Household food insecurity and early childhood development: Systematic review and meta-analysis.

Household food insecurity (HFI) is a powerful stressor negatively associated with early childhood development (ECD). However, no comprehensive review has examined the association of HFI and ECD. Therefore, this systematic review and meta-analysis investigated the association between HFI and ECD domains and subdomains in children under 5 years old. Peer-reviewed and grey literature were systematically searched in electronic databases with no year or language restrictions. Studies were eligible if they assessed the association between HFI and one or more ECD domains. Data were extracted using a standard predefined protocol. Meta-analysis was performed, and the heterogeneity across studies was explored. Nineteen studies were included in the systematic review and 14 in the meta-analysis. Of the studies, 15 were from high income countries (HICs) and four from low-middle income countries (LMICs). For developmental risk and the cognitive/math and cognitive/school readiness and reading subdomains, the only studies available were conducted in HICs. The meta-analysis showed that HFI was associated with developmental risk (OR 1.28; 95% CI [1.14, 1.45]), cognitive/vocabulary (OR 0.94; 95% CI [0.90, 0.98]), and cognitive/math (OR 0.84; 95% CI [0.73, 0.96]). HFI was marginally associated with cognitive/school readiness and reading (OR 0.91; 95% CI [0.82, 1.00]) and motor development (OR; 0.91, 95% CI [0.80, 1.04]). HFI was associated with poor ECD in children under 5 years old. Specifically, HFI was associated with developmental risk and poor math skills in studies conducted in HICs and with poor vocabulary skills in studies conducted in both HICs and LMICs. Prospective studies examining HFI and ECD are needed in LMICs.

Objectives and Competencies in Food and Nutrition Education in the Brazilian Undergraduate Nutrition Program.

OBJECTIVE: To identify the objectives and competencies sought by the discipline of food and nutrition education (FNE) in the training of nutritionists. DESIGN: A qualitative study, based on the Theory of Social Representations. SETTING: A total of 381 Brazilian public and private higher education institutions with undergraduate courses in nutrition were invited to complete an online questionnaire. PARTICIPANTS: A total of 104 professors of FNE participated in the study. ANALYSIS: Qualitative analysis using the Discourse of the Collective Subject method and the Central Core Theory. RESULTS: The FNE discipline aims to bring awareness to the importance of the promotion of health and food and nutrition security, to break with the biological and normative vision of food, to problematize the factors related to food, and to seek strategies of promoting healthy eating habits. In addition to preparing students for their role as educators, from planning to the evaluation of FNE actions, the intended competencies range from the development of criticality in educational practices to the application of appropriate pedagogical approaches. CONCLUSION: The objectives of FNE and the desired competencies are articulated and involve, among others, preparing nutritionists for their role of educators.