Learning to eat: birth to age 2 y

Area of Science:

• Developmental Psychology
• Nutritional Science
• Pediatrics

Background:

• Infants and toddlers undergo rapid development, marked by significant changes in eating behaviors and food preferences.
• Early feeding experiences and contexts profoundly influence the establishment of lifelong dietary patterns, impacting growth and health outcomes.

Purpose of the Study:

• To review existing evidence on how early learning experiences shape food preferences and eating behaviors in the first two years of life.
• To identify gaps in current knowledge and research needs for developing evidence-based feeding guidance for infants and toddlers.

Main Methods:

• Literature review examining studies on early learning influences on food preferences and eating behaviors.
• Analysis of parenting and feeding approaches affecting self-regulation of intake and food acceptance.
• Discussion of traditional feeding practices, familiarization, associative learning, and observational learning.

Main Results:

• Early learning plays a crucial role in developing food preferences and eating behaviors during the critical transition to solid foods.
• Current evidence is limited, with no consistent, evidence-based guidance available for caregivers of infants and toddlers.
• Parenting and feeding strategies can either support or hinder the development of healthy eating habits and self-regulation.

Conclusions:

• The first two years of life present a critical window for influencing children's dietary patterns through early learning.
• Further research is essential to understand the mechanisms of food learning in young children to inform effective parental guidance.
• Developing anticipatory guidance for parents is necessary to promote healthy growth and prevent diet-related health issues.