Su Min Oh; Ye Lee Yu; Hye In Choi; Kyung Won Kim

doi:10.5720/kjcn.2012.17.5.517

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Original Article
Implementation and Evaluation of Nutrition Education Programs Focusing on Increasing Vegetables, Fruits and Dairy Foods Consumption for Preschool Children: Su Min Oh, Ye Lee Yu, Hye In Choi, Kyung Won Kim; Korean Journal of Community Nutrition 2012;17(5):517-529.
DOI: https://doi.org/10.5720/kjcn.2012.17.5.517
Published online: October 31, 2012

Department of Food & Nutrition, Seoul Women's University, Seoul, Korea.

Corresponding author: Kyung Won Kim, Department of Food & Nutrition, College of Natural Sciences, Seoul Women's University, 621 Hwarangro, Nowon-gu, Seoul 139-774, Korea. Tel: (02) 970-5647, Fax: (02) 976-4049, kwkim@swu.ac.kr

• Received: February 13, 2012 • Revised: August 10, 2012 • Accepted: October 15, 2012

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Abstract
NOTES
REFERENCES

Abstract

The purpose of the study was to implement and evaluate a nutrition education program for preschool children. Applying the PRECEDE-PROCEED model, the nutrition education program was developed and focused on changing beliefs, increasing nutrition knowledge and consumption of vegetables & fruits (V/F) and dairy foods. Subjects were children attending a childcare center in Seoulwho were grouped into education (n = 33) and control group (n = 32). Education group received four sessions of nutrition education during 2011 fall. Both groups completed the questionnaire at pretest and posttest, measuring nutrition knowledge, beliefs, and preferences of V/F and eating behaviors. Compared to control group, education group made significant gains in total score of nutrition knowledge after the education (p < 0.05). In addition, the pretest-posttest changes in total score of beliefs regarding V/F consumption and eating behaviors were higher in the education group than in the control group (p < 0.05). Two groups were significantly different in the pretest-posttest changes in specific beliefs regarding the benefits of V/F consumption and some eating behavior. However, there were no changes in the preferences of vegetables or fruits between the two groups after the education. The consumption of V/F and dairy foods was not significantly different after the education. This study revealed that nutrition education for preschoolers was effective in improving nutrition knowledge and perceived benefits regarding V/F consumption and specific eating behavior. This study suggested that more intensive education is needed to induce changes in eating behaviors. This program can be used in nutrition education of children at the childcare centers or kindergartens.
Keywords: preschool children; nutrition education; effectiveness evaluation; PRECEDE-PROCEED model; eating behavior

NOTES

This work was supported by the Undergraduate Research Program from Seoul Women's University (2011).

REFERENCES

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Fig. 1

Factors focused on the nutrition education program for preschoolers.

Table 1

Outline of the nutrition education program for preschool children

Table 2

General characteristics of subjects

1) N (%)

2) Mean ± SE

Table 3

Nutrition knowledge of the subjects at pretest and posttest

1) N (%) of correct answers, 2) Total score of 10 items (possible score: 1 - 10)

3) Mean ± SE

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by χ²-test between the groups at pretest or at posttest

^†: p < 0.05, by t-test of difference score between the groups

Table 4

Beliefs regarding eating vegetables and fruits of subjects between pretest and posttest

1) Each item was measured by 3-point scales ranging from 1(disagree) to 3(agree). For items 1 - 4, the higher score indicates the more favorable beliefs regarding eating vegetables and fruits. For items 5 - 9, the higher score indicates the less favorable beliefs regarding eating vegetables and fruits

2) Mean ± SE

3) Total score of 9 items (possible score: 9 - 27). To calculate the total score, the items of 5 - 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the groups

Table 5

Preference for vegetables and fruits of subjects at pretest and posttest

1) Each item was measured by 4-point scales ranging from 1(dislike very much) to 4 (like very much)

2) Mean ± SE

3) Total score of ten items (Possible score: 10 - 40)

None of the variables was significantly different between the groups by t-test of difference score

Table 6

Eating behaviors of subjects at pretest and posttest

1) Each item was measured by 3-point scale ranging from 1(no) to 3 (almost everyday)

2) Mean ± SE

3) Total score of 10 items (possible score: 10 - 30). To calculate the total score, the items of 4, 8 and 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the group

Table 7

Eating habits of subjects at pretest and posttest

1) N (%)

None of the variables was significantly different between groups at pretest or at posttest

Table 8

Number of having dairy foods, vegetables and fruits between the groups

1) Mean ± SE

2) Mean ± SE of difference score (posttest - pretest score)

None of the variables was significantly different by t-test of difference score between the groups

Figure & Data

REFERENCES

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Implementation and Evaluation of Nutrition Education Programs Focusing on Increasing Vegetables, Fruits and Dairy Foods Consumption for Preschool Children

Korean J Community Nutr. 2012;17(5):517-529. Published online October 31, 2012

DOI: https://doi.org/10.5720/kjcn.2012.17.5.517

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Implementation and Evaluation of Nutrition Education Programs Focusing on Increasing Vegetables, Fruits and Dairy Foods Consumption for Preschool Children

Fig. 1 Factors focused on the nutrition education program for preschoolers.

Fig. 1

Implementation and Evaluation of Nutrition Education Programs Focusing on Increasing Vegetables, Fruits and Dairy Foods Consumption for Preschool Children

Table 1

Outline of the nutrition education program for preschool children

Table 2

General characteristics of subjects

1) N (%)

2) Mean ± SE

Table 3

Nutrition knowledge of the subjects at pretest and posttest

1) N (%) of correct answers, 2) Total score of 10 items (possible score: 1 - 10)

3) Mean ± SE

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by χ²-test between the groups at pretest or at posttest

^†: p < 0.05, by t-test of difference score between the groups

Table 4

Beliefs regarding eating vegetables and fruits of subjects between pretest and posttest

2) Mean ± SE

3) Total score of 9 items (possible score: 9 - 27). To calculate the total score, the items of 5 - 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the groups

Table 5

Preference for vegetables and fruits of subjects at pretest and posttest

1) Each item was measured by 4-point scales ranging from 1(dislike very much) to 4 (like very much)

2) Mean ± SE

3) Total score of ten items (Possible score: 10 - 40)

None of the variables was significantly different between the groups by t-test of difference score

Table 6

Eating behaviors of subjects at pretest and posttest

1) Each item was measured by 3-point scale ranging from 1(no) to 3 (almost everyday)

2) Mean ± SE

3) Total score of 10 items (possible score: 10 - 30). To calculate the total score, the items of 4, 8 and 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the group

Table 7

Eating habits of subjects at pretest and posttest

1) N (%)

None of the variables was significantly different between groups at pretest or at posttest

Table 8

Number of having dairy foods, vegetables and fruits between the groups

1) Mean ± SE

2) Mean ± SE of difference score (posttest - pretest score)

None of the variables was significantly different by t-test of difference score between the groups

Table 1 Outline of the nutrition education program for preschool children

Table 2 General characteristics of subjects

1) N (%)

2) Mean ± SE

Table 3 Nutrition knowledge of the subjects at pretest and posttest

1) N (%) of correct answers, 2) Total score of 10 items (possible score: 1 - 10)

3) Mean ± SE

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001 by χ²-test between the groups at pretest or at posttest

^†: p < 0.05, by t-test of difference score between the groups

Table 4 Beliefs regarding eating vegetables and fruits of subjects between pretest and posttest

2) Mean ± SE

3) Total score of 9 items (possible score: 9 - 27). To calculate the total score, the items of 5 - 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the groups

Table 5 Preference for vegetables and fruits of subjects at pretest and posttest

1) Each item was measured by 4-point scales ranging from 1(dislike very much) to 4 (like very much)

2) Mean ± SE

3) Total score of ten items (Possible score: 10 - 40)

None of the variables was significantly different between the groups by t-test of difference score

Table 6 Eating behaviors of subjects at pretest and posttest

1) Each item was measured by 3-point scale ranging from 1(no) to 3 (almost everyday)

2) Mean ± SE

3) Total score of 10 items (possible score: 10 - 30). To calculate the total score, the items of 4, 8 and 9 were scored reversely

^*: p < 0.05, ^**: p < 0.01, by t-test of difference score between the group

Table 7 Eating habits of subjects at pretest and posttest

1) N (%)

None of the variables was significantly different between groups at pretest or at posttest

Table 8 Number of having dairy foods, vegetables and fruits between the groups

1) Mean ± SE

2) Mean ± SE of difference score (posttest - pretest score)

None of the variables was significantly different by t-test of difference score between the groups