Impact of a school-based culinary nutrition education program on vegetable consumption behavior, intention, and personal factors among Korean second-graders

Bai, Yeon; Kim, Young Hee; Han, Young Hee; Hyun, Taisun

doi:10.4162/nrp.2018.12.6.527

Cited by 17 publications

(38 citation statements)

References 23 publications

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“…Study populations varied from 77 to 2519. Successful interventions included school gardens (n 9) (41)(42)(43)(44)(45)(46)(47)(48)(49) , food provision (n 5) (50)(51)(52)(53)(54) , taste testing (n 8) (55)(56)(57)(58)(59)(60)(61)(62) , cooking lessons (n 10) (63)(64)(65)(66)(67)(68)(69)(70)(71)(72) and other multiple component interventions which included additional activities (n 10) (73)(74)(75)(76)(77)(78)(79)(80)(81)(82) such as farmer visits, Harvest of the Month Program or a nutrition education card game.…”

Section: Experiential Interventions and Characteristicsmentioning

confidence: 99%

“…Ten (63)(64)(65)(66)(67)(68)(69)(70)(71)(72) of the eleven studies on cooking lesson interventions resulted in successful outcomes for self-efficacy and confidence in cooking skills. Cooking programme duration varied between three lessons (68) , four lessons (65,72) , five lessons (67,70) , eight lessons (63) and ten lessons (64,66,69,71) , with three also including classroom nutrition education (67,(69)(70)(71)(72) . Notably, the four studies that measured food consumption (65,66,68,70) reported improvements in dietary intake following participation in cooking classes.…”

Section: Experiential Interventions and Characteristicsmentioning

confidence: 99%

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Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Charlton

Comerford

Deavin

et al. 2020

Public Health Nutr.

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Objective: Diet and nutrition in childhood has been associated with risk of chronic disease later in life. The aim of this review was to identify key characteristics of successful experiential nutrition interventions aimed to change nutrition-related cognitive and behavioural outcomes in primary school children. Design: A Systematic Literature Review (SLR) was undertaken using search terms (‘food security’, ‘school’, ‘nutrition’ and ‘program’) applied to 5 scientific databases (CINAHL, Scopus, Web of Science, Medline and Academic Search complete), with outcomes defined as nutrition-related knowledge, attitudes and/or dietary behaviours. Participants: Primary school-aged children exposed to interventions conducted, at least partially, on school grounds. Results: A total of 3800 articles were identified from the initial search and manual searching, of which 67 articles were eligible for inclusion. Forty-two articles met the criteria of being successful, defined as achieving significant differences in outcomes of interest, accompanied by a demonstrated reach. Interventions included school gardens (n = 9), food provision (n = 5), taste tasting (n = 8), cooking classes (n = 10) and multi-component programs (n = 10). Nutrition education (when combined with taste testing), cooking-related activities and gardening interventions increased children’s willingness to taste unfamiliar foods including new fruits and vegetables, improved their cooking and food preparation skills, and increased nutritional knowledge. Conclusions: This review provides evidence that nutrition education programs in primary school children that are experiential in nature are most likely to be successful if they include multiple components, have parental involvement and focus specifically on vegetable intake.

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Section: Experiential Interventions and Characteristicsmentioning

confidence: 99%

Section: Experiential Interventions and Characteristicsmentioning

confidence: 99%

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Charlton

Comerford

Deavin

et al. 2020

Public Health Nutr.

View full text Add to dashboard Cite

show abstract

“…Bai et al [23] Compared to the control group, the Veggiecation intervention led to the following: + Higher (p < 0.001) self-reported scores for behavior and intention in relation to vegetables. + Higher (p < 0.001) self-reported scores for attitude about, and preference for, vegetables.…”

Section: Table 2 Summary Of Key Results From School-based Culinary Interventions For 5-12-year-old Childrenmentioning

confidence: 97%

A Review of Experiential School-Based Culinary Interventions for 5–12-Year-Old Children

Bennett¹,

Mockler²,

Cunningham

et al. 2021

Children

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Cooking is an essential skill and the acquisition of cooking skills at an early age is associated with higher diet quality. This review aimed to describe the characteristics of school-based experiential culinary interventions and to determine the value of these to child (5–12 years) health outcomes. Interventions were eligible for inclusion if they took place in school during school hours, included ≥3 classes, and had a control group. Interventions published up to May 2021 were included. The databases searched were PubMed, CINAHL, and EMBASE, and the grey literature was searched for published reports. The search strategy yielded 7222 articles. After screening, five published studies remained for analysis. Four studies targeted children aged 7–11 years, and one targeted children aged 5–12 years. The interventions included food tasting, food gardening, and/or nutrition education alongside experiential cooking opportunities. Improvements were evident in self-reported attitudes toward vegetables, fruits, and cooking, and two studies reported small objective increases in vegetable intake. School-based experiential cookery interventions have the potential to positively impact health-related aspects of the relationship children develop with food. However, a greater number of long-term methodologically rigorous interventions are needed to definitively quantify the benefits of such interventions.

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“…Hence, it is important to measure vegetable and fruit consumption in this population, and to design methods to increase the consumption of these food groups. There are reports indicating that school nutrition programs can improve children's vegetable consumption and intention, as well as their preference, attitude, and self-efficacy [ 4 5 ]. Various food education (FE) strategies may be implemented to encourage healthy eating habits among teenagers.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effect of a school garden as an educational didactic tool in vegetable and fruit consumption in teenagers

et al. 2021

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BACKGROUND/OBJECTIVES Increasing the consumption of vegetables and fruits in Mexico remains a challenge. Promoting sustainable food production systems through schools may be an effective way to educate young people about food and nutrition issues. A study of nutritional education in adolescents, based on the school garden, is necessary in order to evaluate its effects on the consumption of fruits and vegetables among middle- and upper-income segments of the population. The objective of this study was to evaluate the effect of an educational intervention, accompanied by a school garden as an educational teaching tool, to improve vegetable and fruit consumption by Mexican teenagers attending a private middle/high school. SUBJECTS/METHODS Teenagers between 12 and 18 years of age (n = 126) attending a private middle/high school in Queretaro, Mexico participated in a 3-arm, controlled, comparative impact study using a vegetable and fruit consumption frequency questionnaire, food consumption diaries, a psychosocial factor assessment questionnaire of vegetable and fruit consumption, and structured interviews. The participants were randomized into 3 experimental groups: 1) food education + school garden (FE + SG), 2) FE only, and 3) control group (CG). RESULTS The FE + SG and FE groups significantly increased the frequency and daily intake of vegetables and fruits compared to the CG. The FE + SG group showed greater understanding of, reflection upon, and analysis of the information they received about vegetable and fruit consumption, as well as a greater willingness to include these in their daily diet. CONCLUSIONS FE accompanied by a SG as a teaching tool is more effective at promoting vegetable and fruit consumption than either education alone or control in teenagers in middle-upper income segments of the population.

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Impact of a school-based culinary nutrition education program on vegetable consumption behavior, intention, and personal factors among Korean second-graders

Cited by 17 publications

References 23 publications

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

A Review of Experiential School-Based Culinary Interventions for 5–12-Year-Old Children

Evaluation of the effect of a school garden as an educational didactic tool in vegetable and fruit consumption in teenagers

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