FOOD LITERACY PROGRESSION:

A Framework of Food Literacy Development

for Children and Youth from 2-18 Years
 FOOD LITERACY PROGRESSION:
A framework of food literacy development
for children and youth from 2-18 years

What Is
Food Literacy? Every Child
Food literacy is a broad concept
has a Right to
encompassing a spectrum of both tacit and Quality Food
procedural knowledge, skills and attitudes
about food. As a form of literacy, it is the Education
outcome of educational goals intended
to inform and develop personal skills, and
Photo by Jimmy Dean
contribute to personal and community
empowerment and social change1. Food
literacy increases food self-determination,
and enhances health and well-being.
What Is the Food How Was the Food
Literacy Progression? Literacy Progression
Why Do We The Progression provides an organizational Developed?
Need Food Literacy? framework for food literacy development
The Food Literacy Progression expands
from ages 2-18 years. The Progression
on the Critical Food Literacy Competencies
We live in an incredibly complex is a tool that can be used to support
for Youth1,2 framework developed at the
foodscape. The widespread availability food education by demonstrating the
University of Manitoba. Benchmarks are
and marketing of highly processed foods importance and range of food-related
organized under three broad categories:
in most countries has eroded food skills capabilities in human development; and
Functional, Relational and Systems
and knowledge, negatively impacting the progression of knowledge, skills and
Competencies. The benchmarks were
population health and well-being. These attitudes required to become food literate.
developed using principles and processes
trends are further impacted through often
for social and emotional learning
erroneous or misleading food and nutrition
information on social media and other
Who Can Use the Food competence development3, and through
a review of the literature, including Core
platforms. We are also increasingly aware Literacy Progression? competences for children and young
of the impact of food production and
The Progression can be used in many people aged 5-16 years: A framework of
consumption on the Earth’s sustainability.
settings by educators to develop and skills and knowledge around food, diet
Consequently, the ability for people
evaluate food education programs and and physical activity4. The Progression
to maintain health and well-being of
initiatives, and to communicate the was assembled and reviewed by a team
themselves and the planet, through
breadth of capabilities required to be of Canadian home economics teachers,
food and nutrition, has paradoxically
food literate. Program developers can use dietitians and nutritionists, as well
become more difficult. This is especially
the Progression to plan and advocate for as experts from the British Nutrition
concerning for children and youth as they
food literacy education and resources. Foundation, and Deakin University School
develop to become tomorrow’s adults.
of Exercise and Nutrition Sciences.

1
Nutbeam, 2000 in Slater et al., 2018. Int J Cons Stud. https://onlinelibrary.wiley.com/doi/abs/10.1111/ijcs.12471 | 2 Slater et al., 2016. https://umanitoba.ca/faculties/afs/dept/fhns/media/UofM_FoodLitera-
cyReport_DIGITALwDATE.pdf | 3 Yoder & Dusenbury, 2016. American Institutes for Research. https://casel.s3.us-east-2.amazonaws.com/CASEL-Resources-Developing-Articulating-Goals.pdf | 4 British Nutrition
Foundation, et al, 2016. https://www.foodafactoflife.org.uk/professional-development/ppd-toolkit/secondary/core-competences-for-children-and-young-people-aged-5-16-years/

2 FOOD LITERACY PROGRESSION Cover photos by Tysen (top) and Kaba Camara (bottom)
 FOOD LITERACY
PROGRESSION COMPETENCIES
FOOD SAFETY
NUTRITION: BEING AN
& HYGIENE:
INFORMED
Understand the link Use safe food handling
CONSUMER:
between food and health practices when preparing,
at different ages and Critically appraise food
cooking and storing food
developmental stages industry interests and
marketing strategies
FUNCTIONAL Find reliable food and
Practice effective
personal hygiene
Critically evaluate food
COMPETENCIES nutrition information
and nutrition messaging Follow safe kitchen and
on social media platforms equipment use
Confidence and procedures
Empowerment Distinguish between
with Food* FOOD SKILLS: food and nutrition
facts and myths
Plan and prepare a OBTAINING FOOD:
range of dishes and
meals using appropriate Navigate food
kitchen tools and FOOD ORIGINS: environments for health,
equipment convenience and
Understand where and
*Food refers to food and beverages economics
how food is produced

POSITIVE
RELATIONSHIPS FOOD
WITH FOOD: & CULTURE:
EATING & Enjoy food and eating Enjoy food traditions,
COOKING
RELATIONAL WITH Be present and attentive
celebrations, cultural
food and family recipes
COMPETENCIES OTHERS: to food and eating
Understand cultural
Use food to Choose food that promotes
Joy and Meaning well-being and self-determination
influences on food
promote social
Through Food and eating
well-being and
solidarity Have a positive body image
Appreciate food and
of self and others
ways of eating from
Understand that food diverse cultures
is more than nutrients

SOCIAL JUSTICE:
SYSTEMS Understand food security issues at FOOD & ENVIRONMENTAL
individual, community and global levels SUSTAINABILITY:
COMPETENCIES Discover scope of careers in food Be aware of the relationship between
food and environmental sustainability
Equity and Sustainability production and nutrition
for Food Systems Be aware of social justice implications Reduce food waste
of food production and choices

FOOD LITERACY PROGRESSION 3

 FOOD LITERACY DEVELOPMENTAL
BENCHMARKS FOR CHILDREN
& YOUTH AGES 2-18

AGES 2-4 AGES 5-7

• Recognize that food and water are essential for life

• Recognize that a balanced and varied diet is needed to grow,
be active and be healthy
• Recognize hunger and thirst
• Recognize that some packaged food has added non-food
NUTRITION • Recognize that eating food is
important for growth and health
ingredients (e.g., preservatives)
• Identify processed vs. whole foods
Understand the link between • Recognize vegetables and fruit as (e.g., whole fruit vs. juice)
food and health at different ages part of meals and snacks
• Recognize that foods can be fresh, frozen, dried or canned
and developmental stages • Recognize that drinking water is a
• Recognize that it is important to eat meals regularly
good way to satisfy thirst
Find reliable food and nutrition • Recognize that some people eat or avoid certain
information • Identify different foods
foods for different reasons (e.g., allergy, intolerance,
(e.g., fruit, vegetables, meat, eggs)
religion, preference)
• Recognize appropriate portion sizes of snacks and meals
• Choose to drink mainly water when thirsty

• Willingly wash hands before eating

FOOD SAFETY or preparing food • Recognize the importance of preparing and
cooking food safely and hygienically (e.g.,
• Recognize what is safe to eat and what is not
& HYGIENE
handwashing, cleaning up, keeping work
(e.g., cleaners, medications, packaging) surfaces clean)
• Recognize that to be safe, some foods must be • Demonstrate readiness to cook (e.g., tie back
Use safe food handling practices when cooked and/or stored in the refrigerator long hair, washhands, wear an apron)
preparing, cooking and storing food • Recognize that hot food can burn • Recognize that all food (purchased or cooked)
Practice effective personal hygiene mouth and skin needs to be stored in different ways to keep it
• Recognize that some kitchen equipment safe (e.g., fridge, freezer)
Follow safe kitchen and should be avoided or approached with caution
equipment use procedures (e.g., hot stove)

• Differentiate foods that come from plants and animals

• Explain where food comes from (e.g., farm, sea, land, wild)
• Recognize that food can be purchased, grown at home or

FOOD ORIGINS • Recognize that all food comes from

plants or animals •
at school, or gathered/hunted from the land
Recognize that different foods are sometimes produced
Understand where and how • Recognize that we can grow/raise in different seasons
food is produced some of our own food • Recognize that food can be processed
and packaged in different ways
• Grow a seedling
• Describe some foods that are produced locally

4 FOOD LITERACY PROGRESSION

 FUNCTIONAL
COMPETENCIES
Confidence and
Empowerment
with Food
Photo by Markus Spiske

AGES 8-11 AGES 12-14 AGES 15-18

• Use dietary guidelines to design their own diet
• Use dietary guidelines to design varied and and those of others, at different life stages
• Recognize that we need to eat more of some balanced meals and snacks (e.g., pregnancy, young children)
foods than others • Plan eating strategies that maintain
• Recognize that food and nutrient needs change
• Use dietary guidelines as key messages for through life stages a healthy weight range
healthy eating • Identify different types of food processing and how they
• Explain the importance of energy balance and
NUTRITION

• Recognize that a variety of foods are the implications of energy excess or deficiency may or may not contribute to a healthy, varied diet
required to provide different substances • Recognize that the need for water is affected by
• Recognize the importance of consuming
for body functions and health (e.g., energy, several factors (e.g., hot weather, physical activity),
appropriate proportions of foods from all the
carbohydrate, protein, fat, vitamins, and recognize consequences of dehydration
food groups (in dietary guidelines)
minerals, water and fibre)
• Explain that human bodies contain water and • Value the role of food in personal health and well-being
• Explain why drinking water is healthier than
need fluid from food and drinks to work properly • Evaluate nutrition and health claims
sugar-sweetened beverages
• Explain nutrition and health claims when purchasing food
• Recognize nutrition claims on food
packaging, advertising and social media • Recognize changing nutrition requirements • Find reliable nutrition information
during adolescent growth • Recognize that some nutrients depend on each other
to work effectively (e.g., vitamin D and calcium)
FOOD SAFETY & HYGIENE

• Explain principles of preventing cross-contamination,

• Explain that food safety means preventing chilling, cooking food thoroughly, and safely • Implement safe food handling when preparing,
contamination and spoilage when handling reheating food cooking and serving food (e.g., handwashing,
and storing food, so that it is safe to eat • Plan and carry out food storage, preparation and avoiding cross-contamination)
• Demonstrate good food safety practices cooking safely and hygienically • Use food safety information on food labels
when getting ready to store, prepare and • Use date-mark and storage instructions when storing when buying, storing and consuming food
cook food (e.g., keep raw meat away from and using food • Explain food poisoning, its symptoms and
other food, thorough handwashing) • Recognize that some foods have a higher risk of food preventative measures
• Explain date-marks and storage instructions poisoning than others (e.g., raw chicken) • Preserve foods through freezing, canning,
on food labels • Recognize that food preservation keeps food safe pickling and/or drying
to eat

• Recognize that food is produced, processed and

sold in different ways (e.g., conventional and organic
• Explain where and how a variety of foods/ farming, greenhouses, fishing, hunting, gathering,
ingredients are grown, raised, caught and local markets)
FOOD ORIGINS

processed • Explain different stages in food production and • Explain food production and distribution
• Explain the basic steps in food production, processing systems (farming, harvesting, shipping,
including local food products • Describe community benefits of local food production processing, marketing and distribution)
• Recognize that many foods contain and distribution • Recognize the implications of food processing
additives (e.g., artificial flavourings, colours, • Recognize how geography, weather and climate and food availability on current chronic health
preservatives) influence food availability issues (e.g., obesity, heart disease, diabetes)
• Grow basic food plants (e.g., herbs) • Recognize that many foods contain additives that help
• Identify seasonal foods preserve food but some can also be harmful
• Demonstrate knowledge of basic food preservation
methods (e.g., storing in refrigerator, freezing, canning)

FOOD LITERACY PROGRESSION 5

 AGES 2-4 AGES 5-7
• Recognize and taste a range of familiar foods and ingredients
• Describe food textures, smells, flavour
(i.e. the ‘senses’ of food)
• Identify a variety of common foods
• Name and use a range of basic tools safely
• Use basic tableware
(e.g., small knife, chopping board, measuring spoon)
FOOD SKILLS •
(e.g., bowls, plates, spoons, forks, etc.)
Recognize that meals are prepared
• Name and use a range of food preparation skills with
supervision (e.g., peeling, slicing, mixing, scooping, grating,
Plan and prepare a range of dishes • Demonstrate basic food spreading)
and meals using appropriate kitchen preparation (e.g., washing fruit, peeling
• Help to prepare a range of healthy snacks, dishes and drinks
tools and equipment bananas, scooping, mixing, spreading)
safely and hygienically
• Recognize that food waste
• Identify ways to avoid wasting food during
is not desirable
preparation and cooking
• Distinguish between a dish (e.g., cake, lasagna, dal) and its
ingredients (e.g., flour, noodles, lentils)

• Recognize that different settings may affect food

• Recognize that food can be bought choices (e.g., home, school, restaurant)
OBTAINING FOOD at grocery stores, markets, restaurants,
and other retail places
• Recognize that pre-packaged foods have labels
which provide information to help make choices
Navigate food environments for health, • Recognize that food may be grown at home or • Explain different methods of obtaining food
convenience and economics on farms; hunted, gathered or fished (e.g., grocery store, market, hunting,
gathering, fishing)

BEING AN INFORMED
CONSUMER
• Recognize how food packages are designed to
Critically appraise food industry • Appreciate food presented by parents/ appeal to children
interests and marketing strategies caregivers • Distinguish between food marketing and forms
Critically evaluate food and nutrition of children’s entertainment
messaging on social media platforms
Distinguish between food and
nutrition facts and myths

Photo by Jimmy Dean Photo by Joyce Slater

6 FOOD LITERACY PROGRESSION

 AGES 8-11 AGES 12-14 AGES 15-18

• Name, taste and prepare a range of simple • Use several food preparation techniques and • Apply skills and understanding to plan, prepare
foods and healthy recipes, reflecting cultural methods when cooking a variety of foods and recipes and safely cook dishes and menus for a healthy,
diversity (e.g., stir-frying, steaming, blending) varied and balanced diet
• Demonstrate an increasing range of food • Demonstrate how to prepare and store snacks and
FOOD SKILLS

• Modify recipes and dishes to make them healthy

preparation skills (e.g., accurate measuring, dishes safely, using a variety of foods, recipes, and and appealing by altering ingredients, and/or by
cutting, kneading) equipment using different cooking methods
• Minimize food waste and compost • Describe how to safely make use of leftovers • Use technology to find appropriate recipes for a
fruit/vegetable scraps • Prepare food to be eaten outside the home variety of occasions and needs
• Recycle appropriate food packaging (e.g., school lunches) • Plan a menu for a meal or several days, based on
• Help with preparation of “food-to-go” • Choose recipes that follow dietary guidelines dietary guidelines
(e.g., school lunches) • Identify appropriate recipes for a variety of • Develop a repertoire of meals and snacks that
• Identify and follow basic recipes occasions and needs can be confidently prepared and enjoyed

• Explain factors influencing food choice

• Compare costs to make food choices
(e.g., availability, season, cost, marketing, • Recognize less typical places to access
based on budget
packaging, culture, religion, peer-pressure, food in the community (e.g., food banks
allergy/intolerance) and soup kitchens) • Compare foods by interpreting food labels,
OBTAINING FOOD

packaging, nutrition information, and health claims

• Help with food shopping and cooking at home • Use nutrition and allergy information on food
labels and ingredient lists to choose foods • Stock a pantry/kitchen with staple foods
• Recognize the key information on food packaging
and ingredients
(e.g., nutrition facts table, ingredient lists, claims, • Evaluate online/digital food platforms based on
‘use by’ date) criteria such as nutrition, cost, environmental • Use a shopping list to purchase food items online
impact and marketing or at grocery store
• Recognize that food can be acquired through
online/digital platforms • Compare costs of homemade vs. • Consider a range of factors when making food
restaurant/take-out food choices (e.g., seasonality, local food, sustainability)
• Recognize that eating restaurant/take-out food
can be more expensive than home cooking • Plan a food shopping list based on a meal/menu • Make informed choices when purchasing foods
(including digital/online) to achieve a healthy,
• Identify main sections of a grocery
varied, and balanced diet
store/supermarket (physical or online)

• Evaluate media/social media reports on food

BEING AN INFORMED

• Explain how advertising and product • Explain the influence of food marketing, advertising, and nutrition and recognize potential harms
claims can influence food choice and promotion on their own food behaviour
• Describe where to find credible nutrition
CONSUMER

• Recognize food marketing in • Evaluate food marketing in everyday environments information

everyday environments (e.g., school, • Recognize that social media can present inaccurate • Recognize nutrition misinformation aimed at
sport venues, social media, games, nutrition information as ‘fact’ young adults (e.g., promotion of unnecessary
television, retail) • Understand the concepts of ‘diets’ and ‘dieting for food products, dietary supplements)
• Understand emotional vs. rational weight loss’ including potential harms • Describe strategies used by food companies
decision-making and how the former • Evaluate pros and cons of common dietary patterns to market food products (e.g., partnering with
is used in marketing (e.g., plant based, omnivore, vegetarian) schools, health organizations, sports groups,
charities)

Food literacy
increases food
self-determination.

Photo by Alexey Demidov

FOOD LITERACY PROGRESSION 7

 RELATIONAL
COMPETENCIES

SYSTEMS
COMPETENCIES
Photo by Cottonbro

AGES 2-4 AGES 5-7

POSITIVE RELATIONSHIPS • Have a positive attitude at mealtime • Enjoy trying and eating new foods
WITH FOOD • Be willing to try new foods regularly • Identify foods that they like and dislike and
and expand taste repertoire explain why
Enjoy food and eating
• Eat/drink according to body cues • Recognize that body size does not equate to
Be present and attentive to food and eating (thirst and hunger) health
Choose food that promotes well-being • Describe foods based on senses: taste, touch, • Recognize that food meets many needs (e.g.,
and self-determination sight, smell, and sound social, pleasure, nutrition/health)
• Identify foods that they like and dislike • Recognize that eating should mainly happen
Have a positive body image of self and others
• Choose preferred foods from those offered without watching screens
Understand that food is more than nutrients

FOOD & CULTURE

• Enjoy cultural foods and begin to recognize the
Enjoy food traditions, celebrations,
role of culture in family meals/traditions
cultural food and family recipes • Enjoy own cultural foods
• Recognize that people choose different types of
Understand cultural influences • Identify some important
food based on who they are with, preferences,
on food and eating family foods
season, mood, allergy/intolerance, religion, and
occasion
Appreciate food and ways of eating
from diverse cultures

EATING & COOKING • Eat sociably with others

• Help select ingredients and dishes for family meals
WITH OTHERS • Enjoy eating with family and others
• Help plan and prepare meals for family
• Enjoy helping with family food preparation
Use food to promote • Practice food etiquette
social well-being and solidarity (acceptable behaviour while eating)

SOCIAL JUSTICE
Understand food security issues at
individual, community and global levels • Recognize that some people cannot afford food
• Recognize that food should
• Describe hunger
Discover scope of careers be shared
• Identify who produces food
in food production and nutrition
Be aware of social justice implications
of food production and choices

FOOD & ENVIRONMENTAL

SUSTAINABILITY • Discuss impacts of food waste
• Recognize that the environment needs to be
Be aware of the relationship between food taken care of • Identify waste from personal eating habits
and environmental sustainability
Reduce food waste

8 FOOD LITERACY PROGRESSION

 RELATIONAL
COMPETENCIES

SYSTEMS
COMPETENCIES
Photo by Edgar Castrejon

AGES 8-11 AGES 12-14 AGES 15-18

• Recognize that there can be reasons we eat • Explain social and psychological
POSITIVE RELATIONSHIPS

besides hunger (e.g., social, emotional, roles of food and meals

rewarding behaviour) • Describe how eating certain foods impacts
emotions and feelings • Recognize that foods chosen at one meal, or
• Recognize that healthy eating should focus on over one day, do not represent overall eating
WITH FOOD

foods, not nutrients • Identify and describe unhealthy/restrictive eating patterns

patterns and consequences
• Recognize that restrictive eating (e.g., eliminating • Recognize when their body needs certain
an entire food group) can be harmful • Recognize how culture and media nutrients (e.g., water and carbohydrates for
play a role in body image sports)
• Recognize body positivity/confidence and weight
stigma • Explain benefits of positive body image and • Identify restrictive eating patterns
harmful effects of weight stigma
• Have confidence in their body, and respect • Identify strategies to increase body positivity
diverse body shapes and sizes and reduce weight stigma
FOOD & CULTURE

• Examine the role that culture plays in food • Prepare and eat food from different cultures
• Describe family foods/food traditions
choices • Carry on family food traditions through
• Recognize how cultural foods bring
• Value own cultural foods and those of others celebrations, cultural foods, and family recipes
family/community together
• Describe where to access a variety • Describe the role that cultural food plays in
• Taste foods from different cultures
of cultural foods personal and community well-being
EATING & COOKING
WITH OTHERS

• Initiate meals and social eating for

• Take a lead role in preparing basic meals for
friends and family
• Value eating together with friends and family friends and family
• Explain how food can bring people together
(e.g., fosters conviviality)
SOCIAL JUSTICE

• Engage in community action to reduce food

• Describe barriers to accessing food in their • Identify strategies to increase access insecurity
community to healthy foods • Discuss food sovereignty and what it means to
• Identify various ways that food-providing • Describe food security and associated factors different groups
animals are raised • Describe agricultural animal welfare standards • Identify strategies to improve animal welfare in
• Describe different jobs in food production • Describe strategies to improve food justice food production
• Consider social justice principles in food choices
FOOD & ENVIRONMENTAL

• Explain the concept of sustainability and how it

• Describe sustainability in food systems is impacted by different food choices
• Identify environmental impacts of industrial
SUSTAINABILITY

food system (e.g., landfill, plastics in the ocean, • Describe how citizens/governments can • Assess the impact of food systems on the
climate change) encourage food industry to follow sustainability environment and local economy
principles including food waste/package
• Identify sustainable food production, • Choose and prepare foods to support
reduction
distribution, purchasing, and storage methods sustainable eating
• Engage in food sustainability efforts at home
• Discuss strategies to reduce food waste • Identify threats to global food systems and
and school
opportunities to improve them

FOOD LITERACY PROGRESSION 9

 REFERENCES
The following literature informed the
development of the Food Literacy Progression:
Amin, S.A., Panzarella, C., Lehnerd, M., Cash, S.B., Economos, Coulthard, H. & Thakker, D. (2015). Enjoyment of tactile play is
C.D. & Sacheck, J.M. (2018). Identifying food literacy educational associated with lower food neophobia in preschool children.
opportunities for youth. Health Education and Behavior, 45(6), Journal of the Academy of Nutrition and Dietetics, 115(7), 1134-
918-925. https://doi.org/10.1177/1090198118775485 1140. https://doi.org/10.1016/j.jand.2015.02.020

Bailey, C.J., Drummond, M.J. & Ward, P.R. (2019). Food literacy Dazeley, P. & Houston-Price, C. (2015). Exposure to foods’ non-
programmes in secondary schools: A systematic literature review taste sensory properties. A nursery intervention to increase
and narrative synthesis of quantitative and qualitative evi- children’s willingness to try fruit and vegetables. Appetite, 84,
dence. Public Health Nutrition, 22(15), 2891-2913. doi:10.1017/ 1-6. https://doi.org/10.1016/j.appet.2014.08.040
S1368980019001666
Diplock, K.J., Jones-Bitton, A., Leatherdale, S.T., Rebellato, S., Du-
Barends, C., Weenen, H., Warren, J., Hetherington, M.M., de Graaf, bin, J.A. & Majowicz, S.E. (2017). Over-confident and under-com-
C. & de Vries, J.H. (2019). A systematic review of practices to petent: Exploring the importance of food safety education
promote vegetable acceptance in the first three years of life. Ap- specific to high school students. Environmental Health Review,
petite, 137, 174-197. https://doi.org/10.1016/j.appet.2019.02.003 60(3), 65-72. https://doi.org/10.5864/d2017-018

Bédard, A., Lamarche, P.O., Grégoire, L.M., Trudel-Guy, C., Fordyce-Voorham, S. (2011). Identification of essential food skills
Provencher, V., Desroches, S. & Lemieux, S. (2020). Can eating for skill-based healthful eating programs in secondary schools.
pleasure be a lever for healthy eating? A systematic scoping Journal of Nutrition Education and Behavior, 43(2), 116-122.
review of eating pleasure and its links with dietary behaviors and https://doi.org/10.1016/j.jneb.2009.12.002
health. PloS ONE, 15(12), e0244292. https://doi.org/10.1371/
journal.pone.0244292 Hansen, S., Drake, T. & Vollmer, R.L. (2019). Perceptions of
cooking education among high school students. Family and
Benn, J. (2006). “Youngsters’ conception of food” - Educational Consumer Sciences Research Journal, 47(4), 359-374. https://doi.
and curricular perspectives. Food in Contemporary Society, org/10.1111/fcsr.12305
35-44. https://helda.helsinki.fi/bitstream/handle/10138/16007/
fics_ejulkaisu.pdf?sequenc#page=36 Helland, S.H., Øverby, N.C., Blomkvist, E.A.M., Hillesund, E.R.,
Strömmer, S., Barker, M. & Bjørkkjær, T. (2021). Wow! They really
Birch, L.L. & Fisher, J.O. (1998). Development of eating behav- like celeriac! Kindergarten teachers’ experiences of an interven-
iors among children and adolescents. Pediatrics, 101(Supple- tion to increase 1-year-olds’ acceptance of vegetables. Appetite,
ment_2), 539-549. https://doi.org/10.1542/peds.101.S2.539 166, 105581. https://doi.org/10.1016/j.appet.2021.105581

British Nutrition Foundation, Food Standards Agency, Public Hodder, R.K., O’Brien, K.M., Tzelepis, F., Wyse, R.J. & Wolfenden, L.
Health England, Llywodraeth Cymru Welsh government. (2016). (2020). Interventions for increasing fruit and vegetable consump-
Core competences for children and young people aged 5-16 tion in children aged five years and under. Cochrane Database
years. https://www.foodafactoflife.org.uk/professional-develop- of Systematic Reviews, (5). https://doi.org/10.1002/14651858.
ment/ppd-toolkit/secondary/core-competences-for-children-and- CD008552.pub7
young-people-aged-5-16-years/
Johannessen, B., Helland, S.H., Bere, E., Øverby, N.C. & Fegran, L.
Brooks, N. & Begley, A. (2014). Adolescent food literacy pro- (2018). “A bumpy road”: Kindergarten staff’s experiences with an
grammes: A review of the literature. Nutrition & Dietetics, 71(3), intervention to promote healthy diets in toddlers. Appetite, 127,
158-171. https://doi.org/10.1111/1747-0080.12096 37-43. https://doi.org/10.1016/j.appet.2018.04.008

Colatruglio, S. & Slater, J. (2016). Challenges to acquiring and Kelly, R.K. & Nash, R. (2021). Food literacy interventions in ele-
utilizing food literacy: Perceptions of young Canadian adults. mentary schools: A systematic scoping review. Journal of School
Canadian Food Studies/La Revue canadienne des études sur Health, 91(8), 660-669. https://doi.org/10.1111/josh.13053
l’alimentation, 3(1), 96-118. https://doi.org/10.15353/cfs-rcea.
v3i1.72 Meah, A. & Watson, M. (2011). Saints and slackers: Challenging
discourses about the decline of domestic cooking. Sociological
Coulthard, H. & Sealy, A. (2017). Play with your food! Sensory Research Online, 16(2), 108-120. https://doi.org/10.5153/sro.2341
play is associated with tasting of fruits and vegetables in pre-
school children. Appetite, 113, 84-90. https://doi.org/10.1016/j. Nanayakkara, J., Margerison, C. & Worsley, A. (2018). Teachers’
appet.2017.02.003 perspectives of a new food literacy curriculum in Australia.

10 FOOD LITERACY PROGRESSION

Health Education, 118(1), 48-61. https://doi.org/10.1108/HE-05- of Home Economics, 2(1), 48-64. https://search.informit.org/
2017-0024 doi/10.3316/informit.945412049227179

Nekitsing, C., Blundell-Birtill, P., Cockroft, J.E. & Hetherington, Thorpe, M.G., Kestin, M., Riddell, L.J., Keast, R.S. & McNaughton,
M.M. (2018). Systematic review and meta-analysis of strategies S.A. (2014). Diet quality in young adults and its association with
to increase vegetable consumption in preschool children aged food-related behaviours. Public Health Nutrition, 17(8), 1767-
2–5 years. Appetite, 127, 138-154. https://doi.org/10.1016/j. 1775. https://doi.org/10.1017/S1368980013001924
appet.2018.04.019
Vaitkeviciute, R., Ball, L.E. & Harris, N. (2015). The relationship be-
Nekitsing, C., Hetherington, M.M. & Blundell-Birtill, P. (2018). De- tween food literacy and dietary intake in adolescents: a system-
veloping healthy food preferences in preschool children through atic review. Public Health Nutrition, 18(4), 649-658. doi:10.1017/
taste exposure, sensory learning, and nutrition education. S1368980014000962
Current Obesity Reports, 7(1), 60-67. https://doi.org/10.1007/
s13679-018-0297-8 Van der Horst, K., Ferrage, A. & Rytz, A. (2014). Involving children
in meal preparation. Effects on food intake. Appetite, 79, 18-24.
Palumbo, R. (2016). Sustainability of well-being through literacy. https://doi.org/10.1016/j.appet.2014.03.030
The effects of food literacy on sustainability of well-being. Agri-
culture and Agricultural Science Procedia, 8, 99-106. https://doi. Vidgen, H.A. & Gallegos, D. (2014). Defining food literacy and
org/10.1016/j.aaspro.2016.02.013 its components. Appetite, 76, 50-59. https://doi.org/10.1016/j.
appet.2014.01.010
Renwick, K., Powell, L.J. & Edwards, G. (2021). ‘We are all
in this together’: Investigating alignments in intersectoral Yoder, N., Dusenbury, L. (2017). A process for developing and
partnerships dedicated to K-12 food literacy education. articulating learning goals or competencies for Social and Emo-
Health Education Journal, 80(6), 699-711. https://doi. tional learning. American Institutes for Research. https://casel.
org/10.1177/00178969211011522 s3.us-east-2.amazonaws.com/CASEL-Resources-Developing-Ar-
ticulating-Goals.pdf
Rioux, C., Lafraire, J. & Picard, D. (2018). Visual exposure and
categorization performance positively influence 3-to 6-year-old
children’s willingness to taste unfamiliar vegetables. Appetite,
120, 32-42. https://doi.org/10.1016/j.appet.2017.08.016

Ronto, R., Ball, L., Pendergast, D. & Harris, N.D. (2016). Food liter-
acy at secondary schools in Australia. Journal of School Health,
86(11), 823-831. https://doi.org/10.1111/josh.12440

Russell, C.G. & Worsley, T. (2016). Associations between appe-

titive traits and food preferences in preschool children. Food
Quality and Preference, 52, 172-178. https://doi.org/10.1016/j.
foodqual.2016.04.006

Sadegholvad, S., Yeatman, H., Parrish, A.M. & Worsley, A. (2017).

Experts’ views regarding Australian school‐leavers’ knowledge of
nutrition and food systems. Australian and New Zealand Journal
of Public Health, 41(5), 502-507. https://doi.org/10.1111/1753-
6405.12703

Sadegholvad, S., Yeatman, H., Parrish, A.M. & Worsley, A. (2017).

What should be taught in secondary schools’ nutrition and
food systems education? Views from prominent food-related Photo by Joyce Slater
professionals in Australia. Nutrients, 9(11), 1207. https://doi.
org/10.3390/nu9111207

Slater, J. (2013). Is cooking dead? The state of Home Economics

food and nutrition education in a Canadian province. Interna-
tional Journal of Consumer Studies, 37(6), 617-624. https://doi.
org/10.1111/ijcs.12042

Slater, J., Falkenberg, T., Rutherford, J. & Colatruglio, S. (2018).

Food literacy competencies: A conceptual framework for youth
transitioning to adulthood. International Journal of Consumer
Studies, 42(5), 547-556. https://doi.org/10.1111/ijcs.12471

Smith, M.G. (2009). Food or nutrition literacy?: What concept

should guide home economics education. International Journal Photo by Hannah Tasker

FOOD LITERACY PROGRESSION 11

 Acknowledgements:
The Food Literacy Progression* would not have been possible without the generous
support of the University of Manitoba Faculty of Agricultural and Food Sciences
Endowment Fund, and the Canadian Home Economics Foundation.

The following individuals made significant contributions to the Food Literacy Progression:

Roy Ballam, British Nutrition Foundation, London, UK

Frances Meek, British Nutrition Foundation, London, UK

Dr. Tony Worsley, Deakin University, Melbourne, Australia

Amy Henderson, University of Manitoba, Winnipeg, Canada

Christina Fillion, Oak Park School, Winnipeg, Canada

Thank you to Bhanu Pilli and Martha McCarney for supporting revisions of the Food Literacy Progression.

Dr. Joyce Slater, RD, PhD

Professor of Community Nutrition
Department of Food and Human Nutritional Sciences
University of Manitoba
Winnipeg, Canada
[email protected]

2022

Recommended Citation: Slater, J. (2022) Food literacy progression: A framework of food literacy development
for children and youth from 2-18 years. FANLit. Retrieved from https://www.fanlit.org/

*The Food Literacy Progression may be used in whole or in part, for non-profit education purposes, as long as the source is acknowledged.

Artwork & Design by Kaitlyn Milani Co.