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Author: Elizabeth Strasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 209
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Book Description
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: Elizabeth Strasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 209
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Book Description
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: Stacy Lyn Bevan
Publisher:
ISBN:
Category :
Languages : en
Pages : 229
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Book Description
The nutritional status of children is declining as evidenced by the steady rise in childhood obesity rates over the last three decades. Consuming five servings of fruit and vegetables (FV) daily has shown to help with weight maintenance, but children are consuming far less than the recommended servings. This study was designed to test the efficacy of a sensory-focused multi-component school-based program at increasing vegetable intake among fifth-graders. Classroom, family, and community components allowed children to explore thirteen target vegetables with their senses including taste. Vegetable consumption was measured by digitalized observations of lunchtime vegetable selection and consumption. Vegetable acceptance was evaluated using a self-administered survey assessing attitude and behaviors related to vegetable consumption. Measures were assessed at multiple time points and compared between the intervention school and a comparison school matched for demographic similarities. Parental consent was obtained for 136 fifth-graders to participate in the multicomponent study and 114 were included in the plate waste study. Data were collected over six days of plate waste observations including two phases: the control phase (CP) and the target vegetable phase (TVP) where target vegetables were served in addition to the regular lunch vegetables. Differences in mean vegetables taken and consumed during each phase of the plate waste study were analyzed using analysis of variance (ANOVA) and paired sample t-tests. When fried potatoes were included as a vegetable in the analysis, the comparison school took (P
Author: Velarie Yaa Ankrah Ansu
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Several school-based interventions aimed at increasing fruit and vegetables (FV) intake among children have demonstrated success in short-term interventions. The Fit Game is a school-based intervention aimed at encouraging children to consume increasing amounts of FV during a game, which is a narrative. Just as children are being encouraged to eat FV at school, so is it equally important for them to eat FV at home. Parents strongly influence the amount of FV children consume at home. The aim of this thesis is to examine associations between factors that influence consumption of fruits and vegetables at and away from school among children who are participating in a schoolbased intervention, which has been shown to increase fruit and vegetable consumption at school. Associations between factors of the home environment and FV intake of children at and away from school are also explored. The study population was 37 parent-child pairs who participated in the Fit Game intervention conducted at one elementary school in 2013 (n = 252). This study showed that there was an increase in FV intake of children at school during the period they played the Fit Game; however there was no change in fruit and vegetable intake away from school during that same period of time. In addition, though parents and children0́9s intake of FV were correlated, parents did not change their FV intake during the period of time their child participated in the Fit Game at school. There was no significance between children0́9s intake and the factors in the home environment including family meals, FV accessibility and availability as well as parental knowledge. This study used rigorous methods to assess dietary intake. It is, however, important that this study is replicated with a larger sample that is more diverse.
Author: Isobel R. Contento
Publisher: Jones & Bartlett Publishers
ISBN: 1449649769
Category : Health & Fitness
Languages : en
Pages : 464
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Book Description
Nutrition Education, Second Edition provides a simple, straightforward model for designing effective nutrition education that addresses the personal and environmental influences that affect food choice and assists individuals in adopting healthy behaviors. Using a six-step process, this text integrates theory, research, and practice and provides advice on designing, implementing, and evaluating theory-based nutrition education.
Author: Meagan Roxanne Latimer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
This study aimed to increase vegetable consumption and preference in elementary school-aged children using two interventions: 1) flavor-flavor conditioning; and 2) sensory-based, vegetable-themed education. In both interventions, increase in consumption was measured by visual observation of how many vegetables children took and consumed from a vegetable buffet. Preferences were measured with a selfadministered survey. In the flavor-flavor intervention, children ages 5 to 11 (n=59) were exposed to sweetened and nonsweetened vegetable purees. Preferences were assessed prior to intervention using a rating and ranking system. Nine paired tastings were presented. Children received a posttest immediately after the final conditioning (n=27) and again 2 to 3 weeks after the final conditioning (n=24). A repeated measures ANOVA was used to examine the effect of conditioning (sweetened vegetable purees) on flavor preference. The change in attitudes and behaviors related to vegetables was evaluated using iv independent samples t-tests. Pre- and post-flavor conditioning change in whole vegetable consumption was assessed using paired t-tests. Flavor-flavor conditioning is not an effective strategy to increase whole vegetable consumption or preference for vegetables in elementary school-aged children. The vegetable-themed curriculum focused on four vegetables (carrots, peas, cauliflower, broccoli) and included three 30-minute lessons on each vegetable. Lessons included information on how the vegetable tastes, where it grows, and what it looks, feels, sounds, and smells like. Lessons were taught once per week for 3 weeks each month over four months. Children ages 5-11 enrolled in an after-school program at one elementary school were invited to participate (n=27). The amount of vegetables consumed by participants during a vegetable buffet was observed pre- and postintervention (n = 20, 12 respectively). Differences in these amounts were assessed using independent samples t-tests. The education intervention was associated with increased consumption of carrots (p-value =0.001) and peas (p-value=0.003) but not cauliflower or broccoli. There was no change in vegetable-related attitudes/behaviors post-intervention. The results support the use of sensory-based, vegetable-themed education to increase vegetable consumption among children. Future studies should involve a larger sample size and should consider in-school rather than after-school education.
Author:
Publisher:
ISBN:
Category : Child Psychology
Languages : en
Pages : 272
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Book Description
Author: Arielle M. Magro
Publisher:
ISBN:
Category : Farm produce
Languages : en
Pages : 86
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Book Description
Multi-sensory nutrition education interventions aimed at promoting children's preferences for vegetables have the potential to positively impact children's intake of essential micronutrients and phytochemicals. We implemented our intervention in Western Massachusetts Head Start preschool classrooms, as part of Massachusetts Farm Fresh research project. Social cognitive theory, early childhood developmental milestones, and the play approach to learning provided the framework. During the 4-week intervention, eight vegetables were matched by appearance and growing process to create vegetable pairs (green bean-sugar snap pea, broccoli-cauliflower, beet-radish, and carrot-parsnip). Each week, two animal puppets introduced the children in the classroom to the vegetable pairs by highlighting the vegetable's color, shape, texture, and growth process. Complete baseline and follow-up consumption data were available for 60 three to five year old children. Total mean consumption (g) increased pre-post intervention (pre: 14.75 + 1.38 vs. post: 17.83 + 2.05 g) (p= 0.06). Specifically, mean consumption (g) increased for peas (pre: 1.32 + 0.26 vs. post: 2.03 + 0.36 g) (p=0.04), parsnips (pre: 1.31 + 0.24 vs. post: 2.06 + 0.35 g) (p=0.04), and for the high-sugar content vegetables (pre: 7.41 + 0.82 vs. post: 9.75 +1.14 g) (p=0.02). Mean consumption of the red and white colored vegetables respectively were (pre: 2.66 + 0.41 vs. post: 3.68 + 0.54 g) (p=0.07) and (pre: 2.81 + 0.46 vs. post: 3.93 + 0.61) (p=0.08). Findings suggest that a puppet based nutrition education intervention highlighting the sensory attributes has the potential to increase young children's consumption of vegetables.
Author: Nicolette Teufel-Shone
Publisher: Frontiers Media SA
ISBN: 2832526470
Category : Medical
Languages : en
Pages : 126
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Book Description
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Agriculture, Rural Development, Food and Drug Administration, and Related Agencies
Publisher:
ISBN:
Category : Rural development
Languages : en
Pages : 1558
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Author: Elizabeth Diane Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Book Description
Objective: To test differences on mean fruit and vegetable (FV) eaten, liking, preference, and self-efficacy scores among 3 modes of nutrition education intervention after a 3-week intervention. Design: Convenience sample, pre- and post-test, quasi-experimental design. Setting: Three elementary schools in a rural Eastern Tennessee County. Participants: Participants were 160 3rd-5th graders. Interventions: Three study schools: experiential (nutrition education, taste tests, and learning activity), conventional (nutrition education and learning activity), and control (learning activity). Main Outcome Measures: Changes in pre- to post-intervention mean FV eaten, liking, preference, and self-efficacy scores. Analysis: Mixed model ANOVA to compare the mean pre- and post-scores. Significance was set at the 0.05 level. Results: Significant increases for preference by intervention group (p=0.015). Although there were no differences by intervention group, significant increases and decreases from pre- to postintervention were noted for overall FV eaten (p=0.016), liking (p=0.001), and preference (p=.003). Conclusions and Implications: A 3-week school-based nutrition intervention influenced some factors associated with FV consumption. More research is needed to evaluate sustainability and appropriate, practical intervention duration.
