Impact of a nutrition education programme on preschool children’s willingness to consume fruits and vegetables

Melnick, Emily; Thomas, Karen L.; Farewell, Charlotte V.; Quinlan, Jennie; LaFlamme, Deanna; Brogden, Diane; Scarbro, Sharon; Puma, Jini

doi:10.1017/s1368980019005032

Cited by 12 publications

(9 citation statements)

References 36 publications

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“…32 Furthermore, in a study conducted on preschoolers using taste testing, children exposed to nutrition education significantly increased their vegetable consumption compared to the control group, however, there was no significance observed between groups with regard to fruit consumption. 46 Theory based nutrition education programs where children are directly engaged with the materials and utilize experiential learning have been found in studies to be successful in changing nutrition behaviors. 47 Likewise, the use of the Montessori method utilized in the current study to distribute nutrition education was successful in the intervention group.…”

Section: Discussionmentioning

confidence: 99%

“…For example, in a similar study using the SCT, a 6‐week nutrition education intervention significantly increased children's nutrition knowledge and preferences of fruits and vegetables 32 . Furthermore, in a study conducted on preschoolers using taste testing, children exposed to nutrition education significantly increased their vegetable consumption compared to the control group, however, there was no significance observed between groups with regard to fruit consumption 46 . Theory based nutrition education programs where children are directly engaged with the materials and utilize experiential learning have been found in studies to be successful in changing nutrition behaviors 47 .…”

Section: Discussionmentioning

confidence: 99%

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Impact of a Montessori‐Based Nutrition Program on Children's Knowledge and Eating Behaviors

Vitale

Coccia

2022

Journal of School Health

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BACKGROUND Poor dietary habits in childhood can lead to obesity and chronic diseases later in life. Increasing children's nutrition knowledge and liking of fruits and vegetables are key factors in improving diet quality. The purpose of this study was to assess the effects of a nutrition program on knowledge, liking and intake of fruits and vegetables in Montessori students. METHODS Clustered‐randomized control trial conducted in a Southeastern US Montessori school. Children aged 4‐6 years old (intervention, n = 22; control, n = 29) participated in a 4‐week nutrition education with taste testing of 12 fruits and vegetables. Nutrition knowledge, fruit and vegetable liking, and intake were measured with questionnaires, and analyzed using repeated measures analysis of covariance and descriptive analyses (SPSS v.23); significance defined as p < 0.05. RESULTS Controlling for covariates, significant between group effects for nutrition knowledge (F = 24.16, p < 0.001) and liking tomatoes (F = 7.01, p = 0.01) were found. The intervention group increased vegetable intake (Hedges' g = 1.01) compared to the control, although it was not significant between groups (F = 1.95, p = 0.17). CONCLUSIONS Initial examination of this program indicates that it was effective in increasing knowledge, vegetable liking and intake for young children in the sample. More research is needed to compare outcomes between educational delivery methods.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Impact of a Montessori‐Based Nutrition Program on Children's Knowledge and Eating Behaviors

Vitale

Coccia

2022

Journal of School Health

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“…All ECE staff employed at Head Start-funded ECE centers that had established previous partnerships with the Culture of Wellness in Preschools (COWP) program ( https://cowpprogram.com ) were eligible to participate. Researchers at a large public university in the United States developed the COWP program in 2012 ( Farewell et al., 2020 ; Melnick et al, 2020 ; Powers et al, 2020 ). The goal of the multi-level, multi-component intervention is to increase fruit and vegetable consumption and physical activity of preschool-aged children and their families.…”

Section: Methodsmentioning

confidence: 99%

Changes in demands and resources faced by the early childhood education workforce due to COVID-19

Farewell

Quinlan

Gonzales

et al. 2022

Journal of Early Childhood Research

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The primary purpose of this study was to investigate the impacts of the COVID-19 pandemic on demands, resources, and job satisfaction among a convenience sample of early childhood education (ECE) staff employed in Head Start preschools in a large metro area of Colorado. A survey was administered to a sample of Head Start staff at two timepoints: Time 1 (pre-COVID-19 pandemic) in October of 2019 ( n = 137) and Time 2 (during the COVID-19 pandemic) in November of 2020 ( n = 86). The survey consisted of a combination of validated measures to assess personal and external demands and resources and work satisfaction. Workload is a perceived external demand that significantly improved from pre- to mid-pandemic in this sample ( z = −3.3, p < 0.01). Many personal and external resources changed pre- to mid-pandemic, though none were statistically significant. Overall job satisfaction in this sample increased, though it was not statistically significant ( z = −1.04, p = 0.3). Mitigating demands, such as minimizing workload, and increasing job-related resources, such as bolstering management supports, may lead to improved job satisfaction of the ECE workforce employed in Head Start settings. Although the COVID-19 pandemic has amplified poor mental health and numerous job demands, some of the pandemic-related regulations may have also decreased the workload for some subgroups of the ECE workforce, potentially translating to improved job satisfaction. However, significant disparities remain with respect to personal and external demands among this sample of the ECE workforce compared to the national workforce suggesting multi-level resources and supports are critical to further buffer these stressors.

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“…Pemilihan makan dan kebiasaan makan anak terbentuk pertama kali dari orang tua. Oleh karena itu, program pendidikan gizi bagi orang tua perlu dilakukan oleh semua institusi pendidikan, khususnya pendidikan anak usia dini (Melnick, 2020). Setelah program edukasi gizi diberikan, orang tua lebih memperhatikan pengolahan makanan yang sehat bagi anak sesuai dengan kebutuhan gizinya.…”

Section: Gambar 2 : Hasil Pretest Dan Posttestunclassified

Pemberdayaan Ibu Cerdas Gizi untuk Mengatasi Eating Disorders pada Anak Usia Dini di TK Geeta School Kota Cirebon

Yulistianingsih

Firdaus

Damayanti

et al. 2022

PJPM

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Eating disorders are complex psychological disorders that trigger unhealthy eating behaviors in children aged 3-5 years. This is caused by feeding patterns and inappropriate parenting in children. If this condition lasts for a long time and does not get proper treatment, it will cause nutritional problem and medical complications that can be life-threatening problems. Parents are role model for children in the process of forming children's behavior and dietary habits. Dietary habits of parent affect their children’s dietary habits. This study indicated that 86% of parents in Geeta School Kindergarten complain that their children do not like vegetables and fruit. Nutrition empowerment through “Ibu Cerdas Gizi” program so that nutrition knowledge increases. The activity, which was carried out using the lecture method using power point slides and leaflets, was held in January 2022 aimed at increasing mother’s nutrition knowledge. The results of this activity indicate that there was an increase in mother’s nutritional knowledge from 59,1 to 86,9. It is important to provide nutrition education to families and school throught cooking class and nutrition empowerment. ABSTRAK Eating disorders atau gangguan makan merupakan suatu gangguan psikologis kompleks yang memicu perilaku dan kebiasaan makan yang salah pada anak usia 3-5 tahun. Hal ini disebabkan oleh pola pemberian makan dan pola asuh yang tidak tepat pada anak. Apabila kondisi ini berlangsung lama dan tidak mendapatkan penanganan dengan tepat, maka akan menimbulkan permasalahan gizi dan komplikasi medis yang dapat mengancam jiwa. Orang tua merupakan panutan bagi anak dalam proses terbentuknya perilaku dan kebiasaan makan anak. Apabila orang tua tidak menyukai sayur dan buah, maka secara tidak langsung anak pun akan memiliki kebiasaan makan yang sama dengan orang tua. Sebanyak 86% orang tua anak yang bersekolah di TK Geeta School mengeluhkan bahwa anak mereka tidak menyukai sayur dan buah. Hal ini mendorong perlu dilakukannya pemberdayaan ibu sebagai orang tua melalui program ibu cerdas gizi agar pengetahuan gizi ibu meningkat. Kegiatan yang dilaksanakan dengan metode ceramah menggunakan slide power point dan leaflet ini diselenggarakan pada bulan Januari 2022 bertujuan untuk meningkatkan pengetahuan gizi ibu. Hasil dari kegiatan ini menunjukkan, bahwa terjadi peningkatan pengetahuan gizi ibu dari nilai 59,1 menjadi 86,9. Setiap TK diharapkan menyelenggarakan kelas memasak dan kelas parenting bagi orang tua siswa sebagai upaya dalam meningkatkan pengetahuan gizi.

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Impact of a nutrition education programme on preschool children’s willingness to consume fruits and vegetables

Cited by 12 publications

References 36 publications

Impact of a Montessori‐Based Nutrition Program on Children's Knowledge and Eating Behaviors

Impact of a Montessori‐Based Nutrition Program on Children's Knowledge and Eating Behaviors

Changes in demands and resources faced by the early childhood education workforce due to COVID-19

Pemberdayaan Ibu Cerdas Gizi untuk Mengatasi Eating Disorders pada Anak Usia Dini di TK Geeta School Kota Cirebon

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