A number of theories have been used to explain a mechanism by which interventions may be able to influence fruit and vegetable consumption of children ( Rasmussen 2006 ).Collectively, such theories assert that changes to attitudes, knowledge and skills and perceived norms and expectancies are required for behavioural change.The international Pro Children Project incorporated Social-Ecological Theory in its conceptual theoretical framework of determinants of children's fruit and vegetable consumption ( Klepp 2005 ).Interventions derived from Social-Ecological Theory recognise the importance of more structural influences on the fruit and vegetable consumption of children, for example, the availability or accessibility of fruit and vegetables in the home or in settings such as schools which children frequent.