Nutrition Education For Children Research Articles

EDUKASI PENINGKATAN GIZI ANAK DALAM UPAYA CEGAH STUNTING DI GUNUNG GEULIS

The community service program on child nutrition education aimed at preventing stunting in Desa Gunung Geulis sought to address the high prevalence of stunting due to nutritional issues. Initial situation analysis revealed that 40% of children in the village experienced stunting, with 70% of parents having limited knowledge about balanced nutrition. Based on these findings, comprehensive and easily understandable educational materials and training modules were developed, covering essential information on balanced nutrition, types of nutritious foods, and methods for preparing and presenting healthy meals using local ingredients. The outreach and training were conducted at three strategic locations and attended by 150 parents and caregivers, employing interactive and practical methods. Follow-up support and monitoring over three months showed that 80% of the families improved their children’s nutritional intake. The final evaluation indicated a significant increase in parental knowledge about nutrition from 30% to 85% and a reduction in stunting prevalence from 10% to 8% within six months. These results demonstrate that a structured, community-based educational approach effectively enhances nutritional knowledge and reduces stunting, significantly impacting child well-being in Desa Gunung Geulis.

Abstract B130: Partnership in persistent poverty neighborhoods: The Acres Homes Cancer Prevention Collaboration

Abstract Introduction: Rising obesity rates significantly contribute to increases in many types of cancer. The link between obesity, socioeconomic status, and cancer risk is evident, particularly in persistent poverty areas. The Acres Homes Cancer Prevention Collaboration (Acres Homes CPC), part of the Persistent Poverty Initiative (PPI) of the National Cancer Institute, is a dynamic partnership led by the University of Texas MD Anderson Cancer Center. This community-academic partnership, centered on the Acres Homes neighborhood in Houston, TX, that is impacted by persistent poverty, utilizes community-engaged strategies and transdisciplinary research to mitigate obesity-related cancer risks. Methods: Through multiple community partnerships, the CPC aims to alleviate persistent poverty effects, support early-career researchers, and test nutrition and physical activity interventions for reducing obesity-related cancer risk. Results: The Acres Homes CPC funds two research projects: a trial of a physical activity program for cancer survivors and a cluster-randomized trial of food distribution and nutrition education for elementary school children and their parents. We have funded seven pilot studies on topics such as food security, culinary medicine, physical activity and mild cognitive impairment, and the physical and safety environment of neighborhoods. Three community advisors guide and support all activities, and information on the initiative is provided monthly to a community steering committee. The Acres Homes CPC also supports pre- and postdoctoral fellows interested in research promoting cancer prevention and control in persistent poverty communities. Conclusions: This initiative aims to reduce cancer risk and improve cancer outcomes in persistent poverty communities by bridging the gap between research and practical implementation through community-based participatory research and partnership with the community to address obesity. Citation Format: Karen Basen-Engquist, Ruth Rechis, Michael Mackert, Brad Love, Shreela Sharma, Sanjay Shete, Qian Lu, Shine Chang, Margaret Raber, Miranda Baum, Crystal Roberson, Lorna McNeill. Partnership in persistent poverty neighborhoods: The Acres Homes Cancer Prevention Collaboration [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B130.

Assessment of Generative AI Large Language Model Knowledge in Children's Nutrition Education

Assessment of Generative AI Large Language Model Knowledge in Children's Nutrition Education

Empowering communities for sustainable stunting prevention: A comprehensive approach to enhance child nutrition and family health education

Empowering communities for sustainable stunting prevention: A comprehensive approach to enhance child nutrition and family health education

Jurnal: Perancangan Desain Karakter Pendukung dalam Kampanye Gizi Pada Anak Usia 3 - 5 Tahun

This journal discusses the design of supporting characters in a nutrition campaign for children aged 3-5 years. With the background of the need for a creative approach in children's nutrition education, this journal explains the roles and benefits of supporting characters such as Captain Carrot, BroCollin, Milkkuat, and Professor Pisang in providing support, education, and motivation to children. It is hoped that these character designs can enhance early childhood nutrition awareness in a fun and effective way.

Pocket money and the risk of dental caries and oral pain in children

BackgroundTooth decay affects 40–90 % of children in low- and middle-income countries (LMICs), contributing to adverse consequences, including oral pain, difficulty focusing in school, lifelong dental problems, and overall lower quality of life. Few studies have examined the relationship between pocket money given to children, their purchase of sugary snacks and drinks with that money, and the risk for tooth decay. MethodsThis secondary cross-sectional analysis utilized data which were collected in 2014 as part of an oral health promotion program in rural El Salvador. A convenience sample of 279 children and their mothers who participated in the program were recruited to complete an interview with trained community health workers, and children received a dental examination from trained and licensed Salvadoran and U.S. dentists. Only children with teeth (primary, mixed, or permanent dentition) were included in this analysis; as such, children ranged in age from 6 months through 14 years. Descriptive, multivariate logistic regression, and Zero-Inflated Negative Binomial analyses were used to identify associations between pocket money given to children and three oral health outcomes: number of decayed, missing/extracted due to decay, and filled teeth (dmft for primary teeth and DMFT for permanent teeth); presence of deep decay; and occurrence of oral pain. ResultsOverall, almost two-thirds of children received daily pocket money with which over 70 % purchased unhealthy snacks/drinks; 83 % of children had tooth decay, with a mean dmft/DMFT of 6.0. After adjusting for covariates, receiving pocket money was associated with 0.18 (95 % CI: 0.05–0.54) times the odds of having zero-dmft/DMFT (i.e., being cavity-free) (p = 0.002). Among children with at least one decayed tooth, receiving pocket money was associated with 1.22 (95 % CI: 1.01–1.53) times the expected dmft/DMFT count (p = 0.04), 3.39 (95 % CI: 1.59–7.22) times the odds of deep decay (p < 0.001), and 2.66 (95 % CI: 1.24–5.70) times the odds of oral pain (p = 0.007) compared to children who did not receive pocket money. ConclusionInterventions to reduce the prevalence and severity of tooth decay should include nutrition and oral health education for children and families—including addressing pocket money and healthy vs. unhealthy purchases—in schools, communities, and primary health clinics; school programs to provide healthy foods and beverages for children; and enforcement of policies to prohibit the sale of ultra-processed foods and sugary drinks in and around schools.

SỬ DỤNG TÁC PHẨM TRUYỆN TRONG TÍCH HỢP GIÁO DỤC DINH DƯỠNG - SỨC KHOẺ CHO TRẺ Ở TRƯỜNG MẦM NON

Nutrition and health education are the main content in physical development education for preschool children. To help children develop some good habits and behaviors in eating and hygiene to prevent disease, teachers can use many teaching resources. This study analyzes the advantages of the story works and directions for using them to integrate nutrition and health education for preschool children. Content analysis method, direct interview method, and operational product research method have been used. The results show that stories that can be used to integrate nutrition education for children in preschool are relatively rich and diverse. Teachers can use these stories to educate children about the habit of maintaining physical hygiene and educating children about hygienic and nutritious eating, thereby improving the quality of care, nurturing and education of children at preschool educational establishments.

A nutrition education service learning programme: Development, implementation and impact on participants

Objective: The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children. Design: Qualitative case study. Methods: Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session. Results: University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important. Conclusion: There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.

Difference In Mothers' Knowledge of Balanced Nutrition For Preschool Children Before And After Receiving Nutrition Education Using Powerpoint Slides At biMBA AIUEO Unit Vila Bintaro Indah

Indonesia has a "Double Burden of Malnutrition". Based on Basic Health Research (Riskesdas) data for 2018, the prevalence of undernutrition is estimated at 13.8%, while the prevalence of overweight is reported to be at 8%. Balanced nutrition is crucial for normal growth, physical development, and cognitive abilities. The key to the success or failure of nutritional status in toddlers lies in the mother's knowledge regarding nutrition. Nutrition education is an effort to overcome nutritional problems by increasing mothers' knowledge. The purpose of this study is to examine the difference in mothers' knowledge of balanced nutrition for preschool children before and after receiving nutrition education using PowerPoint slides at biMBA AIUEO Unit Vila Bintaro Indah. The research method employed in this study was a pre-experimental design using a one-group pre-test-post-test approach.. The total population in this study is 80 individuals and a total of 31 mothers were included as participants taken utilized purposive sampling. Data was collected through a questionnaire (Google Form). Statistical analysis were conducted using the Paired Sample t-test. The results showed that there is a significant difference in the mother's knowledge regarding balanced nutrition for preschool children with p = 0.000 (p &lt;0.05). The suggestion given is that the school encouraged to collaborate with the local Community Health Center (Puskesmas) to provide continuous nutrition education for preschool children.

Barriers and enablers to a healthy food environment in Australian childcare services: Exploring directors' perspectives.

Early childhood education and care (ECEC) settings are ideal environments to optimise nutrition and positively influence children's food behaviours. However, recent research has identified the need to improve nutrition policies, food provision, and mealtime environments in Australian ECEC settings. This study explored the perceptions of ECEC directors regarding barriers and enablers to a health-promoting food environment within ECEC services. Eleven directors from ECEC services in Nerang, Queensland, and surrounding areas, participated in qualitative interviews between March and May 2021. Transcripts were analysed using qualitative content analysis that followed a deductive-inductive approach employing nutrition-related domains from the Wellness Child Care Assessment Tool, these being: (i) nutrition policy; (ii) nutrition education; (iii) food provision; and (iv) mealtimes. Transcripts were coded independently by two researchers in NVivo and consensus for barriers and enablers was achieved through discussion. Barriers and enablers were reported across four domains (nutrition policy, nutrition education, food provision, and mealtimes). Comprehensive nutrition-related policies were an enabler to a healthy nutrition environment but were sometimes described as lacking detail or customisation to the service. Nutrition education for children was described as competing with other activities for time and resources in an already-crowded curriculum. Financial and time pressures faced by families were a barrier to healthy food provision in services where families provided food for children. The ability of staff to sit with children and engage in conversation during mealtimes was an enabler; however, competing demands on time and the unavailability of food for staff were cited as barriers to health-promoting mealtimes. Directors in ECEC services report both barriers and enablers to a healthy food environment. Nutrition policies were an enabler when comprehensive and relevant but a barrier when vague and not tailored to the service environment. ECEC services should be supported to develop and implement service-specific nutrition policies and practices by engaging with parents and staff. SO WHAT?: The barriers and enablers reported in this study should be considered when designing and implementing future evidence-based interventions to improve the nutrition environment in ECEC services.

The Effectiveness of Providing Snacks to Nutritional Status of Adolescents

One effort to improve nutritional status is consuming nutritious food and nutrition education for children to instill healthy eating habits from an early age. The purpose of this study was to analyze the effectiveness of providing snacks on the nutritional status and nutritional intake of adolescents. This type of research was a quasi-experimental design with a one-group pre-posttest design without a control group. The research subjects were adolescents aged 11-14 years. Snacks are given for 1 month that meets ± 20% energy and ± 8% protein and ± 15% fat. T-test to analyze the nutritional status of adolescents and nutrient intake before and after giving the distraction food. The results of this study showed that providing distracting food could increase body mass index (p-value=0,000), student weight (p-value=0,000), intake of protein (p-value=0,000), vitamin C (p-value=0,0008), and zinc (p-value=0,0004), but height, carbohydrate intake, and iron intake had no significant effect (p-value&gt;0,05). This study concluded that the provision of snack food effectively increased students' nutritional knowledge, student weight, and intake of protein, vitamin C, and zinc, but height and body mass index, as well as carbohydrates and iron, did not increase significantly. The suggestion from this study is that distraction for adolescents is highly recommended to improve nutritional status so schools should be able to make a policy in providing distracting food as a program to improve adolescent nutrition at school.

Promoting nutritional education in primary school children

Inadequate nutrition knowledge leads to poor dietary choices to the detriment of the overall health of individuals and populations due to the likelihood of the development of various ill health conditions such as obesity and malnutrition. Childhood is the stage that sets a nutritional precedent for life and the attitudes, and beliefs developed in childhood tend to last for the individual's lifespan. Therefore children should be provided with adequate nutritional knowledge to enable longer term healthier food choices. This study aimed to devise an appropriate strategy for the promotion of nutrition education in primary school children and to evaluate the effectiveness of the intervention. A survey was used to assess the level of nutrition knowledge in children followed by the provision of nutrition education through sessions focusing on adopting easily understandable terms for nutrients and teaching at their level of understanding and education. Techniques such as audiovisual aids and question-and-answer sessions were used to make the sessions entertaining. The outcomes were evaluated through the same survey that was used pre-intervention. Data are presented from a quantitative analysis. The outcomes of the first survey showed a major need for providing nutrition education to students as the students were barely aware of nutrients and the functions of foodstuffs and therefore made poor food choices. However, the post-intervention survey showed a significant improvement in nutritional knowledge, and the majority of the students knew how to make healthier food choices.

Application of Somatosensory Computer Game for Nutrition Education in Preschool Children

With the popularization of technological products, people’s everyday lives are now full of 3C (computer, communication, and consumer electronics) products. Children have gradually become acquainted with these new technological products. In recent years, more somatosensory games have been introduced along with the development of new media puzzle games for children. Several studies have shown that somatosensory games can improve physical, brain, and sensory integrated development in children, as well as promoting parent–child and peer interactions and enhancing children’s attention and cooperation in play. The purpose of this study is to assess the effect of integrating somatosensory computer games into early childhood nutrition education. The subjects of this study were 15 preschool children (aged 5–6 years old) from a preschool in Taichung City, Taiwan. We used the somatosensory game “Arno’s Fruit and Vegetable Journey” as an intervention tool for early childhood nutrition education. The somatosensory game production uses the Scratch software combined with Rabboni sensors. The somatosensory game education intervention was carried out for one hour a week over two consecutive weeks. We used questionnaires and nutrition knowledge learning sheets to evaluate the early childhood nutrition knowledge and learning status and satisfaction degree in the first and second weeks of this study. The results showed that there were no statistically significant differences between the preschool children’s game scores and times, as well as nutritional knowledge scores, before and after the intervention. Most of the preschool children highly enjoyed the somatosensory game educational activities. We reveal some problems in the teaching activities of somatosensory games, which can provide a reference for future research on designing and producing somatosensory games for preschool children and somatosensory game-based education.

Breakfast Quality of Preschool-aged Canadian Children.

Purpose: To investigate the breakfast quality of preschool-aged children through a comparison of their energy and nutrient intakes at breakfast to published benchmarks for a balanced breakfast.Methods: Dietary data were collected for 163 children aged 3-5 years enrolled in the Guelph Family Health Study using one parent-reported online 24-hour recall and analyzed for energy and nutrient intakes. Breakfast quality was assessed by tallying the frequency of participants whose nutrient and energy intakes at their breakfast meal met the recommendations for a balanced breakfast established by the International Breakfast Research Initiative (IRBI).Results: Almost all participants (98%) consumed breakfast, and most participants (82.5%) met the energy IRBI recommendation. However, the majority of participants did not meet the IRBI recommendations for breakfast intakes of most macronutrients and micronutrients. In particular, fewer than 25% of participants met the IRBI recommendations for breakfast intakes of dietary fibre, niacin, folate, vitamin C, calcium, potassium and zinc.Conclusions: Almost all preschool-aged children in this study consumed breakfast, but the nutritional quality of their breakfast did not meet recommendations for most nutrients. These results can inform nutrition education and intervention programs for children that aim to improve the nutritional quality of breakfast.

Farm-to-School programmes, benefits, health outcomes and barriers: A structured literature review

Introduction: A common refrain in public health and medicine concerns the rapidly rising incidence of obesity and metabolic-like syndromes over the last two decades. A plethora of data suggests there are many roots to the issue and what to do about it. The rise of childhood obesity and the growing incidence of adult endocrine diseases like type 2 diabetes mellitus in paediatric populations are the most concerning. One of the solutions that aims to tackle health and food justice issues is the Farm-to-School programme (FTSP), which helps bring local fruit and vegetables (FVs) to schools and associated nutrition-related programmes. In the USA, a significant expansion of FTSPs has happened since the early 2000s. Numerous economic, social and nutritional benefits of these programmes have been documented, and various methodologies have been used to elucidate the benefits and barriers. Method: This paper reviews the multifaceted strengths of FTSPs including health, institutional and farm-related benefits. The paper also discusses federal- and state-level environment and the obstacles to FTSP implementation. Conclusion: FTSPs offer a comprehensive way to strengthen childhood nutrition education and stimulate local communities economically and socially. FTSPs increase the purchase of locally produced food items, resulting in higher incomes for small farmers. FTSPs have also increased community engagement and new opportunities for farming businesses. In sum, FTSPs can be considered a boon for local schools, producers, communities and better health outcomes for school-age children. Teaching children about food literacy could prove beneficial for supporting their self-efficacy regarding foods and encouraging lifetime healthy dietary behaviours.

A mixed-method process evaluation of an East Midlands county summer 2021 holiday activities and food programme highlighting the views of programme co-ordinators, providers, and parents.

BackgroundThe Holiday Activities and Food (HAF) Programme is a UK Government initiative created to alleviate food insecurity and promote health and well-being among children and their families, who are eligible for Free School Meals (FSM), during the school holidays. This process evaluation investigated factors that facilitated and acted as a barrier to the delivery of the HAF Programme from the perspectives of key stakeholders (Co-ordinators, Providers, and Parents) involved in the HAF Programme across an East Midlands county.MethodsThis evaluation utilized a mixed-methods approach, incorporating focus groups and online surveys to gain rich, multifaceted data. The focus groups were analyzed using a hybrid inductive-deductive thematic analysis and the online surveys were analyzed using mixed-methods approach due to the variation in question type (i.e., quantitative, Likert scale and open response) to align themes to the Government Aims and Standards of the HAF Programme.FindingsThe stakeholders highlighted several factors that facilitated and acted as a barrier to the delivery of the HAF Programme. Facilitating factors included existing and maintaining relationships between Co-ordinators, Providers, and facilities/schools/communities as this improved communication and attendance. Additionally, transport provision for those attending the Programme helped overcome barriers to attendance. The primary barrier of the Programme was the late awarding of the Programme contract as this limited the time available to prepare and organize the Programme. This in turn, had several “knock on” effects that created more barriers and resulted in some of the Government Aims and Standards not being met such as, nutrition education for children and parents. Despite the challenges faced, Co-ordinators and Providers were able to deliver the Programme and positively impact upon the children and their families that attended the Programme.ConclusionFollowing the facilitators and barriers that were highlighted in this evaluation, several recommendations have been made to enhance the delivery of the HAF Programme and ensure Government Aims and Standards, to improve children and family's health and well-being, are attained.

Literature Review: The Role of Games in Nutrition Education for Children in Indonesia

Games are one of the media that can be used in nutrition education. Many studies have been conducted to see the effectiveness of games in nutrition education for children. However, no review has been conducted on these studies. This study aims to review various studies that use games in nutrition education. This research is a qualitative research in the form of a literature review. The literature search was conducted online through the Google Scholar database using the keywords education, nutrition, games and children. Initially 40 articles were found, but after adjusting to the inclusion criteria, namely open access, articles published in research or service journals were published for the 2017-2021 period, so that the articles reviewed were 17 articles. The results show that games are used on various topics of nutrition education, such as balanced nutrition, consumption of fruit and vegetables, snacks and breakfast. The types of games used are puzzles, snakes and ladders, nutrition cards, flashcards, quarted, quinted, monopoly, wayang, VEM and guessing pictures. All studies show the effectiveness of games in nutrition education in children. There is no nutrition education that has developed modern games in the form of applications, so in the future it is necessary to conduct studies on this matter to enrich the types of games used in nutrition education.

Effects of Childhood Nutrition Education from School and Family on Eating Habits of Japanese Adults

Since the Basic Law of Shokuiku (nutrition education) was established in 2005, the Japanese government has been promoting nutrition education among children to encourage better eating habits. This study analyzes the 2019 survey data on people’s attitudes towards nutrition education, in order to elucidate the relationship between the results of nutrition education, attitude towards nutrition education and proper eating habits, and the experience of nutrition education. The results reveal that people who received nutrition education at elementary school and middle school tend to have a more positive attitude towards nutrition education. In addition, family conversation on foods during elementary school years has a positive effect on nutritionally balanced eating behavior.

Early Childhood Nutrition Education Service Model for the Community in the Pandemic Era

BACKGROUND: This study aims to find a model of early childhood nutrition education services for the community during the pandemic era. AIM: In detail, the purpose of this study is to describe increasing public knowledge about the importance of nutrition for early childhood and to describe increasing public positive attitudes about the importance of nutrition for early childhood during the pandemic era. METHODS: The model of early childhood nutrition education services for the community in the pandemic era has proven to be effective and significant in public knowledge about the importance of nutrition in early childhood education (PAUD) programs. RESULTS: It is also proven by the results of measuring cognitive values and affective values before and after the Early Childhood Nutrition Education Service for Communities during the pandemic era has proven to be increasing. CONCLUSION: The AUD nutrition education service model for the community in the pandemic era has a significant effectiveness on the knowledge of parents and the community about AUD nutrition and on the positive attitudes of parents and the community in the PAUD program.

Effectiveness of Parental Assistance in Providing Food on Nutritional Intake Among Children with Malnutrition

Background: Prevalence of stunting continues to affect 21.3% of children aged &lt;5 years worldwide. The problem of malnutrition in children is caused by several factors, such as poor access to nutritious food, recurrent infections, and inadequate practice of offering food and care for mothers and children during the first 1,000 days.Objectives: The purpose of the study was to know the effectiveness of feeding parenting style assistance to mothers of toddlers in increasing the nutritional intake of under-nutrition childrenMaterials and Methods: This study used a quasi-experimental design with a pre-test and post-test control group design approach. The population in this study was toddlers with malnutrition (according to weight/height). The sample size for each group was 35 mothers. The sample was divided into two groups. The first group was given parental assistance consisting of nutrition education and food processing guidance for the toddler for 3 months (the intervention group) and the second group was given health education about balanced nutrition for children under five (the control group). Collecting data had used a checklist of identity, nutritional status, and semi-quantitative food frequency questionnaire. Data were analyzed using paired t-test, p-value &lt;0.05 for the 95% confidence interval.Results: The nutritional intakes of children under five showed a significant difference between the group of mothers under five who were given intensive assistance (the intervention group) and the group that was only given nutrition education for children under five (the control group). The differences in nutritional intakes seen in macronutrients were the difference in calorie intake (p-value: 0.042; CI: 4.005-213.543) and protein intake (p-value: 0.040; CI: 0.197-8.065). The differences in micronutrient intakes were seen in the increase in consumption of vitamin E (p-value: 0.000; CI: 0.446-4.416), sodium (p-value: 0.000; CI: 61.859-193.741), potassium (p-value: 0.005; CI: 70.743-373.102), calcium (p-value: 0.000; CI: 51.851-137.863), and phosphor (p-value: 0.041; CI: 2.133-99.604).Conclusion: Food parenting assistance for mothers of toddlers was effective in increasing toddler nutrition