Food Education Programs Research Articles

늘봄학교의 초등학교 저학년 대상 지속가능한 식생활교육 프로그램 개발

This study developed and evaluated a sustainable food education program for lower elementary school students as a model for Neulbom School, a recently introduced program providing child care and education in elementary schools. The program consisted of 30 sessions over 15 weeks during the second semester of the 2024 academic year for first-grade students at an elementary school in Seoul. Focusing on fostering healthy eating habits and cultivating basic cooking skills for sustainable food practices, a series of lessons were developed on the importance of eating, taste education, awareness of diverse foods, basic cooking, and reducing food waste. These lessons were designed in line with the developmental stages of first graders and included content on cooking practices that reflected and addressed the needs of both students and parents. To this end, necessary lesson plans and teaching materials were developed for each lesson, creating a student-centered approach that met the needs of the target audience. We aimed to nurture basic self-management skills through storytelling with children's books in line with students' developmental stages, body expression activities, and communication through play. Program effectiveness was evaluated through observations of students' behavior, records, and class outputs, as well as participant interviews. The results showed improved basic lifestyle habits and social development, strengthening self-management capabilities. Moreover, both students' and parents' interest in the program increased as they recognized its potential and the need for its expansion as an effective educational tool for elementary school students. Recommendations for program improvement and expansion included customizing and supporting school-based food education programs, developing and expanding age-appropriate cooking utensils, improving awareness and providing the necessary equipment for hygiene and safety for cooking, and offering efficient administrative support for material preparation and food handling. As a novel educational approach that combines care and education, this study seeks to expand the food education component—traditionally underrepresented in the elementary school curriculum—into a program that fosters self-management skills in food management through educational activities offered by the Neulbom School.

Right to health: the association between ultra-processed foods and the development of Chronic Non-Communicable Diseases (CNCDs)

This research aimed to analyze the relationship between the consumption of ultra-processed foods and the increase in chronic diseases in Brazil. To this end, an integrative literature review was carried out, adhering to the PRISMA guidelines and making use of the Web Of Science, Google Scholar, Scielo and LILACs platforms. The selection covered only articles of Brazilian origin published between 2020 and 2023, whose themes were associated with the relationship between consumption of ultra-processed foods and chronic diseases among adults. After the initial and complete analysis of the articles, a sample of 11 articles was obtained. As a result, it was possible to verify the relationship between the presence of ultra-processed foods and a significant increase in the risk of various diseases, such as obesity, cardiovascular disease, diabetes, cancer, depression and even mortality. This relationship persists in different types of research, reinforcing the consistency of the evidence, and is particularly notable in the context of obesity, with a dose-response relationship. In addition, demographic factors such as gender, age, education and level of physical activity influence the consumption of these foods and, consequently, the risk of chronic diseases among adults. Thus, the nutritional transition and increased consumption of ultra-processed foods are contributing factors to the growth of chronic non-communicable diseases, and public policies and food education programs are urgently needed to combat this public health problem.

Supplemental Nutrition Assistance Program-Education (SNAP-Ed) Supporting Innovative Nutrition Education for American Indian and Indigenous-Serving Organizations in Colorado

BackgroundSupplemental Nutrition Assistance Program (SNAP)-Education (Ed) is the nutrition education component of the United States Department of Agriculture (USDA) SNAP. ObjectivesThe objective of this study was to elucidate the experiences of 3 CO-based, American Indian, or Indigenous-led organizations who engaged in a SNAP-Ed pilot funding project in fiscal year 2022. MethodsAn instrumental, single case study design was employed to conduct this evaluation. The multiphase method evaluation included listening sessions (n = 8 Indigenous-serving organizations), invited requests for proposals, pilot award funding (n = 3 awarded organizations), and longitudinal, storytelling-based qualitative data collection during the funding cycle. ResultsThere are many ongoing food and nutrition education programs serving Indigenous/American Indian peoples in CO, which largely promote wellness and healing through traditional cultural practices and are not overtly framed as “nutrition education.” Two salient themes emerged: 1) defining and describing indigenized, decolonized nutrition education, and 2) description of experiences working with SNAP-Ed funding during FY2022, including challenges and future opportunities. ConclusionsTo effectively address the priority area for SNAP-Ed funding to reach Tribal communities in each state, understanding the perspectives of Tribal and Indigenous-led communities who are new to SNAP-Ed funding is prudent. Next steps to continued cocreation of SNAP-Ed opportunities in Indigenous spaces include educating funders and policymakers on Indigenous ways of knowing, traditional food and nutrition practices, and importance of relationality, land, healing, and other Indigenous values. Determining the “success” of a program (e.g., program evaluation) needs to be defined by the community itself.

Early Conceptual Knowledge About Food

AbstractRecent research suggests that preschool (three- to six-years-old) children’s food cognition involves much more than the nutritional information usually conveyed by traditional food education programs. This review aims at collecting the empirical evidence documenting the richness of preschoolers’ conceptual knowledge about food. After introducing the relevance of the topic in the context of the research in early food rejection dispositions (Sect. 1), we draw from empirical contributions to propose the first classification of food knowledge in the field, which includes taxonomic (2.1.), relational (2.2.), and value-laden food knowledge (2.3.). Finally, in Sect. 3, we highlight some theoretical shortcomings of extant literature, suggesting that the account of food knowledge we propose could be employed to develop more effective educational strategies that mitigate early food rejection behaviors (e.g., food neophobia).Early conceptual knowledge about food.

Nutritional Quality of the Mid-Afternoon Snack of Schooled Children between the Ages of 3 and 12 Years in Three Areas in Spain.

The aim of this study was to analyze the nutritional quality of mid-afternoon snacks for schooled children aged 3 to 12 years in three areas of Catalonia (Spain). A descriptive observational study collected information on habits and the mid-afternoon snack of 782 schooled children aged 3 to 12 years in three cities, Barcelona, Girona, and Lleida, located in Catalonia (Spain). The children's families voluntarily agreed to complete an online questionnaire that collected information about demographic data and snacking habits in the afternoon, as well as a record of mid-afternoon snack intake over three school days. A total of 2163 mid-afternoon snacks were analyzed from a sample of 764 families with 3 to 12 year-old children. Sandwiches emerged as the most prevalent choice, accounting for 41.89%, followed by pastries at 23.86%, fruit at 14.38%, and a combination of fruit and pastries at 6.29%. Of the mid-afternoon snacks recorded, 22.19% were healthy, 20.90% were quite healthy, 12.85% were quite unhealthy, and 44.06% were unhealthy. The nutritional quality of mid-afternoon snacks for a large majority of schooled children should be improved. It is essential to develop food education programs to improve the quality of this intake from early childhood and to consider it as an opportunity to adjust the daily dietary requirements of Spanish children.

Impact of Intergenerational Shokuiku (Food and Nutrition Education) Programs on Alleviating Loneliness in Japanese Communities across Ages.

As loneliness is a risk factor for mental and physical health problems in various age groups, this study aimed to explore the impact of the intergenerational Shokuiku (food and nutrition education) program (IGSP) on loneliness in a Japanese community. This single-arm intervention study conducted between 2022 and 2023 included children (n = 21), guardians (n = 16), university students (n = 3), and older adults (n = 6). The IGSP was a one-day program that included participants making and eating their own bread, butter, and sorbet. Loneliness was measured using the Five-item Loneliness Scale for Children (Five-LSC; Japanese) and the three-item UCLA Loneliness Scale (Japanese; for adults) with other direct questions. Social capital, including civic participation, social cohesion, and reciprocity, was assessed using a self-administered questionnaire. The Five-LSC score significantly decreased post-intervention (p = 0.04). There was a significant increase in adults who reported not feeling lonely (p = 0.001). However, the UCLA Loneliness Scale scores did not show any significant changes. A positive change in social cohesion, including community contribution (p = 0.001) and attachment (p = 0.002), was observed among adults. This study suggests that IGSPs have a positive impact on loneliness in children and a partly positive one in adults. These findings emphasize the potential of intergenerational programs to reduce loneliness in communities.

Canasta básica de alimentos con enfoque nutricional: una revisión narrativa

Malnutrition and non-communicable chronic diseases (NCDs) have reached pandemic level. Promoting a healthy diet is key to curbing the rise of obesity and preventing NCDs. Basic food baskets with a nutritional focus (BFBNF) can complement policies aimed at combating obesity and NCDs in favor of healthy diets. The objective of this work is to review the available literature to compile and analyze evidence regarding BFBNF. There is significant heterogeneity in the approach and design of these baskets. Food grouping varies and depends on factors such as culture and purchasing power. Price, seasonal production, and political will are crucial for countries to develop a healthy food basket. The Latin American and Caribbean region has limited development in terms of BFBNF, which is essential for facilitating access to healthy diets. BFBNF is also useful for designing food and nutrition education programs and informing the design of food and nutrition programs.

Enhancing nutritional knowledge and self-regulation among adolescents: efficacy of a multifaceted food literacy intervention.

This health literacy intervention study, conducted on adolescent students, aimed to evaluate the impact of a comprehensive educational program on promoting healthy eating habits. The intervention sought to enhance adolescents' knowledge about nutrition, foster self-regulation skills, and ultimately improve their overall health, including their body mass index (BMI). Through a multi-component approach that combined theoretical learning with practical activities and the integration of digital tools such as the MyFitnessPal app, the study targeted improvements in food literacy, which encompasses nutrition knowledge, food label interpretation skills, and cooking abilities. These elements are critical in influencing adolescents' food choices and eating behaviors, with a focus on increasing the consumption of fruits and vegetables while reducing the intake of fast food and processed snacks. The intervention was structured around a series of educational workshops and interactive sessions, facilitated by professionals experienced in nutrition. These sessions covered topics such as food composition, the importance of a balanced diet, and strategies for avoiding excessive consumption of processed and high-energy-density foods. A distinctive feature of the program was its use of digital tools to enhance engagement and allow for the practical application of learned concepts through food tracking and activity monitoring. Preliminary results indicate positive outcomes in terms of increased food knowledge and improved dietary habits among participants. Notably, there was a significant improvement in adolescents' BMI, highlighting the potential of food literacy interventions to contribute to better physical health outcomes. The study underscores the importance of adopting multidisciplinary and technology-enhanced approaches in educational programs aimed at promoting healthy eating among adolescents. The study's findings suggest that well-structured food education programs, tailored to address the specific needs of adolescents, can facilitate positive changes in eating behavior. This highlights the critical role of food literacy in adolescents' health and wellbeing and points to the need for continued investment in research and development to optimize intervention strategies. The integration of digital technologies and a focus on self-regulation strategies are identified as promising avenues for future research and educational practice, reinforcing the call for innovative investments in food education and health promotion among the youth.

Participation in Intergenerational Food and Agriculture Education Programs Effectively Promotes Place Attachment

This study adopted an empirical approach to examine the effectiveness of integrating intergenerational education with food and agricultural education to increase students' affection for their learning environment. The intergenerational food and agricultural education program in this study consisted of various courses promoting educational dialogue between students and their parents and grandparents at home. The bidirectional learning process allowed the three generations to better understand each other's dietary and life experiences and pass on the relevant knowledge and culture. The 51 participants in this quantitative study were rural elementary schoolchildren who were divided into an experimental group and a control group. Place attachment was evaluated through the two sub-dimensions of place identity and place dependence. The results revealed that food and agricultural education implemented as intergenerational education strengthens learners' affective attachment to their school environment.

Nutrition Knowledge of Elderly Women: Effect of Two Food and Nutrition Education Programs

Objective To compare the effect of two programs of Food and Nutrition Education (FNE) on the Nutrition knowledge of elderly women, Brazil. Methods Randomized field trial. Community-based elderly women over 60 years (n = 36) participated in a twelve-week intervention in either of two FNE programs: Psychopedagogical Program (PP) or Culinary Workshop Program (CWP). There were three moments of data collection in the study; pre-intervention knowledge data); post intervention and follow up (after 6 months upon intervention completion). A questionnaire about knowledge of food and Nutrition was administered at every data collection moment. Results In the analysis performed by the Generalized Estimation Equation Models (GEE) there was a significant interaction effect (P = 0.033) in the diabetes block in which the percentage of correct answers in the follow-up moment was higher compared to the pre-intervention moment in the CWP group (65.65% and 45.66%, respectively). In the knowledge blocks: total percentage of correct answers, hypertension, food processing, the evaluation effect was observed, regardless of the intervention performed. Conclusions Three blocks of knowledge, including the block of the total percentage of correct answers in knowledge in Nutrition, presented a significant evaluation effect, which suggests that the interventions were important for the gain of knowledge, regardless of the type of intervention performed. Elderly-focused FNE programs should include a methodology that encompasses recreational education activities, and practical activities, such as culinary workshops.

Creencias y saberes alimentarios, como resistencia al cambio cultural de las mujeres madres de familia inmigrantes en Culiacán, Sinaloa

Social work as a scientific discipline is concerned with identifying and understanding those social and cultural determinants with respect to health-food, which are part of the identity of immigrant groups in the horticultural region of Culiacán, in order to analyze those social aspects and cultural ones that must be influenced to improve the health of immigrant families who come in search of health-nutritional promotion and education services. Therefore, this article presents the results regarding food beliefs and knowledge in immigrant women mothers, this being part of a broader study on the food culture of women-mothers of families from marginal spaces in Culiacan, Sinaloa, in where food identity is rescued as an essential part of these peoples and considered as cultural elements that must be taken into account in food and nutrition education programs. A study was carried out with a qualitative approach, with the use of microethnography and phenomenology for data collection, with the use of direct participant observation, open, semi-structured interviews and a sociodemographic identity card survey, for characterization of the participating sample. The most relevant findings of this research are mainly; the existence of beliefs, knowledge possessed by women mothers of immigrant families that they put into practice in their daily life for the health care of themselves and their children. As well as the existence of methodologies for the preparation and preservation of food as effective technologies to maintain food for long periods of time, and finally the use of traditional foods as part of the identity of their places of origin and as part of the resistance to change culture.

Adherence to the Mediterranean food pattern and sociodemographic factors in students of the 3rd cycle of basic education on Terceira Island, Azores, Portugal

The Mediterranean food pattern (MFP) has been identified as promoting health and preventing certain chronic diseases. The objective of this study was to determine the adherence to MFP in a sample of students in the 3rd cycle of basic education of the Terceira Island and its relationship with sociodemographic factors and weight status. Data was collected between May and June 2015. A direct application questionnaire that included KIDMED was used to assess adherence to the MFP. A total of 303 students aged between 11 and 19 years old participated in this study, mostly female (57.8%). Most students (64.4%) showed an intermediate level of adherence to the MFP and the prevalence of overweight was 33%. Boys had a higher percentage of regular consumption of breakfast cereals and fatty fruits and daily consumption of two yogurts and/or 40 g of cheese. Students who had a vegetable garden and helped to tend it or who belonged to families with additional members under the age of 18 had greater adherence to MFP. No associations were found between other sociodemographic factors and adherence to MFP. Based on these results, it is suggested to reinforce existing food education programs in schools, as well as develop other programs with a multidisciplinary approach that promotes adherence to the MFP.

Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs

Offering core academic credits (e.g., math, science) for completing agriculture, food, and natural resources (AFNR) coursework at the secondary school level has the potential to increase the strength of the AFNR program as well as student interdisciplinary learning. Informed by the Career and Technical Education Student Typology, we explored the scope of core academic offerings in Michigan AFNR programs, including the frequency of core academic offerings, AFNR course types in which core academics are offered, and types of core academic credit obtained. Findings indicate 95.00% of Michigan teachers responding to the survey offered some form of core academic credit through their AFNR coursework. Additionally, findings suggest science is the most obtained core academic credit and the predominance of core academic credit is being offered in introductory course types within AFNR programs. These findings, among others, were synthesized into three conclusions which focus on the frequency of core academic offerings, strength of science as an integrated discipline, and identified opportunities to expand core academic offerings. The paper concludes with a roadmap for continued efforts to enhance core academic offerings and AFNR programs via a combination of research and practice.

Obesity and immune system impairment: Aglobal problem during the COVID-19 pandemic.

The production of healthy and nutritious food, in an ecologically sustainable and safe way, has become one of the great ethical issues of our time. The recent G 20 urged the "promotion and work on the social determinants of health to address other critical health issues such as food and nutrition". The aim of this work is to analyze the current scientific literature regarding the role of obesity in the severe COVID-19 outcomes. In the light of the indications of the G20, the main causes of obesity are examined, and lifestyles are suggested with particular regard to proper nutrition in order to prevent/treat overweight since childhood. Multidisciplinary work, in which the biological and legal perspectives provide a meta-legal analysis of the obesity problem. Unhealthy habits induce metabolic imbalance and increase in the body weight promoting obesity. This condition is the result of many factors (genetic predisposition, social position and "junk food" consumption) and is associated with a high risk of diseases, among them exacerbations from viral respiratory infections, including the current COVID-19 pandemic. The industrial food revolution changed our eating habits, leading to production of too much unhealthy food, absent in ancient diet, thus contributing to the onset of some disorders. The business of food industry should be downsized in favor of morally or ethically fair choices for consumers and for the well-being of society, together with an ethical food distribution, governmental food education programs, and balanced oversight of food production.

Parents\u2019 and teachers\u2019 views of the promotion of healthy eating in Australian primary schools

BackgroundPrimary schools have long been identified as appropriate settings for improving the healthy eating behaviours of children and helping them develop food skills. This qualitative study explored the views of Australian primary school parents and teachers about schools’ strengths and weaknesses in promoting healthy eating and equipping children with food skills.MethodsNineteen parents and 17 teachers from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo.ResultsThis study demonstrated that parents and teachers believed that several facilitators helped promote children’s healthy eating. These included food and nutrition education (FNE) programs, the community-based nature of schools, and teacher role modelling and the authority schools possess over children. Time scarcity, lack of teacher expertise, lack of leadership and funding were reported as barriers. School food environments such as canteens, lunch orders, fundraising events and school fairs were identified as both weaknesses and strengths by parents and teachers, which indicated inconsistent implementation of school nutrition policies across schools.ConclusionsAustralian primary schools demonstrate some useful efforts to promote healthy eating among children. However, there are numerous facilitators and barriers which impact on the promotion of healthy eating. These factors need to be addressed in order to develop healthy eating habits further among elementary students. These results provide directions for policymakers and school managers, as they point to the areas that need to be improved to assist the design of schools that better promote healthy eating among children.

Moving Your Body, Soul, and Heart to Share and Harvest Food

Colonialism, and its partner, racism, greatly impact Indigenous food systems across Canada elevating the rates of diet-related diseases and food insecurity. Many Indigenous communities have responded to these challenges with their own community-based, culturally appropriate food solutions, including local food production. This participatory research explores the question of traditional food education for First Nations youth through photo elicitation with five young adults employed on a community farm and interviews with twelve Elders, community food educators and Knowledge Keepers. This research provides the building blocks for food education to support a community-based, Indigenous food system and sovereignty, informed by Garden Hill First Nation Elders and youth. Interviews and participatory research established that food education should be rooted in traditional and spiritual beliefs, land-based learning and self-determination, and food policies and programs need to assess the use of technology, financial sustainability, and promote gender balance. Community desires for food education closely match the tenets of Indigenous food sovereignty. This research shows the importance of developing Indigenous food education programs that are community-based and applied.

Strength or Nausea? Children's Reasoning About the Health Consequences of Food Consumption.

Children’s reasoning on food properties and health relationships can contribute to healthier food choices. Food properties can either be positive (“gives strength”) or negative (“gives nausea”). One of the main challenges in public health is to foster children’s dietary variety, which contributes to a normal and healthy development. To face this challenge, it is essential to investigate how children generalize these positive and negative properties to other foods, including familiar and unfamiliar ones. In the present experiment, we hypothesized that children might rely on cues of food processing (e.g., signs of human intervention such as slicing) to convey information about item edibility. Furthermore, capitalizing on previous results showing that food rejections (i.e., food neophobia and picky eating) are a significant source of inter-individual variability to children’s inferences in the food domain, we followed an individual approach. We expected that children would generalize the positive properties to familiar foods and, in contrast, that they would generalize more often the negative properties to unfamiliar foods. However, we expected that children would generalize more positive and less negative properties to unfamiliar sliced foods than to whole unfamiliar foods. Finally, we expected that children displaying higher levels of food rejections would generalize more negative properties than children displaying lower levels of food rejections. One-hundred and twenty-six children, aged 3–6 years, performed an induction task in which they had to generalize positive or negative health-related properties to familiar or unfamiliar foods, whole or sliced. We measured children’s probability of generalization for positive and negative properties. The children’s food rejection score was assessed on a standardized scale. Results indicated that children evaluated positively familiar foods (regardless of processing), whereas they tend to view unfamiliar food negatively. In contrast, children were at chance for processed unfamiliar foods. Furthermore, children displaying higher levels of food rejections were more likely to generalize the negative properties to all kinds of foods than children displaying lower levels of food rejections. These findings entitle us to hypothesize that knowledge-based food education programs should take into account the valence of the properties taught to children, as well as the state of processing of the food presented. Furthermore, one should take children’s interindividual differences into account because they influence how the knowledge gained through these programs may be generalized.

Strawberries and Cream: The Relationship Between Food Rejection and Thematic Knowledge of Food in Young Children.

Establishing healthy dietary habits in childhood is crucial in preventing long-term repercussions, as a lack of dietary variety in childhood leads to enduring impacts on both physical and cognitive health. Poor conceptual knowledge about food has recently been shown to be a driving factor of food rejection. The majority of studies that have investigated the development of food knowledge along with food rejection have mainly focused on one subtype of conceptual knowledge about food, namely taxonomic categories (e.g., vegetables or meat). However, taxonomic categorization is not the only way to understand the food domain. We also heavily rely on other conceptual structures, namely thematic associations, in which objects are grouped because they share spatial-temporal properties or exhibit a complementary relationship (e.g., soft-boiled egg and soldiers). We rely on such thematic associations between food items, which may not fall into the same taxon, to determine the acceptability of food combinations. However, the development of children's ability to master these relations has not been systematically investigated, nor alongside the phenomenon of food rejection. The present research aims to fill this gap by investigating (i) the development of conceptual food knowledge (both taxonomic and thematic) and (ii) the putative relationship between children's food rejection (as measured by the Child Food Rejection Scale) and both thematic and taxonomic food knowledge. A proportional (A:B::C:?) analogy task, with a choice between taxonomic (i.e., bread and pasta) and thematic (i.e., bread and butter) food associates, was conducted on children between 3 and 7-years-old (n = 85). The children were systematically presented with either a thematic or taxonomic food base pair (A:B) and then asked to extend the example type of relation to select the respective thematic or taxonomic match to the target (C:?). Our results revealed, for the first time, that increased levels of food rejection were significantly predictive of poorer food identification and decreased thematic understanding. These findings entitle us to hypothesize that knowledge-based food education programs to foster dietary variety in young children, should not only aim to improve taxonomic understanding of food, but also thematic relations.

Nutrition and Health: Survey on Food Awareness in Teenagers.

According to the WHO, 86% of deaths and 75% of healthcare costs in Europe are attributable to diseases, which share risk factors, including obesity, overweight and high blood pressure. Common point to these factors is their modifiability, adopting correct life habits. It is, therefore, appropriate to investigate teenagers' eating habits, in order to familiarize them with the risks associated with incorrect diet, develop their critical thinking regarding sources of information and strengthen their life skills. The chosen approach to achieve these goals is to develop food education programs focused on Peer education. To collect the necessary data, Focus groups have been run in November 2017, in "Da Vigo Nicoloso High School" in Rapallo (Genoa). A random selection of participants, within homogeneous groups (ages 13-14 and 17-18), has been applied. Eating choices among teenagers represent a strong element of identity. Sharing experiences produces consequences on individual and collective tastes. Awareness in young people regarding correct food choices grows with increasing age; so does sensitivity to being conditioned by interpersonal relationships and messages conveyed through the mass media. It is advisable to develop education programs, specifically aimed at individuals in the age range 13-18. This will both develop their skills in the field of food awareness, and it will enable them to become the source of positive influences within their families and among their acquaintances. Nurse plays a fundamental role as an active subject in this field of primary prevention, transmitting knowledge to the recipients, coordinating with other professional figures (psychologists/professional educators).

Development and Implementation of Food Education Programs for Sustainability

Development and Implementation of Food Education Programs for Sustainability