Knowledge and practices of pre-school teachers on growth monitoring program--South Africa

Abstract

The aim of this study was to determine knowledge and practices of pre-school teachers on growth monitoring. A quasi-experimental, one-group pre- and post-test intervention study was conducted in eight conveniently selected government subsidized pre-schools in Vhembe and Mopani districts of Limpopo Province, South Africa. Fifteen pre-school teachers participated in the study. An intervention in a form of nutrition education lessons on growth monitoring was developed and implemented. Pre-school teachers completed a knowledge test questionnaire prior to the lessons. The intervention also included the following training skills: procedure to take anthropometric measurements and plotting the Road to Health Chart. About 67% teachers understood the importance of growth monitoring at baseline. The results also showed an improvement 6 months after intervention. All (100%) teachers knew that growth monitoring can be used for diagnosing undernutrition. The results also showed an improvement in skills, such as the procedure to take anthropometric measurements. Knowledge and practices of teachers on growth monitoring were improved by nutrition education 6 months after intervention.

Balance Nutrition Messages Are Still Implemented in Preschools One Year Postintervention: Case Studies in Subang District, West Java, Indonesia

“…After the training, teachers were stricter in implementing handwashing for students. Increased knowledge of teachers after participating in nutrition training was also observed in other studies (9)(10)(11). During our observations in some schools, students were able to put soap on their own hands and rinse their hands under tap water.…”

Toxicological Risk Analysis in Data-Poor Countries: A Narrative Approach to Feed an “Awareness Raising—Community Empowerment” Vortex

“…This will also motivate shielding from initiatives promoting unsafe diets (e.g., junk snacks, i.e., those high in salt, sugar and saturated fats, and sugary drinks should be kept out of schools). Experiences of growth monitoring (anthropometric measurements, malnutrition scores and temperament) by teachers [ 47 , 48 ] demonstrate how toxic exposure indicators and risk factors for malnutrition and non-communicable diseases can be monitored early (e.g., obesity, dyslipidemia, hypertension, abnormal development, neurocognitive development, asthma, allergies and state of hair and nails). Last but not least, high primary school enrolment rates make the school a reference point (e.g., in Cameroon) in a systemic “nutrition and health” education that is essential for the diffusion of correct and updated information for consumers’ attitude towards informed choices and good practices for a healthy diet.…”