The Role of Nutrition Education and Active Choice to Increase Fruit and Vegetable Consumption Among Second Grade Students During Lunchtime PDF Download

Author: Robyn M. Cafiero
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 250

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Author:
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Category :
Languages : en
Pages : 4

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Author: Elizabeth Strasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 209

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This study aimed to implement and assess a school-based multi-component intervention aimed at increasing elementary school-aged children's knowledge of, preference for, and intake of vegetables. The multi-component intervention included lunchroom exposure, nutrition curriculum in the classroom, after school program vegetable curriculum, family friendly nutrition newsletter, vegetable fair and parent cooking class. Lunchtime vegetable consumption was assessed by direct observation. Changes in preference, attitude, and knowledge were assessed using a pre- and post-intervention survey. The multi-component intervention was implemented at Canyon Elementary during the 2008-2009 school year. Classroom teachers provided 20 minutes of nutrition education to students in grades one through five (n=450) once every month from September 2008 through May 2009. Students who participated in the after school program received additional education once a week for three weeks each month. Overall, no significant difference was observed between children's pre- and post-intervention except for their willingness to try new vegetables. Students in grades second and fourth (n=81) were asked to participate in a plate-waste study by allowing researchers to photograph the amount of vegetables they selected and consumed during (p=0.483) second and (p=0.467) fourth pre-intervention and (p=0.71) second and (p=0.34) fourth post-intervention lunch-period. No change in vegetable consumption was observed (p>0.05). Although the intervention was well received by Canyon Elementary administration, teachers, food-service director, and students, we observed not significant changes in the outcomes we assessed. The results of this study are not consistent with other multi-component school-based interventions that have effectively changed diet-related behaviors among children. Additional work in this area at this school should include additional validated outcomes assessments, changes to the selection of vegetables offered to children in school lunch menus, and a stronger parent involvement.

Author: Rachel Erin Taylor Calhoun
Publisher:
ISBN:
Category : School children
Languages : en
Pages : 62

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In the U.S., the weight status of overweight and obesity in children is increasing from recent decades (Carrol & Ogden, 2010). Research shows that the prevalence of children developing chronic diseases is influenced by obesity and overweight statuses, shown by existing risk factors (Freedman, Dietz, Srinivasan, & Berenson, 1999). Recent legislation of the National School Lunch Program has aimed to improve the nutritional value of school lunches in elementary schools by requiring fruit and vegetable meal components be provided on each lunch tray (Nutrition Standards, 2012). This quasi experimental study aimed to increase fourth graders nutrition knowledge and fruit and vegetable intake during school lunch by applying concepts of the Health Belief Model (HBM) to a nutrition education session. A convenience sample of 25 fourth graders was selected and administered a pre and post questionnaire along with a plate waste survey to measure fruit and vegetable consumption before and after a nutrition education lesson was given. A paired samples t-test indicated that student's nutrition knowledge significantly increased (t(21)=2.60, p=.015) after the nutrition education lesson was implemented. However, more research is needed to determine the frequency and length of nutrition education programs needed to increase fruit and vegetable consumption in children. Frequency distribution of HBM concepts recorded on the questionnaires also suggests that students appeared to notice fewer barriers to eating fruits and vegetables. This study showed that concepts of the HBM may be effective and appropriate for use in developing positive nutrition education lessons for children. --Page iv.

Author: Sharon Marie Hakim
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 123

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Growing rates of childhood obesity continue to be a major public health issue for this country. In order to impact childhood obesity at the population level it is necessary to shift our focus away from individual behaviors and towards the critical examination of the role that settings have in promoting or discouraging healthy eating. One relevant setting in the fight against childhood obesity is the school cafeteria. Since 1946, the National School Lunch Program has worked to ensure that schools can provide their students with affordable daily access to nutritional, well-balanced meals. However, "food served" does not necessarily equal "food consumed;" high rates of waste, especially of fruits and vegetables, are well documented. The current, mixed-method study examines the effectiveness of a low-cost intervention designed to increase student consumption of fruits and vegetables by altering the choice architecture of the cafeteria. This was done through the introduction of an active, forced choice into the school lunch service. Consumption was measured by observing (n=2,064) and weighing (n=84) student plate waste over two ten-day periods pre-intervention and during implementation. Results show an average daily 15% increase in consumption of both fruits and vegetables during the intervention period. Qualitative interviews (n=34) were conducted in order to better understand the environment of the school cafeteria and identify any barriers to healthy eating that may exist within the setting. Both quantitative and qualitative findings suggest that local schools can actively encourage students to take advantage of fruits and vegetables offered through the NSLP by implementing setting-level changes to the cafeteria environment.

Author: Rosemary Hartman
Publisher:
ISBN:
Category :
Languages : en
Pages : 210

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Author: Amy Elizabeth Knight
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ISBN:
Category :
Languages : en
Pages : 152

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Childhood obesity is rising at a dramatic rate. Other research shows that nutrition education can have an impact of weight status, fruit and vegetable consumption, and nutrition knowledge. The purpose of this study is to determine how nutrition education affects children's fruit and vegetable knowledge, asking behaviors, intake, and awareness of healthy and unhealthy foods. Results of this study will be pertinent to teachers and schools in similar geographical locations. This study utilized pre- and post-test experimental design. Twenty-two children participated in the study with 17 in the experimental group and five in the control. Children in the experimental group received of nutrition education one time per week for four weeks, while the control did not receive any. Findings indicate that children receiving nutrition education significantly increased their fruit and vegetable knowledge. Other results from the study showed no significant changes in fruit and vegetable consumption, ability to correctly identify "Go", "Slow", and "Whoa" foods or asking behavior in children that received nutrition education. Although further research is needed, the results of this study show that though knowledge improved, consumption did not increase.

Author: Trang Nguyen
Publisher:
ISBN:
Category :
Languages : en
Pages : 55

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Schools are an attractive entry point to improve children's diets, as their eating habits can be shaped during childhood and the information disseminated from school can reach adults through children. We implemented a cluster-randomized trial in 12 schools in peri-urban Viet Nam to assess if two school-based interventions increased knowledge of healthy diets among children and their parents, as well as children's consumption of healthy foods. First, children were given lessons about food before school lunch and encouraged to share the lessons with their parents. Second, children were provided with healthy snacks for five weeks to reinforce messages about healthy eating. We found that in the short term, the nutrition lessons raised the knowledge index score of the children by 0.35 standard deviation. After six months, this intervention retained its effectiveness only for the children who also received free access to fruit, emphasizing the linkage between knowledge and practice. By itself, free access to fruit at school increased the children's daily fruit consumption by half a portion, but not at the expense of home fruit consumption. Access to healthy foods at school can therefore be an effective measure to raise children's healthy consumption. Child-parent communication was not a reliable channel for knowledge dissemination in our setting.

Author: Constance Newman
Publisher:
ISBN: 9781497585621
Category : Food consumption
Languages : en
Pages : 44

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Following the Healthy, Hunger-Free Kids Act of 2010, USDA instituted many changes to the National School Lunch Program (NSLP). School lunches have had to meet new nutrition standards since the fall of 2012. Using data collected as part of the 2005 School Nutrition and Dietary Assessment III, this report examines whether students who attended schools serving more fruits and vegetables, in amounts that would meet the new standards, actually ate more of them than students at schools that did not. Student consumption data were matched by date to lunch menu records for the same day. Tobit models were used to estimate consumption of fruits and vegetables in school lunches by NSLP participants, controlling for other characteristics of students and school food operations. Students in schools that offered more fruits and vegetables and in quantities that met daily standards consumed greater quantities of many of those foods. But most students did not eat any of the offered fruits and vegetables in 2005, suggesting that additional methods may need to be considered in order to meet nutritional goals.

Author: Stacy L. Sebastian
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 232

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