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Background <p>Food literacy is a multidimensional construct encompassing the knowledge, skills, and attitudes needed to make informed food choices and support healthy eating. Food literacy education is important for fostering lifelong positive eating behaviours. However, evidence on intensive experiential, culinary education interventions for school-aged children remains limited. The objective of this study was to assess changes in food literacy skills following a one-week experiential culinary education intervention among school-aged children attending a university-based culinary summer camp.</p> Methods <p>A theory-informed, child-centered culinary intervention was developed using a competency-based framework to support structured skill development. A single-arm, baseline-to-endpoint study design was used to evaluate change in food literacy skills among children aged 8–12 attending a one-week culinary summer camp. Food literacy skills were assessed using an observational scoring rubric informed by a competency framework and the Experiential Learning Theory, measuring six domains: autonomy, ease and safety, measuring, hygiene, working with others, and confidence. Each domain was scored on a 12-point scale, with higher scores indicating greater skill proficiency. Paired-samples t-tests were conducted to evaluate changes. Effect sizes (Cohen’s dz) and 95% confidence intervals were calculated.</p> Results <p>Eighty-eight children participated in the culinary intervention. Significant improvements were observed across all six food literacy domains following the intervention (<i>p</i>&lt; .001). Mean score increases ranged from 1.46 to 2.47 points, with effect sizes ranging from moderate to large (dz = 0.62–1.36), indicating meaningful improvements in observed food literacy skills over the one-week period. Improvements were particularly notable for the ease and safety, measuring, and confidence domains.</p> Conclusions <p>This intensive experiential culinary education intervention was associated with significant improvements in food literacy skills among school-aged children. These findings support the potential of immersive, skills-based food literacy programs and highlight the value of experiential learning approaches for supporting children’s food literacy development.</p>

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Changes in food literacy following a one-week experiential culinary education intervention in school-age children

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月29日

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  • Karissa Jeha,
  • Coralie Vincent,
  • Isabelle Giroux

摘要

Background

Food literacy is a multidimensional construct encompassing the knowledge, skills, and attitudes needed to make informed food choices and support healthy eating. Food literacy education is important for fostering lifelong positive eating behaviours. However, evidence on intensive experiential, culinary education interventions for school-aged children remains limited. The objective of this study was to assess changes in food literacy skills following a one-week experiential culinary education intervention among school-aged children attending a university-based culinary summer camp.

Methods

A theory-informed, child-centered culinary intervention was developed using a competency-based framework to support structured skill development. A single-arm, baseline-to-endpoint study design was used to evaluate change in food literacy skills among children aged 8–12 attending a one-week culinary summer camp. Food literacy skills were assessed using an observational scoring rubric informed by a competency framework and the Experiential Learning Theory, measuring six domains: autonomy, ease and safety, measuring, hygiene, working with others, and confidence. Each domain was scored on a 12-point scale, with higher scores indicating greater skill proficiency. Paired-samples t-tests were conducted to evaluate changes. Effect sizes (Cohen’s dz) and 95% confidence intervals were calculated.

Results

Eighty-eight children participated in the culinary intervention. Significant improvements were observed across all six food literacy domains following the intervention (p< .001). Mean score increases ranged from 1.46 to 2.47 points, with effect sizes ranging from moderate to large (dz = 0.62–1.36), indicating meaningful improvements in observed food literacy skills over the one-week period. Improvements were particularly notable for the ease and safety, measuring, and confidence domains.

Conclusions

This intensive experiential culinary education intervention was associated with significant improvements in food literacy skills among school-aged children. These findings support the potential of immersive, skills-based food literacy programs and highlight the value of experiential learning approaches for supporting children’s food literacy development.