https://isiarticles.com/bundles/Article/pre/pdf/37294.pdf

Social modeling of eating: A review of when and why social influence affects food intake and choice.

Influence of peers and friends on children's and adolescents' eating and activity behaviors.

The idea that eating styles might influence weight is not new. In 1968, Stanley Schachter published a seminal paper proposing the “externality theory” of obesity (Schachter 1968). It described a series of innovative experiments in which the eating behavior of a clinical sample of severely obese individuals was compared with the eating behavior of normal-weight individuals, using a variety of physiological and environmental manipulations. The conclusion was that the obese were more reactive to external cues of food (such as smell or taste) and less responsive to internal physiological sensations related to hunger and satiety, indicating a weakening of normal appetitive controls. In modern environments where highly palatable food is abundant and cheap, high external responsiveness could lead to over-eating and weight gain, especially if it is not buffered by strong satiety sensitivity.

Eating behaviour and weight in children

Relationships between parenting style, feeding style and feeding practices and fruit and vegetable consumption in early childhood.

Healthy eating by primary school-aged children is important for good health and development. Schools can play an important role in the education and promotion of healthy eating among children. The aim of this review was to: 1) perform a systematic review of randomised controlled, quasi-experimental and cluster controlled trials examining the school-based teaching interventions that improve the eating habits of primary school children; and 2) perform a meta-analysis to determine the effect of those interventions. The systematic review was limited to four healthy eating outcomes: reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; reduced sugar consumption or preference (not from whole fruit); increased nutritional knowledge. In March 2014, we searched seven electronic databases using predefined keywords for intervention studies that were conducted in primary schools which focused on the four healthy eating outcomes. Targeted internet searching using Google Scholar was also used. In excess of 200,000 possible citations were identified. Abstracts and full text of articles of potentially relevant papers were screened to determine eligibility. Data pertaining to teaching strategies that reported on healthy eating outcomes for primary school children was extracted from the 49 eligible papers. Experiential learning strategies were associated with the largest effects across the reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; and increased nutritional knowledge outcomes. Reducing sugar consumption and preference was most influenced by cross-curricular approaches embedded in the interventions. As with most educational interventions, most of the teaching strategies extracted from the intervention studies led to positive changes in primary school children’s healthy eating behaviours. However, given the finite resources, increased overcrowding of school curriculum and capacity of teachers in primary schools, a meta-analysis of this scope is able to provide stakeholders with the best evidence of where these resources should be focused.

https://link.springer.com/content/pdf/10.1186%2Fs12966-015-0182-8.pdf

Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis

https://www.katytapper.com/publications/Horne%20et%20al%202004.pdf

ORIGINAL COMMUNICATION Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention

Objective: To evaluate a peer-modelling and rewards-based intervention designed to increase children's fruit and vegetable consumption. Design: Over a 5-month period, children in an experimental and a control school were presented with fruit and vegetables at lunchtime. Children aged 5–7 y also received fruit at snacktime (mid-morning). The intervention was implemented in the experimental school and levels of fruit and vegetable consumption were measured at baseline, intervention and at 4-month follow-up. Setting: Two inner-city London primary schools. Subjects: In total, 749 children aged 5–11 y. Intervention: Over 16 days children watched video adventures featuring heroic peers (the Food Dudes) who enjoy eating fruit and vegetables, and received small rewards for eating these foods themselves. After 16 days there were no videos and the rewards became more intermittent. Main outcome measures: Consumption was measured (i) at lunchtime using a five-point observation scale; (ii) at snacktime using a weighed measure; (iii) at home using parental recall. Results: Compared to the control school, lunchtime consumption in the experimental school was substantially higher at intervention and follow-up than baseline (P<0.001), while snacktime consumption was higher at intervention than baseline (P<0.001). The lunchtime data showed particularly large increases among those who initially ate very little. There were also significant increases in fruit and vegetable consumption at home (P<0.05). Conclusions: The intervention was effective in bringing about substantial increases in children's consumption of fruit and vegetables. Sponsorship: Horticultural Development Council, Fresh Produce Consortium, ASDA, Co-operative Group, Safeway, Sainsbury, Somerfield, Tesco and Birds Eye Wall's.

Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention

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ORIGINAL COMMUNICATION Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention

Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention