A Mindfulness Intervention for Food Neophobia among Preschoolers

Autor/inn/en	Dial, Lauren A.; Emley, Elizabeth; Koerten, Hannah R.; Waite, Tabitha C.; Musher-Eizenman, Dara R.
Titel	A Mindfulness Intervention for Food Neophobia among Preschoolers
Quelle	In: Early Childhood Education Journal, 48 (2020) 1, S.117-126 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dial, Lauren A.) ORCID (Emley, Elizabeth) ORCID (Koerten, Hannah R.) ORCID (Waite, Tabitha C.) ORCID (Musher-Eizenman, Dara R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00962-4
Schlagwörter	Metacognition; Preschool Children; Food; Pretests Posttests; Comparative Analysis; Intervention; Toys; Novelty (Stimulus Dimension); Eating Habits; Barriers; Child Health; Fear + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lebensmittel; Toy; Spielzeug; Ernährungsgewohnheit; Essgewohnheit; Furcht
Abstract	Given the overlap between mindfulness and food neophobia, the current study developed and tested a mindfulness-based intervention to decrease food neophobia in preschoolers. Preschoolers (ages 3-5) participated in 10 sessions of a mindfulness intervention group (n = 27) or a food-exposure control group (n = 25). Children were assessed pre- and post-test on their ability to explore and describe novel foods and toys, as well as their willingness to try novel foods. Children in the intervention group used more senses to explore and more words to describe novel foods and toys at posttest compared to pre-test. At post-test, the intervention group used more senses to explore foods and more words to describe toys than the control group. No differences regarding willingness to try novel foods at post-test were observed. However, the intervention group tried novel foods willingly during mindful eating exercises. This intervention was enjoyed by childcare providers and children alike. Given the barriers to encouraging children to eat healthfully, this study highlights the potential for teachers and other childcare providers to incorporate such an intervention into their classrooms to encourage healthy eating habits and improve child health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01