447, Ollscoil na Gaillimhe – University of Galway, corresponding author), Colette Kelly (0000-0001-7598-0160, Ollscoil na Gaillimhe – University of Galway) |
| Year | 2026 |
| Publication date | 2026-02-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x251406874 |
| OpenAlex | W7128386693 |
| Language | EN |
| References cited | 55 |
This article explores very young children’s food preferences, perceptions and influencing factors using a mix of visual and game-based methods that empowered children to meaningfully participate in research in a variety of ways. Eighteen workshops were conducted in 10 preschools involving a total of 64 children aged 3–5 years. Inductive thematic analysis using NVivo software was performed. Results show that very young children’s food preferences and perceptions are influenced by: familiarity with foods and parental modelling, sensory appeal of food, satiety and hunger, internal and external cues to eat, perceptions of healthiness of food and a preference for a variety of food. This research found a relationship between food and emotions in children as young as 3 years of age and this should be considered when developing interventions for very young children. The findings from this research can be used to develop targeted interventions for promoting healthy eating habits, positive relationships with food and better nutrition in 3–5-year-old children
Appeal · Food choice · Healthy food · Perception · Preference · Psychological intervention · Qualitative research · Thematic analysis · Variety (cybernetics · Child Nutrition and Feeding Issues · Eating Disorders and Behaviors · Obesity, Physical Activity, Diet
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| Highly cited | No |
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