The Relationship Between Mothers’ Nutrition Literacy Levels and Their Children’s Feeding Practices and Nutritional Status Among Preschoolers

Abstract

Background: Preschool years are a critical window for growth, yet malnutrition in its undernourished and overweight forms persists across low-, middle-, and high-income settings. Mothers’ nutrition literacy is widely assumed to shape how children are fed and, through feeding, how they grow. Evidence for this pathway, however, is inconsistent. Objective: This narrative review synthesised recent studies (2021–2026) on the relationships among maternal nutrition literacy, child feeding practices, and nutritional status in children aged roughly six months to six years. Methods: Records from two reference exports and supplementary searches were screened and charted with a structured form. Twenty-five sources were included, of which sixteen primary studies were charted in detail. Results: Higher maternal literacy was fairly consistently associated with better or more responsive feeding practices and diet quality. Associations with anthropometric status were weaker, often non-significant, and frequently attenuated after adjustment for education, income, and child health. Interventions combining education with practical skills showed more promise than knowledge transfer alone. Conclusion: Nutrition literacy appears to operate mainly through feeding behaviour and context rather than as a direct determinant of growth. Programmes should pair literacy building with practical skills and socioeconomic support, and future studies should use validated multidimensional instruments and longitudinal designs.