Nutrition Education for Spanish-speaking Young Children and Their Families

Abstract

LEARNING OUTCOME: To describe three essential components of effective nutrition education programs and materials targeted at Spanish-speaking young children and their families.Nutrition education resources were developed for use in programs which serve Spanish-speaking families with young children. Resources include nutrition education lessons for young children, songs and coloring sheets for children, and handouts for parents about a variety of health and nutrition topics. They were designed to go beyond a simple translation of English materials into Spanish by including three essential components of effective nutrition education programs for this audience: cultural-sensitivity, appropriate use of language, and involvement of parents and other family members. Program materials encourage families to retain their ethnic heritage as they learn healthful nutrition practices, emphasizing the culture's dietary strengths and offering acceptable alternatives to less-healthy practices. Program materials allow for either Spanish only to be used, or a combination of English and Spanish, to match the audience. Spanish-speaking children are often fairly bilingual, but if Spanish only is spoken at home, they may not yet have learned English words for mealtime conversations, such as the names of foods and other nutrition and health terms. Programs for young children often include English-speaking as well as Spanish-speaking children. Depending on the audience, speaking Spanish or a combination of English and Spanish, not only helps young children learn positive dietary and health practices, but also helps them become more bilingual, and demonstrates respect for both cultures. Providing written materials in Spanish for parents gives them an opportunity to learn as well. Involving other family members allows them to participate in learning and decision-making, which can lead to permanent improvements in nutrition and health practices within the entire family. When the family is not included in the educational process, the children may feel caught between what they learn in a class or program, and the practices they experience at home.