Future for food education of children

Sandell, Mari; Mikkelsen, Bent Egberg; Lyytikäinen, Arja; Ojansivu, Pauliina; Hoppu, Ulla; Hillgrén, Anna; Lagström, Hanna

doi:10.1016/j.futures.2016.04.006

Cited by 29 publications

(18 citation statements)

References 42 publications

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“…In ECEC in Finland, sensory-based (Sapere) food education is a modification from the French Le goût et l’enfant by Jacques Puisais and Catherine Pierre ( 8 ) . This modified version is a system whose educational activities have been developed to suit the age and developmental level of the young children in ECEC ( 7 , 30 ) .…”

Section: Methodsmentioning

confidence: 99%

“…In Finland, the experiences gathered from child-oriented sensory-based food education provided in ECEC have been positive and encouraging. Consequently, an increasing number of municipalities and ECEC centres have included sensory-based food education in their local early childhood education curricula ( 7 ) . In order to guide ECEC to implement sensory-based food education, more evidence-based knowledge is needed about its association with children’s fruit and vegetable choices as well as the related moderating factors.…”

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Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

Kähkönen

Rönkä

Hujo

et al. 2018

Public Health Nutr.

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ObjectiveTo investigate the association between sensory-based food education implemented in early childhood education and care (ECEC) centres and children’s willingness to choose and eat vegetables, berries and fruit, and whether the mother’s education level and children’s food neophobia moderate the linkage.DesignThe cross-sectional study involved six ECEC centres that provide sensory-based food education and three reference centres. A snack buffet containing eleven different vegetables, berries and fruit was used to assess children’s willingness to choose and eat the food items. The children’s parents completed the Food Neophobia Scale questionnaire to assess their children’s food neophobia.SettingECEC centres that provide sensory-based food education and reference ECEC centres in Finland.SubjectsChildren aged 3–5 years in ECEC (n 130) and their parents.ResultsSensory-based food education was associated with children’s willingness to choose and eat vegetables, berries and fruit. This association was stronger among the children of mothers with a low education level. A high average level of neophobia in the child group reduced the children’s willingness to choose vegetables, berries and fruit. No similar tendency was observed in the group that had received sensory-based food education. Children’s individual food neophobia had a negative association with their willingness to choose and eat the vegetables, berries and fruit.ConclusionsChild-oriented sensory-based food education seems to provide a promising method for promoting children’s adoption of vegetables, berries and fruit in their diets. In future sensory food education research, more focus should be placed on the effects of the education at the group level.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

Kähkönen

Rönkä

Hujo

et al. 2018

Public Health Nutr.

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“…Children actively investigate food during eating and cooking. By encouraging their journey to the world of food culture and food activities, supporting them in expanding their food preferences (Sandell et al, 2016). The advantage of implementing healthy eating at Ananda Islamic School Kindergarten is that the diet is quite varied and can be regarded as healthy and nutritious food.…”

Section: The Advantage and Disadvantage Of The Implementation Of Healmentioning

confidence: 99%

The Implementation of Eating Healthy Program in Early Childhood

Utami¹

2020

jpud

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Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. Public Health Nutrition, 18(12), 2231–2241. https://doi.org/10.1017/S1368980014003012 Birch, L., Savage, J. S., & Ventura, A. (2007). Influences on the Development of Children’s Eating Behaviours: From Infancy to Adolescence. Canadian Journal of Dietetic Practice and Research : A Publication of Dietitians of Canada = Revue Canadienne de La Pratique et de La Recherche En Dietetique : Une Publication Des Dietetistes Du Canada, 68(1), s1– s56. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19430591%0Ahttp://www.pubmedcentral.nih.gov/a rticlerender.fcgi?artid=PMC2678872 Coulthard, H., Williamson, I., Palfreyman, Z., & Lyttle, S. (2018). Evaluation of a pilot sensory play intervention to increase fruit acceptance in preschool children. Appetite, 120, 609–615. https://doi.org/10.1016/j.appet.2017.10.011 Coulthard, Helen, & Sealy, A. (2017). Play with your food! Sensory play is associated with tasting of fruits and vegetables in preschool children. 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Current Nutrition Reports, 6(2), 157–170. https://doi.org/10.1007/s13668-017-0202-1 Hoppu, U., Prinz, M., Ojansivu, P., Laaksonen, O., & Sandell, M. A. (2015). Impact of sensory- based food education in kindergarten on willingness to eat vegetables and berries. Food and Nutrition Research, 59, 1–8. https://doi.org/10.3402/fnr.v59.28795 Jarpe-Ratner, E., Folkens, S., Sharma, S., Daro, D., & Edens, N. K. (2016). An Experiential Cooking and Nutrition Education Program Increases Cooking Self-Efficacy and Vegetable Consumption in Children in Grades 3–8. Journal of Nutrition Education and Behavior, 48(10), 697-705.e1. https://doi.org/10.1016/j.jneb.2016.07.021 Jones, A. M., & Zidenberg-Cherr, S. (2015). Exploring Nutrition Education Resources and Barriers, and Nutrition Knowledge in Teachers in California. Journal of Nutrition Education and Behavior, 47(2), 162–169. https://doi.org/10.1016/j.jneb.2014.06.011 Jung, T., Huang, J., Eagan, L., & Oldenburg, D. (2019). Influence of school-based nutrition education program on healthy eating literacy and healthy food choice among primary school children. International Journal of Health Promotion and Education, 57(2), 67–81. https://doi.org/10.1080/14635240.2018.1552177 Lwin, M. O., Malik, S., Ridwan, H., & Sum Au, C. S. (2017). Media exposure and parental mediation on fast-food consumption among children in metropolitan and suburban Indonesian. Asia Pacific Journal of Clinical Nutrition, 26(5), 899–905. https://doi.org/10.6133/apjcn.122016.04 Mc Kenna, & L, M. (2010). Policy Options to Support Healthy Eating in Schools. Canadian Journal of Public Health, 101(2), S14–S18. https://doi.org/10.1007/BF03405619 Menkes, R. PERATURAN MENTERI KESEHATAN REPUBLIK INDONESIA NOMOR 41 TAHUN 2014. , Menteri Kesehatan Republik Indonesia § (2014). Mitsopoulou, A. V., Magriplis, E., Dimakopoulos, I., Karageorgou, D., Bakogianni, I., Micha, R., ... Zampelas, A. (2019). Association of meal and snack patterns with micronutrient intakes among Greek children and adolescents: data from the Hellenic National Nutrition and Health Survey. Journal of Human Nutrition and Dietetics, 32(4), 455–467. https://doi.org/10.1111/jhn.12639 Moffitt, A. (2019). Early Childhood Educators and the Development of Family Literacy Programs: A Qualitative Case Study. ProQuest Dissertations and Theses, 96. Retrieved from http://proxy.mul.missouri.edu/login?url=https://search.proquest.com/docview/2242479347 ?accountid=14576%0Ahttps://library.missouri.edu/findit?genre=dissertations+%26+theses &title=Early+Childhood+Educators+and+the+Development+of+Family+Literacy+Progra ms%3A+ Mustonen, S., & Tuorila, H. (2010). Sensory education decreases food neophobia score and encourages trying unfamiliar foods in 8-12-year-old children. Food Quality and Preference, 21(4), 353–360. https://doi.org/10.1016/j.foodqual.2009.09.001 Myszkowska-Ryciak, J., & Harton, A. (2019). 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“…Since developing healthy dietary and exercise habits in youth leads to significant health benefits in adulthood, it is of primary importance to develop programs aimed at establishing such behaviors early in life [11]. Nutrition education is a strategy to prevent disease by growing awareness to consume healthy food, improvement in knowledge about food selection and how to apply this knowledge to healthy eating habits [12] [13][14] [15]. Nutrition educators need to design messages that attract attention, make sense, and help to encourage change in what are often entrenched attitudes and behaviors in the target audience [16].…”

Section: Introductionmentioning

confidence: 99%

Development of The Nutrition Pocketbook as a Nutrition Education Media in School

Emilia¹,

Rosmiati²

2018

Proceedings of the International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018)

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The objectives of the study were to develop the nutrition pocketbook regarding dietary guidelines for adolescents and do the pilot test of the nutrition pocketbook to analyze the nutritional behavior of junior high school students. The research was conducted from March to August 2016 at Three Junior High School (SMP) in Medan city. Fourteen nutritional messages would be designed into the nutrition pocketbook. They were 1) Eat a variety of foods; 2) Consume high fiber foods that eat plenty of vegetables and fruits; 3) Eat breakfast every day; 4) Increase knowledge about nutrition and reproduction health relationship; 5) Consume iron-rich foods; 6) Consume calcium-rich foods; 7) Eat a variety of staple foods; 8) Limit consumption of sweet, salty and fatty foods; 9) Limit consumption of fast foods; 10) Read the labels of packaged foods; 11) Consume safe foods; 12) Do physical activity regularly and maintain a normal weight; 13) No smoking, alcoholic beverages, and drugs; 14) Drink 8 glasses of water a day. The nutrition pocketbook has been designed according to the adolescent needs and validated by nutrition, educational and media experts. Pilot test showed that nutrition pocketbook could increase nutritional behavior of samples.

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Future for food education of children

Cited by 29 publications

References 42 publications

Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

The Implementation of Eating Healthy Program in Early Childhood

Development of The Nutrition Pocketbook as a Nutrition Education Media in School

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