RESUMO
Food literacy has emerged as a key individual trait to promote the transformation of food systems toward healthy and sustainable diets. Childhood and adolescence are key periods for establishing the foundations of eating habits. Different food literacy competencies are acquired as children develop different cognitive abilities, skills, and experiences, contributing to the development of critical tools that allow them to navigate a complex food system. Thus, the design and implementation of programs to support the development of food literacy from early childhood can contribute to healthier and more sustainable eating habits. In this context, the aim of the present narrative review is to provide an in-depth description of how different food literacy competencies are developed in childhood and adolescence, integrating the extensive body of evidence on cognitive, social, and food-related development. Implications for the development of multisectoral strategies to target the multidimensional nature of food literacy and promote the development of the 3 types of competencies (relational, functional, and critical) are discussed.
Assuntos
Alimentos , Alfabetização , Criança , Humanos , Pré-Escolar , Adolescente , Dieta , Nível de Saúde , Comportamento AlimentarRESUMO
OBJECTIVE: This study aimed to analyze meal preparation and the place of its consumption by university students before and during the COVID-19 pandemic, according to their individual characteristics and cooking skills. METHODS: Data were collected with 1919 Brazilian university students using the Brazilian Cooking Skills Questionnaire (BCSQ) and questions about gender, living arrangement, knowing how to cook and location of meal consumption. Bayesian multilevel ordinal regression models were used to estimate the probabilities of meal preparation and local location of its consumption by Brazilian university students before and during the COVID-19 pandemic, according to their individual characteristics and cooking skills. RESULTS: Most of participants showed reported a high level of cooking skills (70.7%). Also, they reported a decrease in ordering delivery of take-away food and eating fast-food, while increasing homemade meals with fresh ingredients, ultra-processed food or both during the pandemic compared to the period before the quarantine. Lastly, they increased their cooking frequency during the pandemic, regardless of their cooking skills level. However, the group with high cooking skills had a greater increase in the use of fresh ingredients. CONCLUSIONS: The study showed that the pandemic was an opportunity for university students to increase their cooking skills and frequency of cooking at home with a variety of foods. Particular attention should be given to those with low cooking skills and that use ultra-processed foods, promoting interventions to disseminate information and with behavior change components to teach about healthy cooking to increase cooking knowledge and skills, focusing on preparation of fresh ingredients.
RESUMO
OBJECTIVE: Young adults are often faced with barriers to cooking their own food. These barriers are associated with poor diet. The aim of this study was to explore the factor structure of the Brazilian Cooking Skills and Healthy Eating Questionnaire (BCSQ) to identify the barriers to cooking, use, and consumption of fruits and vegetables by young adults. METHODS: Data were collected from a baseline study with Brazilian university students (N = 767). Forty-eight items from the BCSQ (composed of the following scales: Cooking Attitude, Cooking Behavior, Produce Consumption Self-Efficacy, Cooking Self-Efficacy, Self-Efficacy in Using Cooking Techniques, and Self-Efficacy in Using Fruits, Vegetables, and Seasonings) were submitted to exploratory factor analysis, confirmatory factor analysis (ten fit indexes), and internal consistency reliability evaluation. Multilevel linear regression models were used to analyze variations on the BCSQ dimensions by sex, living arrangements, knowledge of how to cook, location of main meal, and time available for cooking. RESULTS: The 20-item BCSQ showed good fit indexes. The items based on negative cooking attitudes, frequency of using leftovers, and self-efficacy related to cooking from scratch, using and eating fruits and vegetables were adequate for the evaluation of cooking skills. These items represent and reflect the health dimensions applied to this research. The self-efficacy in using cooking techniques, which was not validated in previous study scale, was excluded due to its dimension. CONCLUSIONS: These results enabled us to shorten the BCSQ, which can be used to evaluate the barriers to cooking among young adults, as well as measuring their healthy eating practices, supporting future research and programs.