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All Journal Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research
Erie Siti Syarah
Universitas Terbuka
Education

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Food Pedagogy and Parenting Programs In Improving Food Literacy of Early Childhood: A Systematic Literature Review Jennita Maria Sembiring; Erie Siti Syarah; Siti Roudhotul Jannah
Journal of Islamic Education Students (JIES) Vol. 6 No. 1: May 2026
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16716

Abstract

The increasing exposure of children to ultra-processed foods highlights the importance of developing food literacy from early childhood. This study aims to identify food pedagogy strategies applied in early childhood education, examine parenting-based nutrition programs influencing children’s food literacy, evaluate their effectiveness based on Scopus-indexed empirical studies, and identify research gaps in integrated school–family intervention models. This research employed a Systematic Literature Review guided by the PRISMA 2020 framework. Literature searches were conducted in Scopus and Web of Science for articles published between 2014 and 2025. After screening and eligibility assessment, twelve empirical studies were included in the analysis. The findings indicate that experiential food pedagogy approaches such as cooking activities, gardening, and project-based learning effectively enhance children’s food knowledge, skills, and attitudes toward healthy eating. Parenting-based nutrition programs also contribute significantly to improving children’s dietary behaviors through parental modeling and family engagement. However, most interventions are implemented separately within school or family contexts, indicating the need for integrated school–family intervention models to strengthen sustainable food literacy development in early childhood.
The Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review Waliatun isnaini; Zakirman; Erie Siti Syarah; Siti Aisyah; Noviana Mustapa; Catherine Lie
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16367

Abstract

Food insecurity remains a critical issue affecting early childhood health. Early food knowledge significantly shapes children’s dietary behaviors, underscoring the need for effective pedagogical integration within early education settings. This study aims to systematically examine the integration of food pedagogy and Project-Based Learning (PjBL) and to analyze its impact on children’s health knowledge and healthy food choices. This systematic literature review followed PRISMA guidelines. Peer-reviewed empirical studies published between 2014 and 2024 were retrieved from the Scopus database using predefined inclusion and exclusion criteria. Articles focusing on early childhood populations, food or nutrition education, and project-based or experiential learning approaches were selected. Data were extracted and synthesized thematically to identify instructional patterns and reported outcomes. The findings indicate that integrating food pedagogy within PjBL enhances nutritional knowledge, fosters positive attitudes toward healthy foods, and supports informed dietary decision-making. Evidence consistently shows that experiential and collaborative projects contribute to sustainable healthy eating behaviors in early childhood. Overall, food pedagogy implemented through project-based learning represents a promising approach to strengthening early preventive efforts against food insecurity.
Co-Authors Catherine Lie Jennita Maria Sembiring Mustapa, Noviana Siti Aisyah Siti Roudhotul Jannah Waliatun isnaini Zakirman