Systematic Longitudinal Evaluating on boosting preschool children’s food literacy

Abstract

To evaluate different methods in lifting food literacy which are applied to preschool children. Most articles are based on cross-sectional studies, an observational longitudinal design is seldom used, making it difficult to identify the true effectiveness of the methods. Thus, this article use a longitudinal method, including several online database. A systematic article based on longitudinal researches, by searching data in four electronic databases, Web of Science, PubMed, Elsevier (Science Direct) and Google Scholar, setting eligibility criteria, data selection, extracting data, data synthesis and quality assessment. Study identifies 771 original data, and after the de-duplication and eligibility selection, 9 studies are included in the article. Despite the small amount of literature applied, evidences are quiet useful. In comparison of caregiver-based intervention and classroom-based intervention, the later shows more effectiveness in short-term awareness training. Also, great potential has been found in technology-based intervention. The authors recommend future studies to focus on longitudinal research, so as to assess the potential of early childhood food literacy intervention, the mechanism and methods of these studies, the duration and effectiveness in different followup time etc.