Parents’ Feeding Style on the Adequacy of Energy and Protein in Children with Stunted Nutritional Status

Abstract

Stunting in children occurs within a certain time; its incidence is closely related to the quantity and quality of food intake, especially the adequacy of energy and protein. Parents with various models of feeding style influence the fulfilment of food intake in children. This study was conducted to analyze the correlation of feeding style with adequate energy and protein levels in stunted children aged 6-9 years. The design in this study was cross-sectional in 91 stunted children aged 6-9 years at West Ungaran, Semarang, who was selected by consecutive sampling. The data was collected using anthropometric measurements and parental feeding style, and the data were analyzed using the Spearman rank test. Parents feeding style was authoritative (37.2%), authoritarian (13.2%), permissive (20.9%), and neglect (28.6%). The highest energy adequacy level in children was found in parents with neglect feeding style in the deficit category (73.1%). Children’s highest protein adequacy level was found in parents with authoritative feeding styles, in the over the category (50.0%). Parental feeding style correlated with the adequacy of energy and protein levels in children and impacted the incidence of stunting in children aged 6-9 years.

The Relationship Between Family Food Security and The Nutritional Status of Toddlers in Tamalate Sub-District, Makassar City

“…Similarly, Sutriningsih & Lasri (2017) stated that food security and nutritional status of toddlers are interrelated. Food insecurity that occurs in families is influenced by the level of nutritional adequacy or energy and protein and nutritional status in toddlers (Afiatna & Maryanto, 2021;Housni et al, 2022;Jun et al, 2021;Masthalina et al, 2021).…”

Fulfilling the Rights of Children in Vulnerable Areas of Violence through Women's Institutional Education with an Andragogic Approach

“…With this approach, (a) define learning needs, (b) formulate learning objectives, (c) take responsibility for planning and structuring learning experiences, and (d) participate in evaluating the process and results of learning activities. Thus, every educator must involve learners as optimally as possible in learning activities [8]. The procedures taken by educators according to [9] are: (a) creating a conducive atmosphere for learning through cooperation in planning learning programs, (b) finding learning needs, (c) formulating goals and materials that are suitable to meet learning needs, (d) designing learning patterns in a number of learning experiences for students, (e) carrying out learning activities using appropriate learning methods, techniques and facilities and (f) assessing activities learn and re-diagnose learning needs for further learning activities.…”