Teaching Children to Make “Healthy Choices”

Empowering children through language

Foods Kids Choose If young children are taught early and practice healthy choices, they will

make better food choices as they grow up. Preschoolers, however, have

more decision-making power when requesting snacks than meals. Parents

usually decide what is served at meals and children are sometimes served

breakfast and/or lunch in preschool programs. Thus, snack times may be

eating occasions where children can ask for specific foods.

Language Matters While preschoolers may know and use the

term “healthy”, they cannot explain reasons

for choosing healthy foods or where they

get their ideas about health from1. They

have a tough time understanding complex

ideas such as “healthy” or “good” 2. Simple

terms like “good for you” can also be

confusing for a preschooler.

For example, to

the preschooler,

if a food tastes

good, the child

may consider it

to be “good”

despite its

nutritional value.

They don’t yet

understand the difference between “tastes

good” and “good for you”. Adults

understand the

difference based on

the setting in which it is

used. Therefore, using the terms 'good' and

'bad' to describe a food to a preschooler

should focus on taste, not nutritional value or

health.

The use of terms ‘healthy’ and ‘unhealthy’ can be taught using intentional language that is simple for young children.

• Healthy foods are foods that “help keep myheart, muscles and bones strong”.

• Unhealthy foods are foods that “do not helpkeep my heart, muscles and bones strong,even if they taste good”.

Eating Smart

An EEO/AA Institution

To help children select healthy foods, those that “help keep my heart, muscles and bones

strong”, it is recommended that parents and teachers use the National Heart, Lung and

Blood Institute’s GO, SLOW and WHOA foods.

Teachers and families can strengthen the messages about “healthy” and “unhealthy” food by

repeating these phrases at home and in the classroom. There is a sense of pride and

ownership for children when they use words like “healthy” and “unhealthy” in which they

have learned the difference. They are more likely to use these terms and make choices

accordingly.

REFERENCES

1 J.D, L. (2011). The Substance and Sources of Young Children's Healthy Eating and Physical Activity Knowledge: Implications for Obesity

Prevention Efforts. 368-376.

2Charlesworth, R. (2004). Understanding Child Development. Clifton Park, NY: Delmar Learning.

3Sigman-Grant, M., Byington, T. A., Lindsay, A. R., Lu, M., Mobley, A. R., Fitzgerald, N., & Hildebrand, D. (2017). Preschoolers Can

Distinguish between Healthy and Unhealthy Foods: The All 4 Kids study. Journal of Nutrition Education and Behavior, 121-127.