Books, toys, and other learning resources help children explore new ideas, connect with others, and understand the world. However, some of these resources may contain harmful messages about food and bodies that come from diet culture.
Diet culture is the idea that being thin is the best way to be healthy, and that some foods are “good” while others are “bad.” These messages can make it harder for children to trust their hunger and fullness cues, enjoy eating, or feel good about their bodies. Research shows that children as young as 3 show a preference for thinner bodies.1,2
Choose books, toys, and learning resources that support positive relationships with food and that celebrate all kinds of bodies.
Take a moment to review the books, toys and learning resources you use in your setting. Use these questions to guide your review:
- Are all foods, ways of eating, people, and cultures depicted in a respectful and inclusive way?
- Look for messages and images that promote curiosity and learning.
- Celebrate the many ways different cultures prepare and enjoy food.
- Avoid words like “yucky” or “weird” when referring to foods or people who eat them.
Are children depicted as capable and involved?
- Choose resources that show children actively participating in food-related activities such as cooking, setting the table, grocery shopping, or gardening.
Does it talk about food in a positive and non-judgemental way?
- Look for messages and images that focus on variety, enjoyment, and connection (e.g., how food can bring joy, share culture/traditions, or create memories).
- Choose learning resources that call foods by their actual names (i.e., calling a cookie a “cookie” instead of “treat”) or use sensory words to describe foods (e.g., crunchy, sweet, spicy, etc.).
- Avoid resources that label foods as junk, good or bad, or healthy and unhealthy. These labels can confuse children and harm their relationship with food.
- Avoid learning resources that focus on nutrients, calories, or health. These ideas are difficult to understand and are not helpful for young children.
Does it celebrate body diversity and acceptance?
- Look for positive images and messages that represent different body shapes, sizes, and abilities without judgment.
- Avoid learning resources that focus on body weight or connect food or activity to body size, weight, or appearance.
- Avoid learning resources that show larger-bodied characters in negative or stereotyped ways.
Additional considerations when selecting toys or activities:
- Choose toys and activities without advertising or brand logos (e.g., fast food branded play set).
- Include toys and activities that reflect real life food experiences, such as pretend cooking, grocery shopping, gardening, or serving meals.
- These activities help children develop practical skills, confidence, and a positive relationship with food and eating.
- Support inclusive food exploration by avoiding sorting foods by healthfulness. Instead, sort by colour, size, shape, or texture.
- Select toys that represent people of diverse cultures, abilities, and body sizes/shapes.
- Ensure play foods and utensils reflect cultural diversity.
- Consider using “loose parts” (e.g. felt, playdough, or craft materials) to represent food. This supports inclusion of various cultures that may not be represented in food toys.
- Avoid toys or activities that focus on appearance or beauty ideals (e.g., make-up).
If a resource has problematic messaging or images about food or bodies, you may not need to get rid of it. You may be able to:
- Use it as a teachable moment if appropriate.
- Cover the text with a sticky note or white-out and add your own wording.
- Skip a section when reading aloud.
- Swap out an image to reflect more inclusive messaging about food and bodies.
Bottom line:
Choose toys, books, and activities that celebrate all foods, bodies, and cultures. This helps children learn about and build positive relationships with food, feel good about themselves, and know they belong as they are.
Adapted with permission from TeachNutrition.ca
References:
- Spiel E. Sociocultural and individual predictors of children’s body size stereotypes, body size ideals, and dieting awareness from 3 to 4-years-old: a longitudinal investigation [thesis]. La Trobe University; 2013. Available from: https://doi.org/10.26181/21846528.v1
- Tremblay L, Lovsin T, Zecevic C, Larivière M. Perceptions of self in 3–5-year-old children: a preliminary investigation into the early emergence of body dissatisfaction. Body Image. 2011;8(3):287–92.
