WorldWideScience

Sample records for preschool nutrition education

  1. Evaluation of a preschool nutrition education program based on the theory of multiple intelligences.

    Science.gov (United States)

    Cason, K L

    2001-01-01

    This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.

  2. Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education.

    Science.gov (United States)

    Nekitsing, Chandani; Hetherington, Marion M; Blundell-Birtill, Pam

    2018-03-01

    The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

  3. Evaluation of a kindergarten-based nutrition education intervention for pre-school children in China.

    Science.gov (United States)

    Hu, Chuanlai; Ye, Dongqing; Li, Yingchun; Huang, Yongling; Li, Li; Gao, Yongqing; Wang, Sufang

    2010-02-01

    To evaluate the impact of nutrition education in kindergartens and to promote healthy dietary habits in children. Prospective cohort study. Four kindergartens with 1252 children were randomized to the intervention group and three with 850 children to the control group. The personal nutritional knowledge, attitudes and dietary behaviours of the parents were also investigated. Each month, children and parents in the intervention group participated in nutrition education activities. The main outcome measures were anthropometrics and diet-related behaviours of the children and the nutritional knowledge and attitudes of the parents at baseline, 6 months (mid-term) and 1 year (post-test). Baseline demographic and socio-economic characteristics were also collected. Seven kindergartens from Hefei, the capital city of Anhui Province, eastern China. Two thousand one hundred and two 4- to 6-year-old pre-schoolers from seven kindergartens participated. The prevalence of children's unhealthy diet-related behaviours decreased significantly and good lifestyle behaviours increased in the group receiving nutrition education compared with controls. Parental eating habits and attitudes to planning their children's diets also changed appreciably in the intervention group compared with the control group (P education improves pre-schoolers' lifestyle behaviours and brings about beneficial changes in parents' attitudes to planning their children's diets and their own personal eating habits.

  4. Nutrition Education Materials: Grades Preschool through 6. 1979-March 1987. Quick Bibliography Series.

    Science.gov (United States)

    Irving, Holly Berry

    The citations in this annotated bibliography are of audiovisuals and books focusing on basic nutrition education for children in preschool through the sixth grade. There are 306 citations derived from online searches of the AGRICOLA database. Information is provided on obtaining the materials. (JD)

  5. Nutritional practices in full-day-care pre-schools.

    LENUS (Irish Health Repository)

    Jennings, A

    2011-06-01

    Full-day-care pre-schools contribute significantly to the nutritional intake and acquisition of dietary habits of the pre-school child. The present study investigated nutritional practices in full-day-care pre-schools in Dublin, Ireland, aiming to determine the nutritional support that pre-school managers deem necessary, thereby facilitating the amelioration of existing pre-school nutritional training and practices.

  6. Using social marketing principles to guide the development of a nutrition education initiative for preschool-aged children.

    Science.gov (United States)

    Young, Laura; Anderson, Jennifer; Beckstrom, Leslie; Bellows, Laura; Johnson, Susan L

    2004-01-01

    Within the field of nutrition education, social marketing has become a promising framework to systematically approach problems related to nutrition behavior. In 1997, the Colorado Nutrition Network began developing a social marketing campaign to promote healthful food choices among low-income Coloradans. A multifaceted formative evaluation plan that included focus groups, campaign concept pretesting, and a food frequency questionnaire was used to segment and scrutinize the target audience. The resulting pilot program was a blend of educational and marketing strategies targeting preschoolers that was implemented in Head Start classrooms. The 12-week intervention contained a narrow, behavior-based "try new foods" message, multiple nutrition education activities, and repeated opportunities to taste 13 novel foods. Key strategies used and findings from the formative evaluation process are presented herein in an effort to provide insight for nutrition educators interested in developing similar interventions.

  7. A Turkish Perspective on Nutrition Education and Preschool Children

    Science.gov (United States)

    Unusan, Nurhan; Sanlier, Nevin

    2007-01-01

    Preschool education is extremely limited in Turkey, suggesting an absence of public recognition of its importance and a lack of state support. In the "VI. Five Years Development Plan," it was exposed that the target in preschool education could not be reached. Especially, regional differences played an important role. According to…

  8. Healthy Start: a comprehensive health education program for preschool children.

    Science.gov (United States)

    Williams, C L; Squillace, M M; Bollella, M C; Brotanek, J; Campanaro, L; D'Agostino, C; Pfau, J; Sprance, L; Strobino, B A; Spark, A; Boccio, L

    1998-01-01

    Healthy Start is a 3-year demonstration and education research project designed to evaluate the effectiveness of a multidimensional cardiovascular (CV) risk reduction intervention in preschool centers over a 3-year period of time. Two primary interventions are employed. The first is the preschool food service intervention program designed to reduce the total fat in preschool meals and snacks to less than 30% of calories and reduce the saturated fat to less than 10% of calories. The second major intervention is a comprehensive preschool health education curriculum, focused heavily on nutrition. Effectiveness of the intervention will be determined through evaluation of changes in dietary intake of preschool children at school meals and snacks, especially with respect to intake of total and saturated fat. Evaluation of the education component will include assessment of program implementation by teachers, assessment of changes in nutrition knowledge by preschool children, and assessment of changes in home meals that children consume (total and saturated fat content). Blood cholesterol will be evaluated semiannually to evaluate changes that may be due to modification of dietary intake. Growth and body fatness will also be assessed. While substantial efforts have targeted CV risk reduction and health education for elementary school children, similar efforts aimed at preschool children have been lacking. The rationale for beginning CV risk reduction programs for preschool children is based upon the premise that risk factors for heart disease are prevalent by 3 years of age and tend to track over time, most commonly hypercholesterolemia and obesity, both related to nutrition. Since the behavioral antecedents for nutritional risk factors begin to be established very early in life, it is important to develop and evaluate new educational initiatives such as Healthy Start, aimed at the primary prevention of cardiovascular risk factors in preschool children. The purpose of this

  9. Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia.

    Science.gov (United States)

    Warsito, Oktarina; Khomsan, Ali; Hernawati, Neti; Anwar, Faisal

    2012-10-01

    The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 ± 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P education (P = 0.002) and nutritional status based on the height index for age (P = 0.028) had a positive and significant effect on cognitive development of the preschool children (adjusted R(2), 0.434; P = 0.028).

  10. The Classroom Chefs: A Children's Picture Cookbook for Nutrition Education. Teachers Manual.

    Science.gov (United States)

    Minter, Margaret; And Others

    This teacher's manual presents lesson plans and recipes designed for use with preschool children, discusses the need for early nutrition education, and offers suggestions for conducting cooking activities in the classroom. Specific ideas are provided to involve handicapped children in cooking experiences. Nutrition education in the preschool is…

  11. Nutrition Knowledge Assessment of Preschool Children

    OpenAIRE

    Plum, Jane Meacham Jr.

    1997-01-01

    A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care center...

  12. Recent illness, feeding practices and father's education as determinants of nutritional status among preschool children in a rural Nigerian community.

    Science.gov (United States)

    Balogun, Titilola B; Yakubu, Alhassan M

    2015-04-01

    Good nutrition is necessary for the growth and development of preschool children. In sub-Saharan Africa, however, data on the determinants of their nutritional status are lacking. A cross-sectional survey of 366 preschool children was conducted in a rural community in northern Nigeria. Anthropometric measurements of the children were taken and information about feeding practices, immunization and parental education was obtained from their mothers. Fifty-two percent were stunted, 30% were underweight and 25% were wasted. Recent history of diarrhea was associated with wasting (OR = 2.66, p Children whose fathers had postsecondary education were less likely to be stunted (OR = 0.45, p = 0.01) or underweight (OR = 0.37, p = 0.005). Promoting exclusive breastfeeding, preventing recurrent diarrhea and including fathers in community interventions will improve the health of children in this community. © The Author [2014]. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  13. Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools.

    Science.gov (United States)

    Hayes, Dayle; Contento, Isobel R; Weekly, Carol

    2018-05-01

    It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the US, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus; nutrition initiatives such as farm to school and school gardens; wellness policies; nutrition education and promotion; food and beverage marketing at school; and consideration of

  14. Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools.

    Science.gov (United States)

    Peterson, Amanda D; Goodell, L Suzanne; Hegde, Archana; Stage, Virginia C

    2017-05-01

    To develop a theory that explains the process of how teachers' perception of multilevel policies may influence nutrition education (NE) teaching strategies in Head Start preschools. Semistructured telephone interviews. North Carolina Head Start preschools. Thirty-two Head Start teachers. All interviews were transcribed verbatim. Following a grounded theory approach, authors coded interview data for emergent themes. Two primary themes emerged during analysis, including teachers' policy perceptions and teacher-perceived influence of policy on NE. A theoretical model was developed to explain how teachers' perceptions of policies influenced NE (eg, teaching strategies) in the classroom. Teachers discussed multiple policy areas governing their classrooms and limiting their ability to provide meaningful and consistent NE. How teachers perceived the level of regulation in the classroom (ie, high or low) influenced the frequency with which they used specific teaching strategies. Despite federal policies supporting the provision of NE, teachers face competing priorities in the classroom (eg, school readiness vs NE) and policies may conflict with standardized NE curricula. To understand how Head Start centers develop local policies, additional research should investigate how administrators interpret federal and state policies. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  15. Impact of a Short-Term Nutrition Education Child Care Pilot Intervention on Preschool Children's Intention To Choose Healthy Snacks and Actual Snack Choices.

    Science.gov (United States)

    Joseph, Laura S; Gorin, Amy A; Mobley, Stacey L; Mobley, Amy R

    2015-10-01

    Novel interventions within child care settings are needed for childhood obesity prevention. The aim of this study was to determine the impact of a short-term nutrition education pilot intervention on preschool-age children's snack food choices. Children ages 3-5 years (n = 49) from one child care setting participated in a short-term nutrition education intervention (nine 30-minute interactive lessons) taught over a 2-week period. Pre-post assessments included snack knowledge and snack preference questionnaires and an observed snack selection trial to allow children to choose between a healthy and unhealthy snack choice similar to the current food environment. Children's height and weight were measured and BMI z-scores calculated. Parental reports of demographics and child's food preferences were also collected at baseline. Children significantly improved their preference of healthier snacks (p = 0.03) and the ability to distinguish them (p = 0.03) from other snacks. However, they did not significantly improve (p > 0.05) their snack choice between a healthy and unhealthy choice immediately after the short-term nutrition education program. Children who were younger (p = 0.003) or who had higher nutrition knowledge scores (p = 0.002) were more likely to select the healthy snack after the intervention. This study provides evidence that a short-term nutrition education program improves preschool children's knowledge about healthy snacks, but does not translate to immediate healthier snack selections for all children. Future research should investigate the optimal duration of a nutrition education program in a child care setting and other external influences (parents, policy) most influential on snack choice and eventual obesity risk.

  16. Anaemia, Nutritional Status and Parasitic Infection among Preschool ...

    African Journals Online (AJOL)

    Objective: This study was carried out to determine the packed cell volume nutritional status and parasitic infection among preschool children living in rural villages. Subjects and Methods: A total of 116 preschool children in nine villages formed the population for this study. The preschool children were studied using ...

  17. Teaching mothers to read: evidence from Colombia on the key role of maternal education in preschool child nutritional health.

    Science.gov (United States)

    Lomperis, A M

    1991-10-01

    The determinants of the severity of childhood malnutrition among a low income population in Cali, Colombia in 1974-76 were examined. Sections are devoted to the welfare maximization and household production model and methodology, the data set, the empirical results, the policy implications, and conclusions. The nutritional health of each preschooler is produced within the household with goods and time inputs (food, environmental sanitation, medical care, time invested in child care, and breastfeeding), and is conditioned by the state of household production technology (mother's literacy as a dummy variable -- version 1, and mother's level of schooling -- version 2) as well as by each child's sex, birth order, age, household size, and sociocultural setting. Constraints are total available income and time available (dummy variable). Reinhardt's version of the translog function is used to represent the production process. Household survey data were made available from a pilot study of a maternal and child health program (PRIMOPS) and includes 421 preschool children and 280 households, and food expenditure data for 197 children and 123 households. The main finding is that teaching Third World mothers to read holds the greatest promise of permanently improving the nutritional status of preschool children. The linear regression results show that the determinants of short-term nutritional status as reflected in weight for age (w/a) are the duration of breastfeeding, literacy, 1-3 years of schooling, and the available food in the household. The levels of significance are higher for version 2, but significance is achieved only with the lower levels of schooling. Birth order is statistically significant but weak and negative; i.e., higher birth orders are at higher risk of malnutrition. Long-term nutritional status is statistically significantly influenced by educational level, birth order, and food available, where older preschoolers are likely to experience stunting but

  18. Improper nutrition and diseases in pre-school children

    OpenAIRE

    Panova, Gordana; Taseva, Lence; Sumanov, Gorgi; Dzidrova, Violeta

    2017-01-01

    For healthy generation it is healthy and orderly development from early childhood. It needs proper nutrition, proper care and personal hygiene. Early childhood is the most vulnerable period in the development stage of man. Improper diet and disease in children from pre-school age are a problem for both children and parents. It is therefore important to undertake measures for proper nutrition and prevention of diseases. Described as improper diet affects children from pre-school...

  19. Preschool education studentsʼ attitude towards inclusion in preschool educational context

    OpenAIRE

    Skubic, Darija; Vidrih, Alenka

    2015-01-01

    The purpose of the current study was to investigate the attitudes of preschool education students regarding inclusive teaching/inclusive practices. As a research instrument a questionnaire with 17 statements, referred to education, practices and policies of inclusion was developed. 118 students of the preschool education study programme at the Faculty of Education in Ljubljana participated in the study. There were 3 different groups of students: 25 students of the 2nd year of preschool educat...

  20. Use of Piaget's theory in preschool nutrition education Uso da teoria de Piaget na educação nutricional de pré-escolares

    Directory of Open Access Journals (Sweden)

    Hatice Başkale

    2009-12-01

    Full Text Available The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutrition education based on this theory. This article will discuss how Piaget's theory is to be used in the development of nutritional habits of preschool children and will make an attempt to provide a viewpoint for those who provide nutrition education.O período pré-escolar é uma época na qual a criança aprende muitos conceitos e desenvolve hábitos que persistem a vida toda. Nesta época, a criança aprende sobre nutrição adequada e balanceada e adquire bons hábitos alimentares para os anos seguintes. Piaget estabeleceu que o desenvolvimento cognitivo de uma criança é importante para a compreensão e o aprendizado do mundo que a cerca. A teoria de Piaget pode ser usada como um guia na educação nutricional. De fato, a teoria ajuda a elaborar uma educação nutricional apropriada para os estágios de desenvolvimento infantis. O objetivo deste artigo é descrever a teoria de Piaget e a educação nutricional com base nesta teoria. Este artigo discutirá como a teoria de Piaget pode ser usada no desenvolvimento dos hábitos nutricionais de pré-escolares na tentativa de apresentar um panorama aos profissionais envolvidos com a educação nutricional.

  1. Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach

    Science.gov (United States)

    Carraway-Stage, Virginia; Henson, Sydney R.; Dipper, Allison; Spangler, Hillary; Ash, Sarah L.; Goodell, L. Suzanne

    2014-01-01

    Background: Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose: The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool…

  2. Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use.

    Science.gov (United States)

    Lisson, Sarah; Goodell, L Suzanne; Dev, Dipti; Wilkerson, Kristi; Hegde, Archana V; Stage, Virginia C

    2016-10-01

    The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina-based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  3. Dietary patterns and nutritional status of pre-school children in Nairobi

    African Journals Online (AJOL)

    Objective: To determine the dietary patterns and nutritional status of pre-school children in Nairobi, Kenya. Design: A cross-sectional study. Setting: Pre-schools in Nairobi, Kenya. Subjects: Three hundred and four pre-school children (149 males and 155 females) aged three to five years were assessed. Results: About 96% ...

  4. Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

    Directory of Open Access Journals (Sweden)

    Sanja Berčnik

    2017-12-01

    Full Text Available This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

  5. Geohelminth Infections and Nutritional Status of Preschool Aged Children in a Periurban Settlement of Ogun State

    Directory of Open Access Journals (Sweden)

    O. O. Omitola

    2016-01-01

    Full Text Available This study assessed the geohelminth and nutritional status of preschoolers in a periurban community of Ogun state. Fresh stool specimens were collected for laboratory analysis, processed using ether concentration method, and examined under the microscope for geohelminth ova. Demographic characteristics and daily nutrient intake of children were subjectively assessed during an interview session with parents, following anthropometric data collection. Data obtained were analysed using a statistical software for Windows. Nutritional indicators such as underweight, stunting, and wasting were computed from anthropometric data. Results showed an overall prevalence of 39.2% and 12.4% for Ascariasis and Hookworm infection, respectively, with no significant difference (P>0.05 between the sexes. Prevalence of nutritional indicators was 52.6%, 35.1%, 34.0%, and 9.3% for underweight, stunting, wasting, and thinness conditions, respectively. A good proportion of the malnourished preschoolers were free of Ascaris infection but infected with Hookworm parasite. The adverse effect of geohelminth infection cannot still be ignored in impaired growth, reduced survival, poor development, and cognitive performance of preschoolers. Therefore promotion of adequate health education program on measures of preventing geohelminth infections is needed.

  6. Pre-School Education in Europe.

    Science.gov (United States)

    Blackstone, Tessa

    The extent and nature of preschool education in Europe is discussed, with reference to England and Wales, France, the Netherlands, Norway and Sweden. Reports on preschool education in these countries give examples of both an early and a late start to compulsory education, very extensive and very limited preschool provision, and the effects of…

  7. Effect of nutrition education and diet modification in iron depleted preschool children in nurseries in Tehran: a pilot study.

    Science.gov (United States)

    Khoshnevisan, Farnaz; Kimiagar, Masood; Kalantaree, Nasser; Valaee, Nasser; Shaheedee, Nooshin

    2004-07-01

    In view of the high prevalence of iron deficiency in preschool children and its consequences, this study was carried out to examine the effect of nutrition education and dietary modification on 438 two- to six-year-old nursery school children in Tehran in 1999. Sixty-two children who were judged anemic, iron-depleted, or having low iron stores were randomly allocated to "control," "dietary modification" (consuming one additional citrus fruit after lunch), and "nutrition education" (teaching the mothers proper eating patterns based on the food pyramid) groups. Food habits were surveyed, including 24-hour dietary recall and food frequency, as well as timing of consumption of special items; this survey was carried out for each child before and after intervention. After three months, blood samples were taken from the subjects. The prevalence of anemia, iron depletion, and low iron stores was 11.4, 62.8, and 15.1% respectively, with no significant differences observed in hemoglobin and percent transferrin saturation (%TS) between the groups. Mean+/-SD serum ferritin concentrations in "control," "diet modification," and "nutrition education" groups were 8.9+/-3.1, 9.5+/-3.7, and 6.9+/-2.3 microg/dL. The same figures at the end of intervention were 6.9+/-3.5, 11.2+/-5, and 10.7+/-5.9 microg/dL, respectively. Analysis of variance showed ferritin concentrations to be significantly different, in that there was a reduction in the control and elevation in the nutrition education groups. There was no significant difference in %TS before and after the intervention. During three months of intervention, changes in frequency of fruit and fruit juice intake after the meals in nutrition education and diet modification groups were significantly correlated to serum ferritin alteration. Frequency of fruit juice intake (rich in vitamin C) after meals (at least five times a week) can significantly increase serum ferritin within three months. Therefore, educating mothers of iron

  8. Nutritional status of preschool children in informal settlement areas near Bloemfontein, South Africa.

    Science.gov (United States)

    Dannhauser, A; Bester, C; Joubert, G; Badenhorst, P; Slabber, M; Badenhorst, A; Du Toit, E; Barnard, H; Botha, P; Nogabe, L

    2000-09-01

    To determine the nutritional status and household resources of preschool children. A cross-sectional survey. : Two informal settlement areas, Joe Slovo (JS) and JB Mafora (JBM) in Mangaung, near Bloemfontein, South Africa. Preschool children (poor household situation of the participants. The generally poor nutritional status and environmental conditions emphasize the urgency of intervention for these children.

  9. The Arts in Turkish Preschool Education

    Science.gov (United States)

    Acer, Dilek

    2015-01-01

    One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a…

  10. Growth and nutritional status of preschool children in India: a study of two recent time periods.

    Science.gov (United States)

    Sen, Pronab; Bharati, Susmita; Som, Suparna; Pal, Manoranjan; Bharati, Premananda

    2011-06-01

    Preschool children call for focused attention in India because India has the highest percentage of undernourished children in the world. To compare the growth and nutritional status of Indian preschool children for the periods 1998/99 and 2005/06, Using data on weight and length/height as well as the sociodemographic background of preschool children from the National Family Health Surveys (NFHS) from 1998/99 and 2005/06, we determined the distribution of weight and length/height and their association with sociodemographic variables. The distributions of weight and length/height around the mean remained remarkably stable over age but were much greater in India than the international norms. The rates of growth of mean weight and length/ height were far lower in India than the international norms up to the age of 2 years. The temporal trend indicates declines in the percentages of undernourished (low weight-for-age) and stunted (low height-for-age) children over the 7-year period, although the degree of improvement was far better for stunting than for underweight. Mother's educational status is the only variable that has been found to influence child nutrition. The level of mothers' education needs urgent attention with top priority to reduce the prevalence of underweight and stunting of children. This also implies that, for future benefit, girls should be given more facilities for better education. Breastfeeding and weaning practices also need special attention.

  11. Pre-school manager training: a cost-effective tool to promote nutrition- and health-related practice improvements in the Irish full-day-care pre-school setting.

    LENUS (Irish Health Repository)

    Johnston Molloy, Charlotte

    2013-10-18

    To evaluate the impact on nutrition- and health-related practice of two methods of delivery of a nutrition and health intervention in Irish full-day-care pre-schools: training of pre-school managers only or training of managers and their staff.

  12. How Important is Parental Education for Child Nutrition?

    Science.gov (United States)

    Alderman, Harold; Headey, Derek D

    2017-06-01

    Existing evidence on the impacts of parental education on child nutrition is plagued by both internal and external validity concerns. In this paper we try to address these concerns through a novel econometric analysis of 376,992 preschool children from 56 developing countries. We compare a naïve least square model to specifications that include cluster fixed effects and cohort-based educational rankings to reduce biases from omitted variables before gauging sensitivity to sub-samples and exploring potential explanations of education-nutrition linkages. We find that the estimated nutritional returns to parental education are: (a) substantially reduced in models that include fixed effects and cohort rankings; (b) larger for mothers than for fathers; (c) generally increasing, and minimal for primary education; (d) increasing with household wealth; (e) larger in countries/regions with higher burdens of undernutrition; (f) larger in countries/regions with higher schooling quality; and (g) highly variable across country sub-samples. These results imply substantial uncertainty and variability in the returns to education, but results from the more stringent models imply that even the achievement of very ambitious education targets would only lead to modest reductions in stunting rates in high-burden countries. We speculate that education might have more impact on the nutritional status of the next generation if school curricula focused on directly improving health and nutritional knowledge of future parents.

  13. 45 CFR 605.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...

  14. Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents

    Science.gov (United States)

    Sevimli-Celik, Serap; Kirazci, Sadettin; Ince, Mustafa Levent

    2011-01-01

    The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews,…

  15. Communication Patterns in Preschool Education Institutions ? Practical Examples

    OpenAIRE

    Radic-Hozo, Endica

    2014-01-01

    Introduction: Proper communication in pre-school institutions for education is undeniable importance to the development of the child, as evidenced by numerous studies. After the child's birth follows the most complex phase in its early phases - preschool education. Only high-quality, synergistic relationship triad: parent-child-educator and the modern postulates of preschool child education, warrants successful preschool child education. Methods and materials: Description, with examples from ...

  16. Motivations and Barriers in Promoting Preschool Education

    Science.gov (United States)

    Küçükturan, A. Güler; Akbaba Altun, Sadegül

    2017-01-01

    This study is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders' perceptions, attitudes, and knowledge related to preschool education in order to…

  17. Examining the gardens of the preschool education institutions

    Directory of Open Access Journals (Sweden)

    Maide Orçan Kaçan

    2017-04-01

    Full Text Available In the study, it is aimed to reveal current features and practices of the gardens of the preschool education institutions, the obstacles to being qualified gardens in the schools and professional trainings related to the gardens which the teachers want to participate in. The population of the study consists of the teachers working in preschool education institutions in 2014-2015 academic years. The sample of the study consists of 56 preschool teachers who have been willing to participate in the study in the preschool education institutions under the Ministry of National Education which have been selected randomly from the population. The study is a survey study, and a questionnaire form has been prepared by the researchers by investigating related domestic and foreign literature to analyze the views of the teachers related to gardens. The questionnaire form consisted of sections like general information, garden features and applications of the schools, obstacles to gardens in the schools, professional trainings related to garden that the teachers want to participate in. In the analysis of the data obtained in the direction of the goals of the study, frequency and percentage distribution from descriptive statistical techniques have been used. As a result of the research, it was determined that half of the schools had the garden and the other half did not have the garden. Teachers have stated that the majority of school gardens use grasses, wild habitats and ornamental plants, use more than half of the school gardens for activities, and that these activities are mostly play, movement, science and field trips. The majority of teachers reported budget deficiencies and inadequate space as obstacles to the quality gardening of schools. In addition, they reported that the majority of them want to participate in professional training fields related to garden-based teaching such as outdoor classroom management, language and math, nutrition, science and

  18. Preschool education as a determinant of educational attainment: An analysis of Serbia

    Directory of Open Access Journals (Sweden)

    Vuksanović Nemanja

    2017-01-01

    Full Text Available The subject of this paper is preschool education as a determinant of students’ educational attainment in Serbia and factors that influence whether a Serbian child is included in preschool programmes. This paper aims 1 to assess how attendance of preschool programmes in Serbia affects a student’s educational attainment in terms of mathematical, reading, and scientific literacy; 2 to explore how preschool education differs for students who occupy different positions in the distribution of educational attainment; and 3 to examine the determinants of a child in Serbia receiving preschool education. The analysis is based on data from PISA2012 testing. In order to assess the significance and nature of the effect of preschool education on educational attainment in terms of mathematical, reading, and scientific literacy we use unconditional quantile regression. To analyse factors that affect whether a child is included in the preschool programme we apply probit regression. Unconditional quantile regression results suggest that the sign and intensity of the effect of preschool education for more than a year are positive and increasing. The results of the probit regression show that socio-economic family background and parental status in the labour market are the factors that determine whether the student will attend preschool education for more than a year. The results indicate that the educational system in Serbia reproduces poverty and social exclusion.

  19. Nutritional status of preschool children in semi-urban Area of Benue ...

    African Journals Online (AJOL)

    This study was carried out to assess the nutritional status of preschool children under-5 years in Benue state Nigeria. in order to establish and provide baseline information on the health and nutritional status of the target group. The study was carried out using anthropometric measurements (weights and heights) which were ...

  20. 45 CFR 84.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...

  1. Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

    Science.gov (United States)

    Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

    2017-01-01

    Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

  2. Looking at sexual education in pre-school education

    Directory of Open Access Journals (Sweden)

    Estrella García Quintero

    2015-05-01

    Full Text Available The paper provides the framework supporting the training of educative agents to influence upon sexual education of boys and girls in pre-school age as a way to attain high quality standard in the education. These rationale starts from the assumption that it is possible to favor the training process of educative agents on the topic by means of integrating actions with a gender centered approach. The proposal is the result of a thorough study based on the socio-historical cultural approach resulting from the doctoral dissertation already presented by the first authoress. At the same time, these results contribute to the research project “Training the family for the intellectual stimulus of pre-school children. Additionally it offers the stages of sexual education at pre-school age.

  3. COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION

    Directory of Open Access Journals (Sweden)

    Skaistė Kovienė

    2017-04-01

    Full Text Available Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data and content analysis (empiric data analysis. Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration.

  4. Dietary habits and nutritional status of children in preschool age

    OpenAIRE

    Panova, Gordana; Dzidrova, Violeta; Nikolovska, Lence; Sumanov, Gorgi; Jovevska, Svetlana; Panova, Blagica; Panov, Nenad

    2014-01-01

    Early childhood is the most important for the overall development of the personality. During this period, each child realizes that it is an independent entity, and it expresses certain requirements, desires, actions, proceedings and behaviour. Our research aims to display nutritional status and degree of obesity among preschool children in the Republic of Macedonia and nutritional quality of their diet. Because of the increasing incidence of obesity in childhood and it...

  5. Knowledge, skills, and behavior improvements on peer educators and low-income Hispanic participants after a stage of change-based bilingual nutrition education program.

    Science.gov (United States)

    Taylor, T; Serrano, E; Anderson, J; Kendall, P

    2000-06-01

    A nutrition education program, entitled La Cocina Saludable, was designed according to the Stage of Change Model and implemented in ten southern Colorado counties. The objectives were to improve the nutrition related knowledge, skills, and behaviors that lead to healthy lifestyles in a low-income Hispanic population. The content of the program included nutrition information designed to help mothers of preschool children provide for their children's nutritional needs. Previous studies suggest that low-income Hispanics often demonstrate low intakes of vitamins A and C, calcium, iron, and protein, and high rates of diabetes, obesity, and infections. Additionally, this population presents many obstacles for nutrition educators including limited resources, child care, transportation, time, language, culture, literacy, health beliefs, and, in some cases, the transient nature of the population. The program attempted to overcome these barriers by incorporating a flexible program format carried out by abuela (Hispanic grandmother) educators using the processes described in the Stage of Change Model. The program was evaluated using a knowledge, skills and behavior pre-test, post-test, and six-month follow-up survey on both the abuela educators as well as the actual class participants. Results of the peer education training sessions suggest that this type of training program can be effective in increasing the knowledge, skills, and behavior of peer educators as well as reduce need for retraining for educators who continuously teach classes. Additionally, the results suggest that this type of program can be effective in changing selected nutrition related knowledge, skills, and behaviors leading to healthy lifestyles for low-income Hispanic mothers of preschool children.

  6. METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

    OpenAIRE

    Y. S. Rubinchik

    2015-01-01

    The article suggests a methodology of historical research of preschool education. The analysis of theoretical and methodical provisions for the education of preschool children. Discusses the importance of the achievements of the Soviet system of preschool upbringing and education. Shows the principles, directions, methods and conditions for their implementation when working with children of preschool age. Discusses the state of childhood in modern Russia, problems of development of preschool ...

  7. The Traditional in Contemporary Curricula of Preschool Education

    Directory of Open Access Journals (Sweden)

    Kopas-Vukašinović Emina

    2016-02-01

    Full Text Available Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.

  8. Construction environment education development activity for children pre-school

    OpenAIRE

    MA. TRAN THI THUY NGA; MA. PHAM THI YEN

    2015-01-01

    Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

  9. Determinants of nutritional status of pre-school children in India.

    Science.gov (United States)

    Bharati, Susmita; Pal, Manoranjan; Bharati, Premananda

    2008-11-01

    The aim of this paper is to assess the spatial distribution of nutritional status of children of less than three years through Z-scores of weight-for-age, height-for-age and weight-for-height using data collected by the National Family Health Survey (NFHS-2, 1998-99), India. The nutritional status of pre-school children was regressed on different socio-demographic factors after eliminating the effect of age. The data show that there are gender differences and spatial variations in the nutritional status of children in India. Gender difference is not very pronounced and almost disappears when the effects of age and socio-demographic variables are removed. The spatial difference, especially the rural-urban difference, was found to be very large and decreased substantially when the effects of age and socioeconomic variables were removed. However, the differences were not close to zero. All the variables were found to affect significantly the nutritional status of children. However, the literacy of mothers did not affect height-for-age significantly. The weight-for-age and height-for-age scores showed a dismal picture of the health condition of children in almost all states in India. The worst affected states are Bihar, Madhya Pradesh, Orissa and Uttar Pradesh. Assam and Rajasthans are also lagging behind. Weight-for-height scores do not give a clear picture of state-wise variation. Goa, Kerala and Punjab are the three most developed states in India and also have the lowest percentages of underweight children according to the Z-scores. Along with these three states come the north-eastern states where women are well educated. Thus overall development, enhancement of level of education and low gender inequality are the key factors for improvement in the health status of Indian children.

  10. Nutritional status of Palestinian preschoolers in the Gaza Strip: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Massad Salwa G

    2012-01-01

    Full Text Available Abstract Background The authors examined factors associated with nutritional resilience/vulnerability among preschoolers in the Gaza Strip in 2007, where political violence and deprivation are widespread. Methods This cross-sectional study was carried out in 2007 using random sampling of kindergartens in order to select 350 preschoolers. Binary logistic regression was used to compare resilient (adequate nutrition and vulnerable (stunted groups with those with moderate nutrition. Results Approximately 37% of the subjects demonstrated nutritional resilience and 15% were vulnerable. Factors associated with nutritional resilience were child younger age, normal birth weight, actively hand- or spoon-feeding when the child was below two years, and residential stability in the past two years. The only factor associated with nutritional vulnerability was lower total score on the mother's General Health Questionnaire, which we interpret as a marker of maternal mental health. Conclusions Children with low-birth weight and older children had worse nutritional resiliency outcomes. Further, poorer outcomes for children were associated with lower maternal mental health status, as well as increased family residential instability. Our results add to the large literature on the pervasive effects of violence and instability on children and underscore the need for resources for early intervention and for the urgent resolution of the Palestinian and other armed conflicts.

  11. Nutritional status of Palestinian preschoolers in the Gaza Strip: a cross-sectional study.

    Science.gov (United States)

    Massad, Salwa G; Nieto, F J; Palta, Mari; Smith, Maureen; Clark, Roseanne; Thabet, Abdel-Aziz

    2012-01-11

    The authors examined factors associated with nutritional resilience/vulnerability among preschoolers in the Gaza Strip in 2007, where political violence and deprivation are widespread. This cross-sectional study was carried out in 2007 using random sampling of kindergartens in order to select 350 preschoolers. Binary logistic regression was used to compare resilient (adequate nutrition) and vulnerable (stunted) groups with those with moderate nutrition. Approximately 37% of the subjects demonstrated nutritional resilience and 15% were vulnerable. Factors associated with nutritional resilience were child younger age, normal birth weight, actively hand- or spoon-feeding when the child was below two years, and residential stability in the past two years. The only factor associated with nutritional vulnerability was lower total score on the mother's General Health Questionnaire, which we interpret as a marker of maternal mental health. Children with low-birth weight and older children had worse nutritional resiliency outcomes. Further, poorer outcomes for children were associated with lower maternal mental health status, as well as increased family residential instability. Our results add to the large literature on the pervasive effects of violence and instability on children and underscore the need for resources for early intervention and for the urgent resolution of the Palestinian and other armed conflicts. © 2012 Massad et al; licensee BioMed Central Ltd.

  12. The Effect of Singing Education on Some Preschool Education Students' Music Achievements

    Science.gov (United States)

    Blaškovic, Jelena

    2015-01-01

    Singing education is an important segment of educating students--future preschool teachers at faculties of preschool teacher education. Singing is an elementary mode of children's music expression. The task of future preschool teachers is to gain knowledge and awareness about the importance and influence of singing on children's development.…

  13. [Nutritional status in preschoolers attending a public day-care center in Valencia, Venezuela].

    Science.gov (United States)

    Real, Sara Irene del; Jaeger, Armando Sánchez; Barón, María Adela; Díaz, Nayka; Solano, Liseti; Velásquez, Emma; López, Jesús

    2007-09-01

    With the purpose of evaluating nutritional status in a group of preschoolers attending a public day care center in Valencia, Venezuela (2002), a research was made for social stratus, anthropometric variables; weight, height and arm circumference, hemoglobin, seric retinol, presence of parasitosis and food consumption, as well as the mother's educational level. The program SPSS 11.0 and the t Student, ANOVA Post Hoc from Bonferroni and Fisher (p education, while only 9.8% of the mothers in poverty had reached that level. According to the Z values (H/A, W/H and AC/H), high percentages under -1.00 were observed (27.3%, 25.6% and 24.5%, respectively). The W/H and AC/H of children of mothers studying in a university presented discrepancies when compared with children of mothers with a primary educational level. A 25.9% of anemia was presented, and there were differences between anemic and non-anemic groups for H/A and AC/H. Protozoaries were observed in 61.0%, helmintos in 16.9% and both in 22.1%. There was a 2.6 times higher risk of presenting nutritional deficiency for AC/H in the group found with parasites. An adequate consumption of energy and iron was found, with an excessive consumption of proteins and vitamin A. It is concluded that there exists a nutritional risk evaluated through hematologic parameters, the presence of parasitosis and social stratus.

  14. Values education in practice in Danish preschools

    DEFF Research Database (Denmark)

    Broström, Stig; Jensen, Anders Skriver

    2018-01-01

    preschool, and also shared reflection seminars with practitioners from all three preschools, the practitioners constructed and re-constructed a reflected and goal oriented values education. With particular focus on caring, disciplinary, and democratic values and with use of an educational tool called...... ‘Dynamic Situational Didactics Model’ (Broström, 2015) the practitioners and the researchers constructed an outline of a values education. The chapter communicates the Dynamic Situational Didactics Model and discuss how values related to care, discipline and democracy can be related to pedagogical aims...... and goals, content and educational principles. This illustrates the educational use of the didactic model, and with use of several examples based the data, the chapter communicates a possible outline of a values education in preschool with weight on practice. Keywords: Caring, disciplinary, and democratic...

  15. A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing

    Science.gov (United States)

    Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

    2017-01-01

    Background The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. Objective This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. Methods The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Results Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app’s WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative

  16. Planning and Evaluating Educational Work in Slovene Preschools

    Directory of Open Access Journals (Sweden)

    Marcela Batistič Zorec

    2012-01-01

    Full Text Available The present article examines the changes in Slovene preschools subsequent to Slovenia’s independence in 1991. In the socialist period, the national education programme for preschools was highly structured, goaland content-oriented and subject to schoolization. The Curriculum for Preschools (1999 brought conceptual changes towards education “based on the child” and the process approach, as well as giving more autonomy to preschool teachers and their assistants. In the empirical study, we examine changes in planning and evaluating educational work compared to the past. The results show that the majority of professional workers have reduced the high level of structure and rigidity in planning, and that there is better cooperation between preschool teachers and teachers’ assistants. Unlike in the past, most professional workers regularly evaluate their educational work. As the data was gathered in two phases, before and after the training of professional workers in the Reggio Emilia concept, we also search for the (probably indirect influencesof this training. We conclude that after the training the participation of children in planning and evaluating educational work is higher.

  17. Computer Education and Computer Use by Preschool Educators

    Science.gov (United States)

    Towns, Bernadette

    2010-01-01

    Researchers have found that teachers seldom use computers in the preschool classroom. However, little research has examined why preschool teachers elect not to use computers. This case study focused on identifying whether community colleges that prepare teachers for early childhood education include in their curriculum how teachers can effectively…

  18. Design and descriptive results of the "Growth, Exercise and Nutrition Epidemiological Study In preSchoolers": The GENESIS Study

    Directory of Open Access Journals (Sweden)

    Manios Yannis

    2006-02-01

    Full Text Available Abstract Background The Growth, Exercise and Nutrition Epidemiological Study in preSchoolers (GENESIS attempts to evaluate the food and nutrient intakes, as well as growth and development of a representative sample of Greek toddlers and preschool children. In the current work the study design, data collection procedures and some preliminary data of the GENESIS study are presented. Methods From April 2003 to July 2004, 1218 males and 1156 females 1 to 5 years old, stratified by parental educational level (Census 1999, were examined from 105 nurseries in five counties. Approximately 300 demographic, lifestyle, physical activity, dietary, anthropometrical and DNA variables have been recorded from the study population (children and parents. Results Regarding anthropometrical indices, boys were found to be taller than girls at all ages (P Conclusion The prevalence of overweight in the current preschool population is considerably high. Future but more extensive analyses of the GENESIS data will be able to reveal the interactions of the parameters leading to this phenomenon.

  19. Making Validated Educational Models Central in Preschool Standards.

    Science.gov (United States)

    Schweinhart, Lawrence J.

    This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher…

  20. Ability to Categorize Food Predicts Hypothetical Food Choices in Head Start Preschoolers.

    Science.gov (United States)

    Nicholson, Jody S; Barton, Jennifer M; Simons, Ali L

    2018-03-01

    To investigate whether preschoolers are able to identify and categorize foods, and whether their ability to classify food as healthy predicts their hypothetical food choice. Structured interviews and body measurements with preschoolers, and teacher reports of classroom performance. Six Head Start centers in a large southeastern region. A total of 235 preschoolers (mean age [SD], 4.73 [0.63] years; 45.4% girls). Teachers implemented a nutrition education intervention across the 2014-2015 school year in which children were taught to identify and categorize food as sometimes (ie, unhealthy) and anytime (ie, healthy). Preschooler responses to a hypothetical snack naming, classifying, and selection scenario. Hierarchical regression analyses to examine predictors of child hypothetical food selection. While controlling for child characteristics and cognitive functioning, preschoolers who were better at categorizing food as healthy or unhealthy were more likely to say they would choose the healthy food. Low-contrast food pairs in which food had to be classified based on multiple dimensions were outside the cognitive abilities of the preschoolers. Nutrition interventions may be more effective in helping children make healthy food choices if developmental limitations in preschoolers' abilities to categorize food is addressed in their curriculum. Classification of food into evaluative categories is challenging for this age group. Categorizing on multiple dimensions is difficult, and dichotomous labeling of food as good or bad is not always accurate in directing children toward making food choices. Future research could evaluate further preschoolers' developmental potential for food categorization and nutrition decision making and consider factors that influence healthy food choices at both snack and mealtime. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  1. The Importance of Music in Preschool Education

    Science.gov (United States)

    Ehrlin, Anna; Gustavsson, Hans-Olof

    2015-01-01

    At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen…

  2. Problems of computerization in the brunch of preschool education

    Directory of Open Access Journals (Sweden)

    Podolyaka А.Е.

    2010-04-01

    Full Text Available The use of computer technologies was probed in preschool education. 27 pedagogical workers of child's preschool establishments took part in research. The differentiated approach is rotined in the selection of facilities of physical education of children of preschool age. The basic requirements are selected to the computer programs. Found out disparity between enhanceable demand on the computer programs and their introduction in an educational educate process. Multilevel classification and sequence is set in the selection of mobile games.

  3. Mediation of the Physical Activity and Healthy Nutrition Behaviors of Preschool Children by Maternal Cognition in China.

    Science.gov (United States)

    Xu, Xianglong; Sharma, Manoj; Liu, Lingli; Hu, Ping; Zhao, Yong

    2016-09-13

    (1) OBJECTIVE: We aimed to explore the role of social cognitive theory (SCT) of mothers in the physical activity and healthy nutrition behaviors of preschool children; (2) METHODS: We used a self-administered five-point Likert common physical activity and nutrition behaviors scale in Chinese based on a social cognitive theory scale in English with established validity and reliability in the USA. The current study adopted the proportional sampling method to survey mothers of preschool children in four areas-namely, Chongqing, Chengdu, Taiyuan, and Shijiazhuang-of China; (3) RESULTS: We included 1208 mothers (80.0% mothers of normal weight children, age 31.87 ± 4.19 years). Positive correlations were found between maternal social cognition and preschool children's physical activity (PA) behavior (p mediation of maternal social cognition on preschool children's ST behavior and the correlations between maternal social cognition and children's ST behavior.

  4. The Discourse of a Preschool Education Curriculum

    Directory of Open Access Journals (Sweden)

    Lidija Miškeljin

    2016-02-01

    Full Text Available The paper presents a critical analysis of the discourse of a preschool education curriculum. Its starting point is Foucault’s concept of discourse as language in use, which not only reflects the social order, but also shapes it through a network of conventions, knowledge and practices determining man’s – or, in this case, the reader’s – perception of reality. The analysis is based on identifying the discourse strategies and/or systems of rules laid out in the text The basic principles of the preschool education curriculum for three- to seven-year-old children – model A which make possible certain statements and insights regarding children and thus position the child and the preschool teacher by means of discourse repertoires. This approach helps contextualize the text and leads to an understanding of the basic discourse mechanism involved in the creation of specific versions of preschool education. As discourse analysis itself is related to interpretation and narratology, with the story as a constant, so is this paper a story about a preschool curriculum, for, like any other text, it tells an unfinished story that can yet evolve in different directions.

  5. Gender differences and typical nutrition concerns of the diets of preschool children - the results of the first stage of an intervention study.

    Science.gov (United States)

    Merkiel-Pawłowska, Sylwia; Chalcarz, Wojciech

    2017-12-19

    Nutrition in children has an important influence on health both in childhood and adulthood. Actions aimed at improving children's nutrition are essential, not only to the children and their families, but also to the whole society. The aim of the study was to present the results of nutrient intake before starting a nutrition and physical activity intervention programme, to investigate gender differences in nutrient intake and to discuss whether the preschoolers' nutrient intake is similar to the intake of their peers from other countries. Nutrient intake was estimated from seven-day weighed food records kept by parents and preschool staff individually for 122 4-6-year-old children who attended two preschools in Piła, north-western Poland. Nutrient intake was calculated using Dieta 4.0 computer programme including water intake and intake of nutrients from dietary supplements. Statistical analysis was performed using the IBM SPSS Statistics computer programme, version 21.0, according to gender. The study was approved by the Bioethics Committee of the Poznan University of Medical Sciences (reference number 886/08). Boys, in comparison to girls, were found to have statistically significantly higher intakes of total protein, total protein per kg of body weight, saturated fatty acids, total carbohydrates, available carbohydrates, lactose, sucrose, total water, vitamin A, beta-carotene, vitamin B 2 , vitamin B 12 , vitamin C, calcium, phosphorus, and magnesium. Statistically significantly higher percentage of girls than boys had intakes of vitamin E below AI. Gender was a significant factor of nutrient intake in the studied preschool children. The main nutritional concerns in the studied preschoolers' diets, irrespective of gender, are typical of the diets of preschool children from various parts of Europe and indicate the need to work out common nutritional strategies to improve preschoolers' nutrition across Europe to reduce future burden of diet-related diseases to the

  6. Pre-School Educational Provision in Rural Areas. Interchange 69.

    Science.gov (United States)

    Copus, Andrew; Petrie, Scott; Shucksmith, Janet; Shucksmith, Mark; Still, Margaret; Watt, Joyce

    The Scottish Executive Education Department has pledged to achieve universal provision of preschool education for 3- and 4-year-olds, whose parents want it, by 2002. The particular factors affecting delivery of preschool education in rural areas were examined through telephone interviews with local education authorities and voluntary preschool…

  7. The impact of a nutrition education programme on feeding practices ...

    African Journals Online (AJOL)

    LF Mushaphi

    indigenous and traditional food systems of poor and rural communities need ..... Manu and Khetarpaul5 indicated that most rural Indian preschool children ..... nutritional status of scheduled Caste pre-school children of Amritsar. Anthropologist ...

  8. Preschool Teacher Education as an Example of an Open Social System

    Science.gov (United States)

    Tekmen, Belkis

    2017-01-01

    With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers' education has come under increasing scrutiny in recent years. Moreover, other than the studies that focus on providing evidence for the impact of preschool education on children's outcomes,…

  9. Children's Nutrition and Learning. ERIC Digest.

    Science.gov (United States)

    ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.

    This digest reviews research on the link between children's nutrition and their ability to learn from the prenatal through school years. It also discusses the importance of nutrition education for children. The need for adequate nutrition during pregnancy and the preschool years is highlighted by research that indicates that low birthweight…

  10. Ethnicity, Household Food Security, and Nutrition and Activity Patterns in Families With Preschool Children.

    Science.gov (United States)

    Asfour, Lila; Natale, Ruby; Uhlhorn, Susan; Arheart, Kris L; Haney, Kanathy; Messiah, Sarah E

    2015-01-01

    This study evaluated the relationship between food security and child nutritional intake, sedentary behavior, and body mass index (BMI) and potential moderation by ethnic subgroup membership. Cross-sectional data analysis from baseline data of a preschool intervention trial. Twenty-eight subsidized child care centers in Miami-Dade County, FL. Children ages 2 to 5 (n = 1,211) and their caregivers. The BMI percentile and the following 4 factors (via confirmatory factor analysis): food security, consumption of fruits/vegetables, consumption of unhealthy foods, and sedentary behaviors. Separate linear mixed models tested relationships between food security and main outcome measures with an interaction term to test for possible moderation by ethnicity. Results indicated a significant relationship (P security and child consumption of fruit/vegetables, consumption of unhealthy foods, and sedentary behavior, but not with BMI percentile. With greater food security, Haitians reported greater consumption of fruit/vegetables and sedentary behavior. With greater food security, Cubans and non-Hispanic whites reported less consumption of unhealthy foods, while Haitians reported greater consumption. Results showed higher food security was associated with higher consumption of fruit/vegetables, consumption of unhealthy foods, and sedentary behavior, but this was moderated by ethnicity. Implications for healthy weight interventions among low-income preschoolers should focus on the importance of food security and tailor intervention strategies for diverse ethnic groups accordingly. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  11. Characteristics of Swedish Preschools That Provide Education and Care to Children with Special Educational Needs

    Science.gov (United States)

    Lundqvist, Johanna; Westling, Mara Allodi; Siljehag, Eva

    2016-01-01

    In Sweden, preschool inclusion is embraced and preschools are open for children both with and without special educational needs. The purpose of this study was to examine the characteristics of a number of preschool units in Sweden that provide education and care to children with special educational needs with regard to organisation, resources and…

  12. Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

    Directory of Open Access Journals (Sweden)

    Nadiia Frolenkova

    2017-02-01

    Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

  13. PREVALENCE OF ANAEMIA AMONG RURAL PRE-SCHOOL CHILDREN OF MAHARASHTRA, INDIA

    Directory of Open Access Journals (Sweden)

    N Arlappa

    2012-03-01

    Full Text Available Background: Anaemia continues to be a severe public health nutritional problem in India affecting all physiological groups, even after the National Nutritional Anaemia Prophylaxis Programme has been in operation for more than three decades. Objective: To assess the prevalence of anaemia among rural pre-school (1-5-years children of Maharashtra. Methods: A community based cross-sectional study was carried by National Nutrition Monitoring Bureau (NNMB covering a total of 404 (Boys-243; Girls-161 pre-school children. Information of socio-demographic particulars was obtained and the finger prick blood samples were collected for the estimation of haemoglobin levels by cyanmethmoglobin method. Results: The result shows that 59.2 % (CI: 54.4-64.0 of the rural pre-school children of Maharashtra were anaemic, and the prevalence was significantly (p40% among rural pre-school children of Maharashtra. Therefore, appropriate intervention measures such as supplementary iron & folic acid, periodic deworming and health & nutrition education should be strengthened. The community needs to be encouraged to diversify their diets by consuming iron rich foods.

  14. A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing.

    Science.gov (United States)

    Hull, Pamela; Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

    2017-08-02

    The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app's WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative feedback highlighted several barriers that

  15. A Study of Music Instruction in Preschool Education Training : Part II

    OpenAIRE

    丸山, 京子; Kyoko, Maruyama

    2001-01-01

    Last year, the author and others studied music instruction in preschool education training. In that paper, we learn what was required to become successful preschool teacher and the relationship between kindergarten children and preschool education major students. Based on the results of that study, the author has come to realize the importance of music instruction and music performance in childhood development in the preschool curriculum.

  16. Differences in nutritional status of preschool children in the context of the maternal social characteristics.

    Science.gov (United States)

    Potocka, Adrianna; Jacukowicz, Aleksandra

    2017-07-14

    It is generally accepted that maternal factors are important in maintaining the adequate nutritional status of young children. This study was aimed at verifying whether mother's socio-demographic (age and relationship status) and socio-economic features (education and professional status) differentiate the child's nutritional status. A cross-sectional study was conducted between April and October 2013. Five hundred thirty mothers of preschool children from 5 different regions of Poland were interviewed. Mothers were interviewed on their socio-demographic and socio-economic status. To assess the child's nutritional status, body mass index (BMI) z-score and the diet indicators were calculated, such as the percentage of the estimated average requirement for energy (%EAR), the percentage of energy coming from carbohydrates (%EC), fat (%ET) and proteins (%EP). Percentage of the estimated average requirement for energy, %EC, %ET and %EP was obtained from 24-h dietary recalls conducted with the mothers. The results showed that mother's education and professional status did not differentiate any of the indices of the child's nutritional status. However, maternal age and her relationship status occurred significant (ANOVA; p Children of younger mothers had higher BMI z-score and higher %EC as compared to children of older mothers. Moreover, %EAR was higher among children of single mothers and it was closer to the recommended nutrition standards as compared to children of mothers with a partner. When a child is diagnosed with any type of malnutrition, it is worth assessing various factors that might influence the nutritional status, such as child's social background (e.g., maternal factors). Int J Occup Med Environ Health 2017;30(5):811-821. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  17. Differences in nutritional status of preschool children in the context of the maternal social characteristics

    Directory of Open Access Journals (Sweden)

    Adrianna Potocka

    2017-10-01

    Full Text Available Objectives: It is generally accepted that maternal factors are important in maintaining the adequate nutritional status of young children. This study was aimed at verifying whether mother’s socio-demographic (age and relationship status and socio-economic features (education and professional status differentiate the child’s nutritional status. Material and Methods: A cross-sectional study was conducted between April and October 2013. Five hundred thirty mothers of preschool children from 5 different regions of Poland were interviewed. Mothers were interviewed on their socio-demographic and socio-economic status. To assess the child’s nutritional status, body mass index (BMI z-score and the diet indicators were calculated, such as the percentage of the estimated average requirement for energy (%EAR, the percentage of energy coming from carbohydrates (%EC, fat (%ET and proteins (%EP. Percentage of the estimated average requirement for energy, %EC, %ET and %EP was obtained from 24-h dietary recalls conducted with the mothers. Results: The results showed that mother’s education and professional status did not differentiate any of the indices of the child’s nutritional status. However, maternal age and her relationship status occurred significant (ANOVA; p < 0.05. Children of younger mothers had higher BMI z-score and higher %EC as compared to children of older mothers. Moreover, %EAR was higher among children of single mothers and it was closer to the recommended nutrition standards as compared to children of mothers with a partner. Conclusions: When a child is diagnosed with any type of malnutrition, it is worth assessing various factors that might influence the nutritional status, such as child’s social background (e.g., maternal factors. Int J Occup Med Environ Health 2017;30(5:811–821

  18. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Galiya H. Vakhitova

    2015-03-01

    Full Text Available The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of

  19. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Galiya H. Vakhitova

    2015-01-01

    Full Text Available RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of

  20. Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

    Science.gov (United States)

    Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

    2017-01-01

    Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

  1. SNAC: San Mateo Nutrition Activity Curriculum. "Swing Into Nutrition" (Staff In-Service Guide and Staff Workbook).

    Science.gov (United States)

    San Mateo City Elementary School District, CA.

    This inservice training guide on nutrition activities for preschool and elementary school teachers consists of 14 lesson plans for two workshops and more than 20 related instructional handouts that can be copied for teachers. The first workshop for teachers provides a rationale for nutrition education ine elementary curriculum as well as…

  2. Positioning masculinities and femininities in preschool EFLl1 education

    OpenAIRE

    CASTAÑEDA-PEÑA, HAROLD

    2008-01-01

    Positioning Masculinities and Femininities in Preschool EFL Education seeks to describe and interpret how masculinities and femininities are communicated in the preschool EFL classroom and is aimed at discussing whether those masculinities and femininities are likely to have an impact on the preschoolers' learning of English as a foreign language. Preschoolers' classroom interactions taking place in a Colombian kindergarten, videotaped from 2004 to 2006, are analysed via ideas of 'positioning...

  3. Nutritional status of pre-school children from low income families

    Directory of Open Access Journals (Sweden)

    de Oliveira Adriana G

    2011-05-01

    Full Text Available Abstract Background We evaluated growth and nutritional status of preschool children between 2 and 6 years old from low income families from 14 daycare centers. Methods Cross-sectional study with 1544 children from daycare centers of Santo Andre, Brazil. Body weight (W, height (H and body mass index (BMI were classified according to the 2000 National Center for Health Statistics (CDC/NCHS. Cutoff points for nutritional disorders: -2 z scores and 2.5 and 10 percentiles for malnutrition risk, 85 to 95 percentile for overweight and above BMI 95 percentile for obesity. Stepwise Forward Regression method was used including age, gender, birth weight, breastfeeding duration, age of mother at birth and period of time they attended the daycare center. Results Children presented mean z scores of H, W and BMI above the median of the CDC/NCHS reference. Girls were taller and heavier than boys, while we observed similar BMI between both genders. The z scores tended to rise with age. A Pearson Coefficient of Correlation of 0.89 for W, 0.93 for H and 0.95 for BMI was documented indicating positive association of age with weight, height and BMI. The frequency of children below -2 z scores was lower than expected: 1.5% for W, 1.75% for H and 0% for BMI, which suggests that there were no malnourished children. The other extremity of the distribution evidenced prevalence of overweight and obesity of 16.8% and 10.8%, respectively. Conclusion Low income preschool children are in an advanced stage of nutritional transition with a high prevalence of overweight.

  4. Moving House for Education in the Pre-School Years

    Science.gov (United States)

    Hansen, Kirstine

    2014-01-01

    This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these…

  5. Feasibility and Acceptability of a Gardening-Based Nutrition Education Program in Preschoolers from Low-Income, Minority Populations

    Science.gov (United States)

    Sharma, Shreela V.; Hedberg, Ann Marie; Skala, Katherine A.; Chuang, Ru-Jye; Lewis, Tamara

    2015-01-01

    Garden-based lessons are gaining popularity as a means of increasing fruit and vegetable intake among children. The study objective was to pilot test a garden-based preschool curriculum for feasibility and acceptability in Harris County Department of Education Head Start using qualitative and quantitative methods. A total of 103, 3- to 5-year-old…

  6. Impact of economic change on nutrition quality in preschool institutions in Macva district

    Directory of Open Access Journals (Sweden)

    Dragičević Igor

    2016-01-01

    Full Text Available Introduction: Health food safety is an absolute priority, whether it is a physical-chemical and microbiological safety. This applies particularly to vulnerable population groups. Particularly vulnerable population group is pre-school children. In this age, in addition to health security, as an important segment of the nutritional value of food. Nutritional value represents the energy value of meals, as well as a total in a certain amount (100g, as it looks at the energy density of meals. A reliable indicator of nutritional value, in addition to the mere satisfaction of energy needs, the amount and concentration ratio of macronutrients. This paper deals with the energy value of daily meals in preschools in Macva administrative district. The quality of the meal depends on several factors, such as the selection of food, preparation methods, expertise, personnel to create menus. This work focused on the economic situation in the whole society, as a factor affecting the quality of daily meals in preschools in Macva administrative district. Aim: To investigate the existence of statistically significant differences in the quality of daily meals in 2010, 2011 and 2012. Materials and methods: During the period under review were collected and analyzed data on the quality of the food at nine preschools in Macva administrative district. Data on the total caloric value, energy value in 100 grams, as well as data on the proportion of macronutrients carbohydrates, fats and proteins are analized and compared. The comparison of the results with the current regulations in the Republic of Serbia, and testing the statistical significance of the energy value variation and content of macronutrients in the observed poreioda. Results and Conclusion: The results showed that the total energy value does not satisfy 75% of daily needs, and that there is a significant reduction in the share of protein and increase in the proportion of carbohydrates. Test results indicate

  7. Democracy and care: Values education in Nordic preschool

    DEFF Research Database (Denmark)

    Hansen, Ole Henrik; Skriver Jensen, Anders; Broström, Stig

    2018-01-01

    This chapter deals with caring and democratic values expressed in interaction between educators and children (between one to five years) in Nordic preschool settings. Data consist of video sequences based in several preschools from each Nordic countries. The theoretical position is based...... on Tomasello and Klafki . Democratic values are with reference to Klafki related to influence, rights, freedom, co-determination solidarity and emphatic life style. Care is expressed when the educator shows a specific emotional attitude, openness and sensitivity and strives to understand the child...... is needed in order to create an intentional and goal-oriented values education....

  8. Quality in Preschool Education: The Views of Teachers and Assistant Teachers

    Science.gov (United States)

    Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin

    2017-01-01

    As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…

  9. Impact of rice fortified with iron, zinc, thiamine and folic acid on laboratory measurements of nutritional status of preschool children

    Directory of Open Access Journals (Sweden)

    Ceres Mattos Della Lucia

    Full Text Available Abstract Fortification of food constitutes an important strategy for the control of micronutrient deficiency and has advantages such as high population coverage and maintenance of eating habits. This study aimed to assess the impact of using fortified rice (Ultra Rice® - UR® on the nutritional status of preschoolers. Ninety-nine children enrolled in two philanthropic preschools participated of the study. Children of one of the preschools were offered UR® mixed with polished rice, as part of school meals (test group and the children of another preschool were offered pure polished rice (control group. Biochemical evaluations were performed before and after 4 months of intervention. Dietary assessment and sensory evaluation of UR® mixed with polished rice were performed during the study. The fortified rice improved the concentrations of zinc (p < 0.001, thiamine (p < 0.001, folic acid (p = 0.003, mean corpuscular hemoglobin (p < 0.001 and mean corpuscular hemoglobin concentration (p < 0.001. The fortified rice showed good acceptability among preschoolers. This study demonstrated the effectiveness of using rice fortified with iron, zinc, thiamine and folic acid on the nutritional status of children.

  10. PRESCHOOL EDUCATIONAL ESTABLISHMENTS IN NIZHNI NOVGOROD PROVINCE IN YEARS OF SOVIET POWER

    Directory of Open Access Journals (Sweden)

    Natalia Vasilyevna Bystrovа

    2015-08-01

    Full Text Available Scientific historical-historical and social-pedagogical principals of development of a pre-school educational offices in Nizhegorodskaja gubernija in the context a Russian historical-pedagogical education are determined in the article. Causes of making of the pre-school net are distingvished: political, social, psychological-pedagogical. Rating of the state system of a pre-school up-bringing including: nursery schools and hearths, kindergartens and grounds, childrens` homes and others are discovered.Purpose: determine the scientific, historical and socio-pedagogical bases of development of preschool educational institutions in the 1917-1930 biennium in the Nizhny Novgorod region.Method or the methodology of work. Realaizing of the principles of science and historism we used generals methods for historical science methods(discovering analize, generalizing, learning of archive and published materials; concrete-historical, theoretic and a systematic analize,specific methods are also founded which are characterized for historic-theoretic researches: comparing ,situational-historical,historical-genetic,concrete-historical,textological analize.Results. A system characteristic of pre-school educational offices in the 20 th years of the 20 century in Nizhegorodskaya guberniya in the conditions of changing social-political sphere of Russia is offered and based. The sphere of useing of the results The result presents an evid interest for teachers, sociologs, people who learn history, who deal researching of a pre-school teaching.Practical implications. The result is an obvious interest for educators, sociologists, historians engaged in research the issue of preschool education.

  11. Energy and nutrient intake in preschool and school age Mexican children: National Nutrition Survey 1999

    Directory of Open Access Journals (Sweden)

    Barquera Simón

    2003-01-01

    Full Text Available OBJECTIVE: To estimate energy and nutrient intake and adequacy in preschool and school age Mexican children, using the National Nutrition Survey 1999 (NNS-1999. MATERIAL AND METHODS: Twenty four-h dietary recalls from pre-school (n=1 309 and school (n=2 611 children obtained from a representative sub-sample of the NNS-1999 were analyzed. Intakes and adequacies were estimated and compared across four regions, socio-economic strata, and between urban and rural areas, and indigenous vs. non-indigenous children. RESULTS: Median energy intake in pre-school children was 949 kcal and in school children 1 377 kcal, with adequacies 150% in both age groups. The North and Mexico City regions had the highest fat intake and the lowest fiber intake. Children in the South region, indigenous children, and those in the lowest socio-economic stratum had higher fiber and carbohydrate intakes and the lowest fat intake. These children also showed the highest risks of inadequacies for vitamin A, vitamin C, folate, iron, zinc and calcium. CONCLUSIONS: Mexico is experiencing a nutrition transition with internal inequalities across regions and socio-economic strata. Food policy must account for these differences in order to optimize resources directed at social programs.

  12. COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

    OpenAIRE

    KOZLOVÁ, Lucie

    2009-01-01

    My bachelor thesis address the question of communication with parents in the pre-school education using modern technologies in our and other countries. In this thesis I tried to determine the real state of usage of modern communication technologies at chosen pre-school education facilities by interview research. Based on this research I suggest the optimal solution of this communication problem on the level of current modern communication technologies.

  13. 7 CFR 249.9 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 249.9 Section 249.9 Agriculture... Nutrition education. (a) Goal. Nutrition education shall emphasize the relationship of proper nutrition to... agency shall integrate nutrition education into SFMNP operations and may satisfy nutrition education...

  14. Preschool Teachers' Level of Attitudes toward Early Mathematics Education

    OpenAIRE

    Çelik, Meryem

    2017-01-01

    Purpose of this study isexamining the preschool teachers' level of attitudes toward early mathseducation and correlation between these levels and various variables.“Preschool Teachers' Attitudes towards Early Childhood Math AssessmentInstrument" is applied to 60 teachers who were pre-school teachers in 2013and formed the sample of this study. As a result of these analysis, it has beenprecipitated that teachers' level of attitudes toward early maths education isgood. Meanin...

  15. An Evaluation of Preschool Education in the Awutu Efutu Senya ...

    African Journals Online (AJOL)

    The study examined the state of preschool education in the Winneba district with the intent of identifying strengths and weaknesses of the sub system. A comparison of rural and urban preschools in the district was also explored. A sample of 30 preschools made up of 16 public and 14 private ones were selected through ...

  16. 34 CFR 104.38 - Preschool and adult education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Preschool and adult education. 104.38 Section 104.38 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL...

  17. Professional development of specialists of preschool educational establishments to educationally-health activity on the basis of pedagogical management.

    Directory of Open Access Journals (Sweden)

    Makovetskaya N.V.

    2011-01-01

    Full Text Available Priority directions modernization of activity of preschool educational establishments are shown. The analysis of publications, devoted creation of terms for educationally-health activity, and also professional development of specialists on its organization is resulted. In this connection light up possibilities of the use of pedagogical management. The value of management of the first and second levels is certain in professional development of specialists of preschool educational establishments. The types of organizational structures of management preschool educational establishment are appraised.

  18. Pre-school education and school maturity of children from socially disadvantaged backgrounds

    Directory of Open Access Journals (Sweden)

    Panajotis Cakirpaloglu

    2014-12-01

    Full Text Available The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale, Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases

  19. Preschool Gifted Education: Perceived Challenges Associated with Program Development

    Science.gov (United States)

    Kettler, Todd; Oveross, Mattie E.; Salman, Rania C.

    2017-01-01

    This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived…

  20. Sharing Expository Texts with Preschool Children in Special Education

    Science.gov (United States)

    Breit-Smith, Allison; Busch, Jamie; Guo, Ying

    2015-01-01

    Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between…

  1. Children’s participation in Finnish pre-school education - Identifying, Describing and Documenting Children’s Participation

    Directory of Open Access Journals (Sweden)

    Jonna Leinonen

    2014-04-01

    Full Text Available This article describes, analyzes, and evaluates children’s participatory in Finnish pre-school groups. Children’s participation is viewed in the context of the Core Curriculum for Pre-school Education in Finland (2010, in which children are considered active subjects, who interact with both other people and the environment. However, in practical data, collected via survey from pre-school educators, this ideology is restricted and the educators in pre-school groups focus on children’s participation from a narrow point of view that reflects a lack of connection between the Core Curriculum goals for pre-school education and the actual participatory practices children face.

  2. 7 CFR 248.9 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 248.9 Section 248.9 Agriculture... Nutrition education. (a) Goals. Nutrition education shall emphasize the relationship of proper nutrition to.... (b) Requirement. The State agency shall integrate nutrition education into FMNP operations and may...

  3. A comparative study on Nutritional status of Preschool children in Kekirawa Divisional Secretariat area and Gampaha Divisional Secretariat area in Sri Lanka

    International Nuclear Information System (INIS)

    Perera, Kanattage Piumi Dananga Chamari; Weerasooriya, W.M.B.; Liyanage, Janitha A.

    2014-01-01

    Full text: Nutritional status is one of the most important indicators of the overall well being of population. According to Ayurveda Wellbeing of Physical, Mental & Spiritual status is known as health. This refers the definition of health defined by World Health Organization (WHO). Underweight, Stunting, Wasting and Overweight are important status of nutrition declared by the WHO. Height for age ≤ -2SD from the mean, Weight for height ≤ -2SD from the mean and Weight for age ≤ -2SD were defined as Stunting, Wasting and Underweight respectively. Results of a Survey carried out in 2007 in Sri Lanka were highlighted that, 21.1% are underweight, 14.7% were wasting and 17.3% were stunting among the under five year children. Under nutrition has been identified as a major problem among the preschool children in Sri Lanka. With this background, a preliminary survey was designed to identify the nutritional status of selected areas. Collecting Anthropometric measurements such as height & weight and evaluating the nutritional status of Preschool children were the objectives of the study. The study was carried out in the Kekirawa divisional secretariat division of the Anuradhapura district and Gampaha divisional secretariat division of the Gampaha district. Five preschools in Kekirawa division and two preschools in Gampaha division were randomly selected and 100 preschool children from each division were subjected to the survey. Under the permission of Preschool teachers, mothers of the Preschool children’s were instructed to meet Ayurveda Medical Officer in scheduled date with their children to take anthropometric measurements. Then heights and weight of children were measured using Stadiometer and scale with digital display. Recorded data were processed using WHO Anthro software - 2011. Age distribution of the sample was identified as 36-47 months and 48-60 months. Results of Prevalence of nutritional status revealed that 32.4% wasting, 24.5% stunting and 42

  4. Preschool + School + Communication = What for Educator Relationships?

    Science.gov (United States)

    Hopps, Kathryn

    2014-01-01

    Communication between educators in preschool and school settings has been promoted consistently in research literature and policy as a practice to enhance children's transition to school. Underlying the practice are the assumptions that communication between educators is (a) a way of building on children's learning and responding to their diverse…

  5. 43 CFR 17.220 - Preschool, elementary, and secondary education.

    Science.gov (United States)

    2010-10-01

    ... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Preschool, elementary, and secondary education. 17.220 Section 17.220 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF THE INTERIOR Nondiscrimination on the Basis of Handicap § 17.220 Preschool, elementary,...

  6. Positioning masculinities and femininities in preschool EFL education

    OpenAIRE

    Castañeda - Peña, Harold; Pontificia Universidad Javeriana

    2008-01-01

    Positioning Masculinities and Femininities in Preschool EFL Education seeks to describe and interpret how masculinities and femininities are communicated in the preschool EFL classroom and is aimed at discussing whether those masculinities and femininities are likely to have an impact on the preschoolers’ learning of English as a foreign language. Preschoolers’ classroom interactions taking place in a Colombian kindergarten, videotaped from 2004 to 2006, are analysed via ideas of ‘positioning...

  7. [Impact of a nutrition education intervention in teachers, preschool and basic school-age children in Valparaiso region in Chile].

    Science.gov (United States)

    Vio, Fernando; Salinas, Judith; Montenegro, Edith; González, Carmen Gloria; Lera, Lydia

    2014-06-01

    To assess the impact of a nutrition education program for teachers in the nutritional status, food knowledge and food consumption of their pre basic and basic students, and in the controls. A nutrition education intervention was conducted in pre basic and basic teachers in a school year, with a pre-post evaluation of their students, compared with a control group. Subjects were 817 students (389 men and 428 women) from pre kindergarten to the second grade. The 465 students of the intervened group were distributed in two schools (Liceo 1 = 283; Liceo 2 = 182) and 352 in the control school. The nutrition intervention consisted in 9 interactive workshops for teachers with the utilization of Information and Communication Technologies (ICT). The pre post evaluation consisted in a nutritional status assessment, and a food and nutrition survey with questions related with food knowledge and food consumption, at the beginning and at the end of the school year. There were no significant differences in nutritional status between the beginning and the end of the intervention. In one of the experimental schools (Liceo 2) there was a significant decrease in obesity, in women and in the age-group 7-9 years. In the experimental group there was a significant improvement in food knowledge and a decrease in non-healthy food consumption. In the control group, consumption of non-healthy food was stable, with a decrease in fruits and vegetables consumption. As it was demonstrated in similar studies, a short interactive nutrition education intervention with utilization of ICT in pre basic and basic teachers can produce positive changes in nutritional status of their students, improving food knowledge and healthy food consumption and decreasing non-healthy food consumption, compared with the control group. However, a strategy to incorporate parents in school nutrition education programs is still a pending issue. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights

  8. Values Education in Nordic Preschools: A Commentary

    Science.gov (United States)

    Thornberg, Robert

    2016-01-01

    The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is…

  9. Value Education in Estonian Preschool Child Care Institutions

    Science.gov (United States)

    Ülavere, Pärje; Tammik, Anu

    2017-01-01

    For systematic implementation of value education in educational institutions, the national programme "Values Development in Estonian Society 2009-2013" (Ministry of Education and Research 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child…

  10. Evaluation of fast food behavior in pre-school children and parents following a one-year intervention with nutrition education.

    Science.gov (United States)

    Gao, Yongqing; Huang, Yuee; Zhang, Yongjun; Liu, Fengqiong; Feng, Cindy Xin; Liu, Tingting; Li, Changwei; Ling, Dong Dong; Mu, Yongping; Tarver, Siobhan L; Wang, Mao; Sun, Wenjie

    2014-06-30

    A community-based intervention study was conducted to assess a nutrition education intervention on western style fast food consumption among Chinese children and parents. Eight kindergartens from three district areas of Hefei City (a total of 1252 children aged 4-6 years and their parents) were randomly selected. Descriptive and analytical statistical methods were used to evaluate the baseline, midterm, and final western style fast food knowledge, attitude, and practice in both parents and children were used to identify and compare the knowledge, attitude, and practice in the parents and children. Parents and children were divided into "intervention" and "control" groups based on nutrition education status. Consumption of western style fast food at breakfast in Chinese children and parents is not high. The main reasons for this in children is that consumption of western style fast food is not viewed as "food", but rather as a "gift" or "interesting". The time of children's consumption of western style fast food is mostly likely to be in the weekends. The nutrition education modified the parents' western style fast food behavior (p nutrition concept should be built up among Chinese, especially in children. Insights from the families provide leads for future research and ideas for the nutrition education.

  11. 7 CFR 246.11 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 246.11 Section 246.11 Agriculture... Participant Benefits § 246.11 Nutrition education. (a) General. (1) Nutrition education shall be considered a benefit of the Program, and shall be made available at no cost to the participant. Nutrition education...

  12. Lenin's Grandchildren: Preschool Education in the Soviet Union.

    Science.gov (United States)

    Weaver, Kitty D.

    The Soviets have long been devoting educational and institutional energies to the field of early childhood education. This book stresses what Russian preschool education does rather than what its theorists claim it does for children aged 2 months to 6 years who are in group care. Children, teachers and parents tell their own stories. Obviously…

  13. A Report of Survey on Conditions of Preschool Children's Family Music Education

    Science.gov (United States)

    Bi, Yujuan

    2011-01-01

    The author composes a questionnaire about conditions of preschool children's family music education. The survey includes 280 preschool children in a city of Shandong province. It finds that most parents have recognized the importance of early childhood music education, but there is the tendency of utilitarian. The content of family music education…

  14. Educational environment of supplementary schools as a factor of formation of older preschooler`s creative-oriented personality

    Directory of Open Access Journals (Sweden)

    Oleksandr Semenov

    2017-03-01

    Full Text Available In article the author examines the role of the educational environment in forminga creatively directed personality of the child of the senior preschool age. It was found thateducational environment of out-of-school educational institution has a multicomponentstructure, which consists of interrelated components: creative, gaming, developmental,affective and emotional. Stated that the educational environment of out-of-school educationalinstitutionplays in society especially significant features that give us reason to consider it asan important factor in the formation of the creatively directed personality of the 5th year child.Prospects for further scientific researches are determined in studying the psychological andeducational of creative potential characteristics of personality of the pedagogue in out-ofschooleducational institution.Key words: educational environment of out-of-school educational institutions, thecreatively directed personality of the senior preschooler, components of the educationalenvironment, functions of the educational environment.

  15. Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool

    Science.gov (United States)

    Inan, Hatice Zeynep; Trundle, Kathy Cabe; Kantor, Rebecca

    2010-01-01

    This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline--a latecomer to preschool curricula--and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in…

  16. Evaluation of Fast Food Behavior in Pre-School Children and Parents Following a One-Year Intervention with Nutrition Education

    Directory of Open Access Journals (Sweden)

    Yongqing Gao

    2014-06-01

    Full Text Available A community-based intervention study was conducted to assess a nutrition education intervention on western style fast food consumption among Chinese children and parents. Eight kindergartens from three district areas of Hefei City (a total of 1252 children aged 4–6 years and their parents were randomly selected. Descriptive and analytical statistical methods were used to evaluate the baseline, midterm, and final western style fast food knowledge, attitude, and practice in both parents and children were used to identify and compare the knowledge, attitude, and practice in the parents and children. Parents and children were divided into “intervention” and “control” groups based on nutrition education status. Consumption of western style fast food at breakfast in Chinese children and parents is not high. The main reasons for this in children is that consumption of western style fast food is not viewed as “food”, but rather as a “gift” or “interesting”. The time of children’s consumption of western style fast food is mostly likely to be in the weekends. The nutrition education modified the parents’ western style fast food behavior (p < 0.01, although it did not change significantly in children. The healthy nutrition concept should be built up among Chinese, especially in children. Insights from the families provide leads for future research and ideas for the nutrition education.

  17. 7 CFR 247.18 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 247.18 Section 247.18 Agriculture... CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.18 Nutrition education. (a) What are the State agency's responsibilities in ensuring that nutrition education is provided? The State agency...

  18. Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study.

    Science.gov (United States)

    Gerritsen, Sarah; Anderson, Sarah E; Morton, Susan Mb; Wall, Clare R

    2018-05-01

    Pre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics. Telephone interviews with mothers. Online survey of ECE managers/head teachers. New Zealand. Children (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study. A mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively). Children, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

  19. Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices

    Science.gov (United States)

    Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.

    2016-01-01

    This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…

  20. Nutrition Education and Training Needs in Texas. Nutrition Education and Training Needs Assessment for Federal Fiscal Year 1995. Final Annual Report.

    Science.gov (United States)

    Martin, Ruth E.; Ahmad, Mahassen

    A 3-year needs assessment study examined nutrition knowledge, attitudes, and food practices. Subjects were 135 preschool children ages 3-5 years, 610 parents, 118 day care teachers and providers, 35 food service personnel, and 76 administrators throughout Texas. Registered family day care homes, group day care homes, and day care centers from 11…

  1. Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

    Directory of Open Access Journals (Sweden)

    Baklanova Tatiana I.

    2016-01-01

    Full Text Available This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years, two grants for children, methodical recommendations for tutors and musical directors of preschool educational organizations. This education system is developed on a successive basis with a set of textbooks “Music” of T.I. Baklanova (“Planet of Knowledge” series.The integrated approach to five main directions of development and education of children included in the new Federal state educational standards of preschool education is applied in the education system “Music world” for the first time. It is social and communicative, informative, speech, art and esthetic and physical development. These directions are realized in “Music world” in several interconnected interdisciplinary contexts: axiological, cultural and historical, ethnocultural, etc. Polycontextual approach to development of maintenance of preschool music education in combination with integration in him all directions of development and education of preschool children causes scientific novelty, practical importance and efficiency of the education system “Music world”.

  2. BURNOUT SYNDROME AMONG EDUCATORS IN PRE-SCHOOL INSTITUTIONS.

    Science.gov (United States)

    Hozo, Endica Radic; Sucic, Goran; Zaja, Ivan

    2015-12-01

    The occurrence of burnout syndrome (BS) has been recognized in many professions (pilots, firefighters, police officers, doctors…) that during their work are subjected to high levels of stress. For educators in preschool institutions stress level is very high thus creating the possibility of developing BS. For this research is selected preschool institution - kindergarten "Radost" (Joy) in Split, in which by use of questionnaires (modified scale by Freudenberger and modified scales by Girdin, Everly and Dusek) during 2014 among educators (100 respondents) is conducted a survey regarding the frequency of burnout syndrome. According to questionnaires by Girdin, Everly and Dusek there is no statistically significant difference between the number of educators who feel good and those that are under significant stress (χ2=1.04; p=0.307). According to questionnaire by Freudenberg educators are classified into 3 categories and distribution of educators by the groups is almost uniform (χ2=2.76; p=0.250), which means that one third of a teacher is in good condition, a third is in the risk area for burn-out syndrome, while one third are candidates for development of this syndrome. Comparing a teacher in good condition compared to other (at risk and those who are candidates for the burn-out syndrome) is up to 1.5 times higher in those who are at risk and the candidates for development of this syndrome than in others (χ2=4.5; p=0.033). The occurrence of burnout syndrome is very high for the group of educators (half of the educators!) in pre-school institutions which should be taken into account by the institutions management. For this purpose, it is necessary to organize regular medical check-ups with particular reference to burnout syndrome with signs of the syndrome to prevent its further development.

  3. BURNOUT SYNDROME AMONG EDUCATORS IN PRE-SCHOOL INSTITUTIONS

    Science.gov (United States)

    Hozo, Endica Radic; Sucic, Goran; Zaja, Ivan

    2015-01-01

    Introduction: The occurrence of burnout syndrome (BS) has been recognized in many professions (pilots, firefighters, police officers, doctors…) that during their work are subjected to high levels of stress. For educators in preschool institutions stress level is very high thus creating the possibility of developing BS. Material and methods: For this research is selected preschool institution – kindergarten „Radost” (Joy) in Split, in which by use of questionnaires (modified scale by Freudenberger and modified scales by Girdin, Everly and Dusek) during 2014 among educators (100 respondents) is conducted a survey regarding the frequency of burnout syndrome. Research results: According to questionnaires by Girdin, Everly and Dusek there is no statistically significant difference between the number of educators who feel good and those that are under significant stress (χ2=1.04; p=0.307). According to questionnaire by Freudenberg educators are classified into 3 categories and distribution of educators by the groups is almost uniform (χ2=2.76; p=0.250), which means that one third of a teacher is in good condition, a third is in the risk area for burn-out syndrome, while one third are candidates for development of this syndrome. Comparing a teacher in good condition compared to other (at risk and those who are candidates for the burn-out syndrome) is up to 1.5 times higher in those who are at risk and the candidates for development of this syndrome than in others (χ2=4.5; p=0.033). Conclusion: The occurrence of burnout syndrome is very high for the group of educators (half of the educators!) in pre-school institutions which should be taken into account by the institutions management. For this purpose, it is necessary to organize regular medical check-ups with particular reference to burnout syndrome with signs of the syndrome to prevent its further development. PMID:26889099

  4. Examining Preschoolers' Nutrition Knowledge Using a Meal Creation and Food Group Classification Task: Age and Gender Differences

    Science.gov (United States)

    Holub, Shayla C.; Musher-Eizenman, Dara R.

    2010-01-01

    Eating behaviours begin to develop during early childhood, but relatively little is known about preschoolers' nutrition knowledge. The current study examined age and gender differences in this knowledge using two tasks: food group classification and the creation of unhealthy, healthy and preferred meals. Sixty-nine three- to six-year-old children…

  5. Effects of Nutrient-Fortified Milk-Based Formula on the Nutritional Status and Psychomotor Skills of Preschool Children

    Directory of Open Access Journals (Sweden)

    Mavil May C. Cervo

    2017-01-01

    Full Text Available This randomized, single-masked, controlled trial examined the effects of nutrient-fortified milk-based formula supplementation on nutritional status, nutrient intake, and psychomotor skills of selected preschool children with mean age of 4.10 ± 0.14 years. The study participants were divided equally into three major groups, normal, underweight, and severely underweight based on WHO-Child Growth Standards, and were further divided into two groups: fortified milk group who was given two glasses of fortified milk (50 g of powdered milk/serving a day for twelve weeks in addition to their usual diet and the nonintervention group who was not given fortified milk and thus maintained their usual intake. Anthropometric measurements, dietary intake, and psychomotor developmental score were analyzed. Results showed that consumption of two servings of fortified milk a day for twelve weeks significantly increased the height of preschool children by 1.40 cm, weight by 1.35 kg, body mass index by 0.96 kg/m2, mid-upper arm circumference by 0.66 cm, and psychomotor scores by 13.74% more than those children who did not consume fortified milk (p<0.0001. Hence, fortified milk-based supplement in the diet of preschool children improved overall nutritional status, nutrient intake, and performance in psychomotor scale. This study is registered in Philippine Health Research Registry: PHRR140923-000234.

  6. Effects of Nutrient-Fortified Milk-Based Formula on the Nutritional Status and Psychomotor Skills of Preschool Children.

    Science.gov (United States)

    Cervo, Mavil May C; Mendoza, Diane S; Barrios, Erniel B; Panlasigui, Leonora N

    2017-01-01

    This randomized, single-masked, controlled trial examined the effects of nutrient-fortified milk-based formula supplementation on nutritional status, nutrient intake, and psychomotor skills of selected preschool children with mean age of 4.10 ± 0.14 years. The study participants were divided equally into three major groups, normal, underweight, and severely underweight based on WHO-Child Growth Standards, and were further divided into two groups: fortified milk group who was given two glasses of fortified milk (50 g of powdered milk/serving) a day for twelve weeks in addition to their usual diet and the nonintervention group who was not given fortified milk and thus maintained their usual intake. Anthropometric measurements, dietary intake, and psychomotor developmental score were analyzed. Results showed that consumption of two servings of fortified milk a day for twelve weeks significantly increased the height of preschool children by 1.40 cm, weight by 1.35 kg, body mass index by 0.96 kg/m 2 , mid-upper arm circumference by 0.66 cm, and psychomotor scores by 13.74% more than those children who did not consume fortified milk ( p < 0.0001). Hence, fortified milk-based supplement in the diet of preschool children improved overall nutritional status, nutrient intake, and performance in psychomotor scale. This study is registered in Philippine Health Research Registry: PHRR140923-000234.

  7. Exploring nutrition education resources and barriers, and nutrition knowledge in teachers in California.

    Science.gov (United States)

    Jones, Anna Marie; Zidenberg-Cherr, Sheri

    2015-01-01

    To determine barriers to nutrition education, nutrition education resources used, and the relationship between nutrition knowledge and whether public school teachers in California teach nutrition in the classroom. A total of 102 teachers in California participated in a Web-based survey about nutrition education barriers, resources used to plan nutrition lessons, and factors that would encourage inclusion of nutrition. A validated questionnaire was used to assess nutrition knowledge. Analyses included ordinary least-squares regression. Common barriers were lack of instructional time and unrelated subject. Teachers were unaware of many nutrition education resources. Nutrition knowledge was not associated with nutrition lessons but was positively associated with teaching high school (β = 5.13; P Barriers of time and lack of unrelated subject matter are difficult to address but lack of awareness of resources indicates that promotion of existing resources may encourage teachers to provide nutrition education. Larger studies are needed to determine whether this holds true in a broader sample. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  8. Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers

    Science.gov (United States)

    Štemberger, Tina; Kiswarday, Vanja Riccarda

    2018-01-01

    The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards…

  9. Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

    Science.gov (United States)

    Zhang, Wenjing; Chen, Jingqi; Feng, Yanan; Li, Jingyi; Liu, Chengfeng; Zhao, Xiaoxia

    2014-01-01

    Objectives: The purpose of this study was to test the feasibility of a sexual abuse prevention education in a sample of Chinese preschool children in Beijing, China. Method: One hundred and fifty preschool children were randomly assigned to either the intervention group (N = 78) or the wait-list control group (N = 72). Children were posttested on…

  10. Youth Education - Health / Nutrition

    OpenAIRE

    2004-01-01

    Deborah L. Angell: The Bug Stops Here! Cheryl L. Barber: Successful Snacks - Food, Fitness and Food Safety Learning Activities. Darcy Batura: At-Risk Youth and Household Hazardous Waste Education. Katherine L. Cason: Nutrition Mission – A Multimedia Educational Tool for Youth . Patsy A. Ezell: An Interactive Food and Nutrition Education Program for Youth. Rhea Lanting: Got Calcium? Sandy McCurdy: Reaching Teens through a Food Safety Education Partnership. Patricia Mulkeen: Choosing 4-H Fitnes...

  11. Fairy-Tale Niche Marketing: Neoliberal Appropriation of Pre-School Education

    Directory of Open Access Journals (Sweden)

    Urszula Dzikiewicz-Gazda

    2013-12-01

    Full Text Available In the article the author describes specfic mechanisms of neoliberalization at work in pre-school education in Poland. The argument is based on an ethnographic analysis of a theatre performance which crowned one of Wrocław’s educational projects called “Enterprising Pre-school Student”. It demonstrates the workings of neoliberal ideology, which—based on the niche marketing strategy—targets specific needs of particular consumer groups. Addressing children with a specialised marketing message, the strategy uses fairy tales as a tool and cover for instilling desired behaviour patterns in them.

  12. Introducing Preschool Children to Novel Fruits and Vegetables: A Pilot Study

    Science.gov (United States)

    Tande, D. L.; Niemeier, B. S.; Hwang, J. H.; Stastny, S.; Bezbaruah, N.; Hektner, J. M.; Habedank, D.

    2014-01-01

    Purpose/Objectives: The purpose of this pilot study was to compare changes in preschool children's identification, preferences, and beliefs related to fruits and vegetables introduced to a child care center's menu before and after a nutrition education and food exposure intervention. The study also sought to determine how these changes were…

  13. 7 CFR 1150.116 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  14. Preparedness of Educators to Implement Modern Information Technologies in Their Work with Preschool Children

    Science.gov (United States)

    Velickovic, Sonja; Stošic, Lazar

    2016-01-01

    This study explores the issue of the preparedness of educators to realize the contents of the PPP (Preschool Preparatory Program) from the point of view of digitalization and informatization of the society. The authors are in favour of the implementation of modern educational technology in the process of educating preschool children with the aim…

  15. PRE-SCHOOL UPBRINGING OF CHILDREN WITH DEVELOPMENTAL DIFFICULTIES-CONDITION FOR SUCCESSFUL INTEGRATIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Zora JACOVA

    1997-12-01

    Full Text Available Preschool upbringing of children with developmental difficulties is the first link in the system of education and upbringing and at the same time the utmost segment in the system of integrational rehabilitation.Initiating the process of preschool upbringing and adequate organized treatment at early age, permits support of the development and maximum usage of the remained capabilities of children with developmental difficulties.The newest world experiences show that the upbringing and educational integration of children with developmental difficulties as asegment of the social integration, should set the main conditions in the frames of upbringing education and rehabilitational continuity and support the minimal restrictive environment for their development.In the pre-school institutions that function on the territory of the Republic of Macedonia, an indifferent attitude towards the children with developmental difficulties is present, due to the uninformed educators for the characteristics and capabilities of these children and their believes for the negative influence of the children with developmental difficulties on the children without impairments, that implicates involvement of subsidery defectological education of present employed staff in the mainstream preschool institutions, also including defectologists in kindergartens for work with children with special difficulties in their development. Also, the data about the educator’s attitude in the mainstream preschool institutions is disturbing, so that they put the accent on the obligation for reducing of the program for work with handicapped children, not taking into consideration that subsidery, special forms and methods are needed beside the programs that are for the main stream group.The goal of our paper is to point out the need of involving of children with light developmental difficulties; the existence of special team in the preschool institutions when involving children with

  16. Comparing the nutrition environment and practices of home- and centre-based child-care facilities.

    Science.gov (United States)

    Martyniuk, Olivia J M; Vanderloo, Leigh M; Irwin, Jennifer D; Burke, Shauna M; Tucker, Patricia

    2016-03-01

    To assess and compare the nutrition environment and practices (as they relate to pre-schoolers) of centre- and home-based child-care facilities. Using a cross-sectional study design, nineteen child-care facilities (ten centre-based, nine home-based) were assessed for one full day using the Environment and Policy Assessment and Observation (EPAO) tool (consisting of a day-long observation/review of the nutrition environment, practices and related documents). Specifically, eight nutrition-related subscales were considered. Child-care facilities in London, Ontario, Canada. Child-care facilities were recruited through directors at centre-based programmes and the providers of home-based programmes. The mean total nutrition environment EPAO scores for centre- and home-based facilities were 12·3 (sd 1·94) and 10·8 (sd 0·78) out of 20 (where a higher score indicates a more supportive environment with regard to nutrition), respectively. The difference between the total nutrition environment EPAO score for centre- and home-based facilities was approaching significance (P=0·055). For both types of facilities, the highest nutrition subscale score (out of 20) was achieved in the staff behaviours domain (centre mean=17·4; home mean=17·0) and the lowest was in the nutrition training and education domain (centre mean=3·6; home mean=2·0). Additional research is needed to confirm these findings. In order to better support child-care staff and enhance the overall nutrition environment in child care, modifications to food practices could be adopted. Specifically, the nutritional quality of foods/beverages provided to pre-schoolers could be improved, nutrition-related training for child-care staff could be provided, and a nutrition curriculum could be created to educate pre-schoolers about healthy food choices.

  17.  Effect of Mothers Nutritional Knowledge and Attitudes on Omani Children’s Dietary Intake

    Directory of Open Access Journals (Sweden)

    Saif Al-Tobi

    2011-07-01

    Full Text Available  Objectives: The study investigates the dietary intakes of Omani preschoolers and associations with both socio-demographic characteristics and the mother’s nutritional knowledge and attitudes.Methods: A sample of 154 parents of preschoolers completed a questionnaire including socio-demographic characteristics, a food-frequency questionnaire to assess children’s food intake, nutritional knowledge and attitudes towards healthy eating.Results: The results showed a lower dietary adequacy of children’s food intake in mothers with low educational levels, high-ranked occupation, and lower levels of both nutritional knowledge and food related health attitudes. The highest food intake and healthy eating attitude scores were found in children of mothers with high education level and mother without a job. The association of the dietary adequacy with socio-demographic background can help the Omani healthcare decision makers to develop better-tailored nutrition interventions which are more suitable for the Omani community.Conclusion: The results from this study of mothers’ nutritional knowledge and attitudes support the inclusion of knowledge and attitudes in dietary interventions.

  18. Integrated use of sports games in physical education of preschool children

    Directory of Open Access Journals (Sweden)

    O.E. Konoh

    2013-12-01

    Full Text Available Purpose : considered the use of an integrated program of sports in physical education of children in pre-school educational institution. Material and methods : the experiment was attended with parental permission children 5-6 years. In the control group sessions were conducted with additional recreational gymnastic oriented. In the four experimental groups – mini-basketball, mini-handball and futsal. Results : the substantiation of the integrated use of sports games during physical education classes with children. The main starting points for the development of the methodology are: analysis of questionnaires on physical education specialists in preschool educational institutions, educators and parents considering the opinion and the results of previous studies of the level of physical development and physical readiness of preschool children, and analysis of test results to the success of children's possession of the ball. The results of the pedagogical experiment and given their analysis in terms of the influence of physical education classes through the use of sports games on physical development, physical fitness and functional status of children. The data that characterize the rate of growth results in the pedagogical experiment. Conclusions : it was established that the systematic use of sports complex will help to eliminate the deficit movements, balance maturation, children form healthy lifestyle habits.

  19. Effectiveness of Nutrition Education vs. Non-Nutrition Education Intervention in Improving Awareness Pertaining Iron Deficiency among Anemic Adolescents.

    Science.gov (United States)

    Yusoff, Hafzan; Wan Daud, Wan Nudri; Ahmad, Zulkifli

    2013-01-01

    This study was carried out to compare the effect between nutrition education intervention and non-nutrition education intervention on awareness regarding iron deficiency among schooling adolescents in Tanah Merah, one of rural district in Kelantan, Malaysia. This study which was started in year 2010 involved 280 respondents (223 girls, 57 boys, age: 16 yr) from schools in Tanah Merah. The selection criteria were based on hemoglobin level (Hb = 7 - 11.9 g/dL for girls; Hb = 7 - 12.9 g/dL for boys). They were divided into 2 groups. The first group received nutrition education package (Nutrition education, NE), whereas another group was entitled to receive non-nutrition education intervention (Non-Nutrition Education, NNE) (supplement only). Both interventions were implemented for 3 months. The changes in awareness among respondents of both groups were evaluated using multi-choices questionnaire. Nutrition education receiver group (NE) demonstrated improvement in awareness at post-intervention. No substantial improvement was demonstrated by the counterpart group (NNE). Multimedia nutrition education program conducted at school setting was in fact practical and effective in improving awareness on iron deficiency among anemic adolescents.

  20. Impact of nutrition education on nutrition knowledge of public school educators in South Africa: A pilot study

    Directory of Open Access Journals (Sweden)

    Wilna H. Oldewage-Theron

    2012-07-01

    Full Text Available The Department of Basic Education (DBE has not given nutrition education the necessary emphasis that it needs, despite its importance in South African schools. Nutrition is included as only one of many topics forming part of the Life Orientation syllabus. Educators are role models for learners in making healthy food choices, however, studies have shown that major gaps exist in the health and nutrition-related knowledge and behaviour of educators.The objective of this research was to undertake a pilot study to determine the impact of a nutrition education programme (NEP on the nutrition knowledge of Life Orientation educators in public schools in South Africa (SA. An exploratory baseline survey, to determine the nutrition education practices in 45 purposively selected public schools, was carried out before the experimental nutrition education intervention study. A nutrition knowledge questionnaire was completed by 24 purposively selected educators, representing all nine provinces in SA, before and after a three-day NEP. Pre and post-NEP data were analysed on the Statistical Package for Social Sciences (SPSS for a Windows program version 17.0 for descriptive statistics, version 17.0. Paired t-tests measured statistically significant differences (p < 0.05 before and after the NEP.The knowledge of the respondents improved significantly after the NEP as the mean±s.d. score of correctly answered questions (n = 59 improved from 63.3±30.2% before to 80.6±21.1% after the NEP. The results proved that nutrition knowledge of Life Orientation educators in primary schools is not optimal, but can be improved by NEP.

  1. Assurance of opportunities for smooth start to school for pre-school education systems

    OpenAIRE

    Duobienė, Raimonda

    2016-01-01

    During a period of rapid globalisation, education has an obligation to adapt to the -needs of society. Current Lithuanian education policy for pre-school children provides that each child must be granted access to public services, working or needy families must be provided with greater support and a wider range of educational programmes that meet the needs of parents and children have to be developed. Currently in Lithuania, pre-school and pre-primary education is not mandatory, but it is...

  2. An integrated microcredit, entrepreneurial training, and nutrition education intervention is associated with better growth among preschool-aged children in rural Ghana.

    Science.gov (United States)

    Marquis, Grace S; Colecraft, Esi K; Sakyi-Dawson, Owuraku; Lartey, Anna; Ahunu, Ben K; Birks, Katherine A; Butler, Lorna M; Reddy, Manju B; Jensen, Helen H; Huff-Lonergan, Elizabeth

    2015-02-01

    Poor diet quality is a determinant of the high prevalence rates of malnutrition in Ghana. There is little evidence on the effectiveness of a multisector intervention to improve children's diets and nutritional status. The project tested whether participation in an entrepreneurial and nutrition education intervention with microcredit was associated with the nutritional status of children 2-5 y of age. A quasi-experimental 16-mo intervention was conducted with microcredit loans and weekly sessions of nutrition and entrepreneurship education for 179 women with children 2-5 y of age [intervention group (IG)]. Nonparticipating women and their children from the same villages (nonparticipant, n = 142) and from similar neighboring villages (comparison, n = 287) were enrolled. Repeated measures linear regression models were used first to examine children's weight-for-age (WAZ), height-for-age (HAZ), and body mass index-for-age (BAZ) z scores at baseline and at 4 follow-up time points ∼4 mo apart. Time, intervention status, time-by-intervention interaction terms, region of residence, household wealth rank, household head occupation, number of children microcredit and education may improve nutritional outcomes of children living in poor, rural communities. © 2015 American Society for Nutrition.

  3. Nutrition Knowledge and Behaviours of Low-Income Latino Parents of Preschoolers: Associations with Nutrition-Related Parenting Practices

    Science.gov (United States)

    Slusser, Wendelin; Erausquin, Jennifer Toller; Prelip, Michael; Fischer, Heidi; Cumberland, William G.; Frankel, Fred; Neumann, Charlotte

    2012-01-01

    Parents are in an ideal position to promote long-term healthy dietary behaviours for their children. This study aimed to determine parent and child characteristics and to test their associations in a cross-sectional sample of urban low-income, low-education Latino immigrants with preschool-age children. Also determined were family demographic…

  4. [Improving diet quality in children through a new nutritional education programme: INFADIMED].

    Science.gov (United States)

    Bibiloni, Maria Del Mar; Fernández-Blanco, Jordi; Pujol-Plana, Noemí; Martín-Galindo, Núria; Fernández-Vallejo, Maria Mercè; Roca-Domingo, Mariona; Chamorro-Medina, Juan; Tur, Josep A

    To assess the results of a nutritional education programme developed by using available local resources to improve diet quality and decrease overweight and obesity prevalence among children. A longitudinal intervention study by means of nutritional education (INFADIMED) in children (aged 3-7 years) from Vilafranca del Penedès (Barcelona, Spain), recruited from preschool centres and primary schools, with an intervention or INFADIMED group (n=319; 50.2% female) and a control group (n=880; 49.8% female). Weight, height and body mass index were measured in both groups at the beginning and at the end of the programme. Adherence to the Mediterranean diet was also assessed using the KIDMED test. Consumption of fruit or juices, vegetables, yogurt and/or cheese, pasta or rice, and nuts increased, while skipping breakfast, consumption of bakery products for breakfast, and/or consumption of sweets several times per day decreased in the INFADIMED group. INFADIMED also changed, from the beginning to the end of the study, the adherence to a Mediterranean diet: high (39.2% to 70.5%), acceptable (49.2% to 28.2%), and low (11.6% to 1.3%). Approximately 2.6% of the participants in the control group and 11.3% of the participants in the INFADIMED group who were overweight and obese changed to normal weight (odds ratio: 4.08; 95% confidence interval: 2.37-7.04). INFADIMED is a nutritional education programme with benefits on both diet quality and overweight and obesity prevalence among children. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

  5. The Importance of Appropriate Nutrition and Nutrition Education.

    Science.gov (United States)

    Fuhr, Janet E.; Barclay, Kathy H.

    1998-01-01

    Discusses how nutrition education may be implemented in early childhood classrooms. Describes the incidence of malnutrition and obesity, and topics covered--the food pyramid, vegetable growth, and nutritional needs--through several integrated nutrition units including: (1) the bread basket; (2) potatoes; (3) vegetable soup; (4) fruit basket; (5)…

  6. In-Service Preschool Teachers' Thoughts about Technology and Technology Use in Early Educational Settings

    Science.gov (United States)

    Kara, Nuri; Cagiltay, Kursat

    2017-01-01

    The purpose of this study is to understand in-service preschool teachers' thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who…

  7. [Factors associated with nutritional status of iodine in Mexican preschool children].

    Science.gov (United States)

    López Rodríguez, Guadalupe; Galván, Marcos; Silva Maldonado, Isabela; Chávez Dossetti, Michel

    2013-01-01

    Iodine deficiency is a public health problem in many developing countries where pregnant women and children are the more susceptible populations. To evaluate the association of iodine nutritional status with the weather, availability of iodine in salt, and degree of social exclusion in preschool children of the state of Hidalgo, Mexico. Cross-sectional study in 1,333 children marginalization in the localities where they lived was recorded. 24.5% of children evaluated had marginalization was less than with low marginalization (23.5 ± 1.2 and 32.9 ± 2.7 ppm, respectively; p marginalization of the locations were associated with lower iodine content of salt and urinary iodine in children evaluated.

  8. THE IMPORTANCE AND THE ROLES OF INFORMATION TECHNOLOGIES IN PRESCHOOL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nazım BURGUL

    2008-06-01

    Full Text Available The aim of this research is to determine the importance and the roles of the existing informationtechnologies in preschool education and to do a content analysis.The research is done by using the descriptive study method which is one of the general scanning models. Having examinedthe results of the previous researches, the theoretical framework that would light the way for the research was prepared. Theavailable information about the subject was scanned from resources such as documents, other written sources and also theinternet, and expert’s opinions were asked for. The content analysis of the collected information was done.The preschool period is a process to which all education scientists attach great importance. However, in order to realize theaim of this process, well planned education programmes are needed. The preschool education period provides crèche,nursery and reception education activities. Because of the annual changes of education technologies, positive differences areseen for the teaching activities in this area. On the other hand, there are some requirements to do to speed up the educationand to increase the productivity of education in our present day information society.The preschool education programmes are “the Crèche Programme (0-36 months”, “The Nursery Programme (37-60months and “The Reception Programme (61-72 months”. Optimum educational programs must be prepared for activitiesthat will take place on a daily basis according to specific aims and attitudes to determine the educational status of theseactivities. After having examined the technology-based education model, it is observed by the evaluation and assessmentdiscipline that using equipment such as tv, radio, computer, video, projection, overhead projector and slide apparatus makesthe learning process more effective and productive.As a result, information has become the most expensive product today. The roles of computer-aided education and the

  9. Educational Process Quality in Preschools at the Individual Child Level: Findings from a German Study

    Science.gov (United States)

    Smidt, Wilfried; Rossbach, Hans-Günther

    2016-01-01

    A large body of research has examined the quality of educational processes in preschools, but it has usually been studied at the group level. Thus, there is a lack of research on the quality of educational processes as experienced by individual children. Therefore, this study investigated the quality of educational processes in preschools at the…

  10. Designing and Creating an Educational App Rubric for Preschool Teachers

    Science.gov (United States)

    Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas

    2017-01-01

    International studies indicate that the use of smart mobile devices and their accompanying educational applications (apps) can revolutionize young children's learning experiences. Although there is a vast array of educational apps for preschoolers, they are not actually educational in their majority. In this context, it is important for preschool…

  11. Key Resources for Creating Online Nutrition Education for Those Participating in Supplemental Nutrition Assistance Program Education

    Science.gov (United States)

    Stosich, Marie C.; LeBlanc, Heidi; Kudin, Janette S.; Christofferson, Debra

    2016-01-01

    Internet-based nutrition education is becoming an important tool in serving the rural, low-income community, yet the task of creating such programming can be daunting. The authors describe the key resources used in developing an Internet-based nutrition education program for those participating in Supplemental Nutrition Assistance Program…

  12. The perception of low-salt bread among preschool children and the role of educational personnel in creating a positive attitude towards reformulated food.

    Science.gov (United States)

    Kovac, Boris; Knific, Maja

    2017-03-01

    The purpose of this study was to identify the possibility of unnoticed reduction in salt content of bread as a basic food in the diet of preschool children. The response of children to less salty bread and the role of teachers and teacher assistants in the introduction of novelties into children's nutrition ware studied. Using hedonic sensory evaluation in the case of bread, the perception of salty taste and responses of preschool children to salt reduction were observed. The combination of quantitative and qualitative data analysis obtained from the case study group, composed of 22 preschool children and 66 teachers and teacher assistants, was studied. The results show that a 30% salt reduction was not registered by the children, while a 50% reduction of the salt content, compared to the original recipe, though noted, was not disruptive. The perception of taste and development of good eating habits at an early age could be influenced by teachers and teacher assistants' verbal and non-verbal communication. Salt reduction does not significantly affect the rating of satisfaction with the tested product. Educational personnel must be aware of their decisive influence on children's perception of new and less salty products. Such an approach could represent a basis for creating children's eating habits, which will be of particular importance later in their lives. The findings may possibly result in an update of the national nutrition policy.

  13. Inequality in Preschool Education and School Readiness

    Science.gov (United States)

    Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Waldfogel, Jane

    2004-01-01

    Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school…

  14. Barriers to nutrition education for older adults, and nutrition and aging training opportunities for educators, healthcare providers,volunteers and caregivers.

    Science.gov (United States)

    Meck Higgins, Mary; Barkley, Mary Clarke

    2004-01-01

    Literature citations of barriers to nutrition education found in those who teach and care for older adults, as well as within older adults themselves, are discussed. No attempt was made to compare educational barriers for learners of varying ages. These obstacles need to be addressed in order for nutrition to be taught or learned effectively so that nutrition practices and health improve. Barriers for healthcare professionals to providing nutrition education include misconceptions and stereotypes about older adults and about their nutritional concerns; lack of attention to and lack of funding for older adult educational programs; and difficulties recruiting older learners. Hindrances for older adults in responding to nutrition education can be categorized as attitudinal, motivational, environmental, and related to low literacy and poverty. Published examples of opportunities for education and training about nutrition and aging that are in place for health educators, healthcare providers, volunteers and caregivers regarding nutrition and aging are discussed. Suggestions are presented regarding future efforts to minimize educational barriers and to provide training for healthcare professionals, volunteers and caregivers. New research is needed in this field of study in order to realize the potential quality of life benefits and reduced healthcare costs associated with providing effective nutrition education to older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.

  15. 3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

    Directory of Open Access Journals (Sweden)

    Mahat Hanifah

    2016-01-01

    Full Text Available Education is the key to increasing the knowledge and awareness of the general public on environmental issues at early ages, as envisaged in the concept of sustainable development. Hence, this study aims to discuss the sustainability practices among children at a Ministry of Education (MOE pre-school as a result of the implementation of environmental education through a formal curriculum. Sustainability practices of pupils in this study involves the concept of Reduce, Reuse and Recycle. Survey methods were used, which involved 500 pupils in MOE preschools in Hulu Langat district, Selangor Malaysia. Results showed that pre-school pupils practice the 3Rs only at a moderate level while the level of knowledge of sustainability was at a high level. The results also showed that there was no significant relationship between prolonged knowledge in practicing the 3Rs among pre-school students. Obviously the input given by the teacher in teaching and learning science was not aligned with sustainability activities such as the 3Rs. Space conservation practices using a structured curriculum platform should be utilised in order to produce citizens who are aware of sustainable development.

  16. Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

    OpenAIRE

    Baklanova Tatiana I.; Novikova Galina P.

    2016-01-01

    This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years), two grants for children, methodical recommendations for tutors and musical directors of presc...

  17. Análise comparativa do estado nutricional de pré-escolares Comparative analysis of nutritional status of preschool children

    Directory of Open Access Journals (Sweden)

    Alessandra da Silva Pereira

    2010-06-01

    Full Text Available OBJETIVO: Comparar a avaliação do estado nutricional de pré-escolares segundo referência nacional de Conde e Monteiro (2006 e internacional do Centers for Disease Control (CDC, 2000 e da Organização Mundial da Saúde (OMS, 2006. MÉTODOS: Estudo transversal, com 312 pré-escolares frequentadores de creches no estado do Rio de Janeiro. A avaliação do estado nutricional baseou-se na antropometria, seguindo técnica padronizada. De acordo com os critérios do CDC e da OMS, o diagnóstico do estado nutricional baseou-se nos índices peso/idade, peso/estatura e estatura/idade, considerando-se com baixo peso, sobrepeso e obesidade crianças abaixo de percentil 15, maior ou igual ao percentil 85 e maior ou igual ao percentil 97, respectivamente. O diagnóstico do estado nutricional, segundo os critérios de Conde e Monteiro, utilizou o IMC, com pontos de corte estabelecidos pelos autores. Na análise estatística, aplicaram-se os testes de Friedmam e qui-quadrado, sendo significante pOBJECTIVE: To compare the nutritional assessment of preschool children according to Brazilian (Conde and Monteiro, 2006 and international guidelines (Centers for Disease Control - CDC, 2000, and World Health Organization - OMS, 2006. METHODS: Cross-sectional study with 312 preschool children attending day care centers in Rio de Janeiro State, Brazil. Assessment of nutritional status was based on anthropometry done by the standard technique. The diagnosis of nutritional status according to CDC and WHO was based on the weight-for-age, weight-for-height and height-for-age indexes, considering underweight, overweight and obesity measures 85th percentile and >97th percentile, respectively. The classification of nutritional status based on the Body Mass Index (BMI used the cut-off points established by Conde and Monteiro. The statistical analysis used Friedmam and chi-square tests, being significant p<0.05. RESULTS: No differences were noted between preschool genders

  18. PROVISION OF SOCIALIZATION OF THE PERSONALITY IN THE PRESCHOOL CHILDHOOD IN THE MULTICULTURAL EDUCATIONAL ENVIRONMENT OF TRANSCARPATHIA

    Directory of Open Access Journals (Sweden)

    Anna Reho

    2015-04-01

    Full Text Available The rapid tempo of social changes is inherent in the modern Ukrainian society that has resulted in the actual and problematic personality socialization questions in preschool childhood. This period is exactly that sensitive period for the primary child world view formation, consciousness, social features etc. The stay in preschool educational institution plays an important role in preschool age child personality development. Transcarpathian region is the region situated on the southwest of Ukraine within the western part of Ukrainian Carpathians and Transcarpathian lowland. At about 80% of the region’s territory is covered by the Carpathian Mountains. In accordance with the Ukrainian Law “On the Status of Mountainous Settlements in Ukraine”, until recently 192 settlements (31% out of the total quantity belong to the mountainous. Volovets and Mizhgirya districts fully subject to the action of the above indicated law, while in other districts the portion of settlements with the mountainous settlements status is presented from 13,6 (in Mukachevo district up to 84,4 percent (in Rakhiv disctrict. In our publication we will pay attention to four mountainous districts of Transcarpathian region: Velykyi Bereznyi, Volovets, Mizhgirya and Rakhiv districts. This publication presents the comparative status analysis of preschool age children support carried out by the preschool educational institutions in Transcarpathian region in the period starting from the year of 2000 until 2013. In the mountainous districts of Transcarpathian region the preschool educational institutions establishment, quantity of children in them and preschool institutions loading tendency analysis is completed. The distribution of preschool educational institutions as per children educational languages is given in this article.The above mentioned confirms, that in recent years, active attention has been paid to the new preschool institutions creation, namely in mountainous and

  19. EDUCATIONAL MEDIA (TV) FOR THE PRESCHOOL CHILD. FINAL REPORT.

    Science.gov (United States)

    BECK, LESTER F.

    THE PHILOSOPHY AND CONTENT OF EIGHT EDUCATIONAL TV SERIES FOR PRESCHOOL CHILDREN WERE DESCRIBED BY THE PEOPLE WHO CREATED THEM. PHOTOGRAPHS ARE INCLUDED TO ILLUSTRATE THE USE OF EDUCATIONAL MEDIA - STILL PICTURES, FILMS, GRAPHIC AIDS, MODELS, PUPPETS, AND PICTURE BOOKS - IN ASSOCIATION WITH TELEVISION. THE PAPERS THAT MADE UP THIS REPORT INCLUDED…

  20. Early Childhood Educators' Perspectives of the Swedish National Curriculum for Preschool and Quality Work

    Science.gov (United States)

    Brodin, Jane; Renblad, Karin

    2015-01-01

    There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers' and child care workers' views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct…

  1. Adherence to active play and electronic media guidelines in preschool children: gender and parental education considerations.

    Science.gov (United States)

    Loprinzi, Paul D; Schary, David P; Cardinal, Bradley J

    2013-01-01

    The primary purpose of the present study was to examine adherence to current active play and electronic media use guidelines in a sample of US preschool-aged children and to examine whether differences occurred across gender and parental education. 164 parents completed an on-line survey to estimate preschool children's active play and sedentary behaviors. For weekdays, 50% of the sample met the active play guideline with this increasing to 65% during the weekend. With respect to electronic media use, 90% of the sample met guidelines during the week, with the percentage meeting guidelines dropping to 78% during the weekend. A greater percentage of preschool children from high parental education families (83.4 ± 3.3) met electronic media use guidelines on the weekends, compared to preschool children from low parental education families (59.4 ± 8.1) (p = 0.002). Our findings indicate that a substantial portion of preschool children are not meeting active play guidelines and that adherence to active play and electronic media use guidelines may be influenced by parental education.

  2. The Relationship between the Duration of Preschool Education and Primary School Readiness

    Science.gov (United States)

    Polat, Özgül; Yavuz, Ezgi Aksin

    2016-01-01

    Early childhood experiences have a great effect on the course of a child's life. Preschool education can offer benefits for children, particularly those who do not have advantages at home, including benefits related to academic skills, social-emotional development, and communication. Thus, preschool experiences are a potential key to improving…

  3. Development of Core Competencies for Paraprofessional Nutrition Educators Who Deliver Food Stamp Nutrition Education

    Science.gov (United States)

    Baker, Susan S.; Pearson, Meredith; Chipman, Helen

    2009-01-01

    The purpose of this project was to describe the process used for the development of core competencies for paraprofessional nutrition educators in Food Stamp Nutrition Education (FSNE). The development process included the efforts of an expert panel of state and multicounty FSNE leaders to draft the core competencies and the validation of those…

  4. Effects of a Food and Nutrition Course on the Self-Reported Knowledge and Behavior of Preschool Teacher Candidates

    Science.gov (United States)

    Unusan, Nurhan

    2007-01-01

    This study examined effects of food and nutrition knowledge on the self-reported behaviors of preschool teacher candidates who completed a 10-week course. Self-reported information was gathered at entry, after completion of the course, and follow up 4 months after completion of the course. A paired t-test compared responses at pre, post and follow…

  5. Quality in preschool in a cultural context

    DEFF Research Database (Denmark)

    Kragh-Müller, Grethe; Ringsmose, Charlotte

    What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?......What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?...

  6. Implementation of Dietary Reference Intake Standards in Preschool Menus in Poland.

    Science.gov (United States)

    Myszkowska-Ryciak, Joanna; Harton, Anna

    2018-05-10

    Although the nutritional value of preschool menus largely determines the proper nutrition of attending children, their nutrient composition often does not meet the standards. The purpose of the study was to assess the nutritional value of menus served in preschools throughout Poland. We analyzed a sample of 10 daily menus and inventory reports reflecting foods and beverages served in 270 full-board government-sponsored preschools. Nutrient content was calculated per child per day, and compared with 70% of dietary reference intake (DRI) for children aged 1⁻3 and 4⁻6. The content of energy, protein, fat, and carbohydrates generally exceeded 70% of DRI. The amount of vitamins was correct, with the exception of vitamin D (100% of daycare centers (DCCs) were below the recommendations); in ≤3% of preschools vitamin E, folate, and niacin were below DRI. Calcium was too low in 63% of preschools for children aged 1⁻3 years and in 99% for 4⁻6-year-olds. A shortage of iodine, iron, and potassium (especially for 4⁻6-year-olds) was observed in a small number of preschools. Our study highlights the need for uniform legal standards of nutrition in childcare centers, based on the current recommendations for the age group.

  7. Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

    Science.gov (United States)

    McEvilly, Nollaig

    2014-01-01

    This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence "health and…

  8. IMPORTANCE OF COMPUTER TECHNOLOGY IN REALIZATION OF CULTURAL AND EDUCATIONAL TASKS OF PRESCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Zvezdan Arsić

    2016-06-01

    Full Text Available The rapid scientific and technological development imposes numerous changes in all spheres of life and work. In such circumstances, a computer has become a part of all aspects of life: economy, education, free time, family. Since children in contemporary society increasingly acquire knowledge before the school age, the question is how to prepare them for the world in which we live, bearing in mind how significantly different it is from the world in which the previous generations grew up. The research was aimed at examining the attitudes of preschool teachers about the importance of computers in the realization of educational activities in preschool institutions. The study included 54 teachers from Kosovo and Metohija: Kosovska Mitrovica, Donja Gušterica and Ropotovo. The research results indicate that digital technology is a very important and a useful didactic tool in the realization of educational activities in preschool institutions and that preschool teachers have the required competence to implement the technology. However, they are not satisfied with the quality of their ICT education and training during their studies; they also feel that their institutions do not provide adequate working conditions for the use of computers in the realization of educational tasks.

  9. Preschool teachers' perception and use of hearing assistive technology in educational settings.

    Science.gov (United States)

    Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

    2013-07-01

    This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

  10. Nursery nutrition in Liverpool: an exploration of practice and nutritional analysis of food provided.

    Science.gov (United States)

    Parker, Mike; Lloyd-Williams, Ffion; Weston, Gemma; Macklin, Julie; McFadden, Kate

    2011-10-01

    To explore nutrition and food provision in pre-school nurseries in order to develop interventions to promote healthy eating in pre-school settings. Quantitative data were gathered using questionnaires and professional menu analysis. In the community, at pre-school nurseries. All 130 nurseries across Liverpool were a sent questionnaire (38 % response rate); thirty-four menus were returned for analysis (26 % response rate). Only 21 % of respondents stated they had adequate knowledge on nutrition for pre-school children. Sixty-one per cent of cooks reported having received only a 'little' advice on healthy eating and this was often not specific to under-5 s nutrition. Fifty-seven per cent of nurseries did not regularly assess their menus for nutritional quality. The menu analysis revealed that all menus were deficient in energy, carbohydrate, Fe and Zn. Eighty-five per cent of nurseries had Na/salt levels which exceed guidelines. Nurseries require support on healthy eating at policy, knowledge and training levels. This support should address concerns relating to both menu planning and ingredients used in food provision and meet current guidelines on food provision for the under-5 s.

  11. The Influence of Nutrition Education on the Food Consumption and Nutrition Attitude of Schoolchildren in Slovenia

    Science.gov (United States)

    Kostanjevec, Stojan; Jerman, Janez; Koch, Verena

    2012-01-01

    In Slovenia, nutrition education is included in the compulsory education curriculum of the nine-year elementary school. The aim of nutrition education is for schoolchildren to acquire knowledge on nutrition to help them form healthy nutritional habits. This research aims at establishing whether the formal nutrition education carried out at schools…

  12. Thai Preschool Teachers' Views about Inclusive Education for Young Children with Disabilities

    Science.gov (United States)

    Sukbunpant, Sasipin; Arthur-Kelly, Michael; Dempsey, Ian

    2013-01-01

    It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was…

  13. The System of Development Programmes on Pre-School and School Education in the Republic of Kazakhstan

    Science.gov (United States)

    Baikulova, A. M.; Ibrayeva, M. K.; Shalabayeva, L. I.; Abdigapbarova, U. M.; Mynbayeva, A. P.

    2017-01-01

    This article addresses preschool education as an integral part of the general education system in the Republic of Kazakhstan. This article describes problems related to preschool and certain areas of school development, such as early childhood development, communication, socialisation, creative thinking and leadership. The three studies described…

  14. A Cost-Benefit Analysis of Universal Preschool Education: Evidence from a Spanish Reform

    NARCIS (Netherlands)

    van Huizen, T.M.; Dumhs, E.; Plantenga, J.

    2016-01-01

    This study provides a cost-benefit analysis of expanding access to universal preschool education. We focus on a Spanish reform that lowered the age of eligibility for publicly provided universal preschool from age 4 to age 3. We extrapolate the benefits in terms of maternal employment and child

  15. EDUCATIONAL PROGRAM FOR SUPPORTING MOTOR AND SOCIAL COMPETENCE OF PRESCHOOLERS

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Satisfying the need of physical activity of children and promoting their social skills beginning from early childhood have importance by reason of providing a basis for following years. In this study, establishing process of the training program within the scope of “ Examination the Effects of Physical Education and Sports Activities to the Basic Psychomotor skills and Social Skills for Preschool Children ” named project supported by Karabuk University Coordinatorship of Scientific Research Projects has been mentioned. The training program has been intended to promote the motor and social competence of the children aged 48 months and older. In the study it has been given wide publicity to the stages of literature review, educational attainments and indicators fit for purpose, and taking an expert’s opinion. Commentary on practicing the training program integrated with preschool education program and their importances have been discussed.

  16. CAN EDUCATION THROUGH POSTER IMPROVE THE KNOWLEDGE AND PRACTICE OF PRESCHOOLERS ABOUT HEALTHY LIFESTYLE? IHHP-HHPC

    Directory of Open Access Journals (Sweden)

    Roya Kelishadi

    2010-12-01

    Full Text Available AbstractINTRODUCTION: Lifelong behavior and risk factors of chronic diseases extend from earlylife to adulthood. It seems that dietary habits and unhealthy food consumption, as well aspassive smoking play an important role in the development of such diseases. Multiplestudies have shown that healthy lifestyle education in preschool children improves theirknowledge, attitude and practice about healthy lifestyle. This study was conducted toevaluate the effect of lifestyle education with educational posters in daycare centers onpreschool children.METHODS: In an interventional study, 250 preschool children were selected via 2-stagerandom cluster sampling and taught tips on healthy lifestyle via educational posters. Theirknowledge on healthy lifestyle was assessed before and after (1 week and 3 monthseducation via a picture-questionnaire, and their practice and behavior were assessed beforeand after education via their favorite choice of snack in daycare centers. Collected datawere analyzed using SPSS13 by paired t-test and Man Whitney test.RESULTS: The knowledge and practice scores of the studied subjects improvedsignificantly one week after intervention compared with baseline, and persisted until the thirdmonth after education.DISCUSSION: Healthy lifestyle education via poster for preschool children can significantlyimprove their knowledge and practice towards healthy lifestyle.Keywords • Healthy life style • EducationPreschool children

  17. Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

    Science.gov (United States)

    Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

    2014-01-01

    This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

  18. Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

    Directory of Open Access Journals (Sweden)

    Oluwakemi Rachel Ajayi

    2017-05-01

    Full Text Available A recent study based on a sample of 1,580 children from five adjacent geographical locations in KwaZulu-Natal, South Africa, was carried out to examine the association of nutrition, family influence, preschool education, and disadvantages in geographical location with the cognitive development of school children. Data were collected on the children from 2009 to 2011 for this developmental study and included cognitive scores and information on the health and nutrition of the children. The current study analyzed the association of demographic variables (geographical location (site, child variables (sex, preschool education and socioeconomic status, parental level of education (maternal and paternal, child’s health (HIV status and hemoglobin level and anthropometric measures of nutritional status (height-for-age with children’s cognitive outcomes. The hypothesis is that the nutritional status of children is a pathway through which the indirect effects of the variables of interest exert influence on their cognitive outcomes. Factor analysis based on principal components was used to create a variable based on the cognitive measures, correlations were used to examine the bivariate association between the variables of interest in the preliminary analysis and a path analysis was constructed, which was used for the disaggregation of the direct and indirect effects of the predictors for each cognitive test in a structural equation model. The results revealed that nutritional status directly predicts cognitive test scores and is a path through which other variables indirectly influence children’s cognitive outcome and development.

  19. Developing a health education game for preschoolers: What should we consider?

    Science.gov (United States)

    Arbianingsih; Rustina, Yeni; Krianto, Tri; Ayubi, Dian

    2018-02-01

    To provide a comprehensive picture of what preschoolers prefer in computer game so that such game may be developed as a medium in health education. This is an important step to attract the children's attention so that the learning objectives from the educational game can be achieved. This study used descriptive qualitative approach and involved seven children aged from three to six years. Purposive sampling was used to choose participants in accordance with the inclusion criteria. Participants were also chosen on the basis of whether they had good communication skills based on evaluation by their teachers. Data were collected through interviews and observation of types and models preferred by preschoolers followed by the analysis process using the Colaizzi method. Research showed there were three characteristic features of games preferred by preschoolers: 1) main character was preferred to be a moving creature, contain elements of fantasy, and have an attractive appearance; 2) game model was favored when it involved activities and rewards, and 3) the use of bright colors, particularly primary and secondary colors. To develop an appealing game for preschoolers, features such as the main character, activities in the games, and bright colors should be considered. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  20. Nutritional status of tribal preschool children in three ecological zones of Madhya Pradesh.

    Science.gov (United States)

    Rao, D H; Rao, K M; Radhaiah, G; Rao, N P

    1994-06-01

    A health and nutrition survey was conducted on tribals in three ecological zones of Madhya Pradesh namely Jhabua (West Zone), Bastar (South Zone) and Sarguja (East Zone) taking into consideration the relative contribution of agriculture, forest and a combination of both to the economy, respectively. The consumption of both foods and nutrients appear to be worse among preschool children of Jhabua compared to Bastar and Sarguja. Clinically overt forms of Protein Energy Malnutrition and other vitamin deficiency signs were strikingly low. However, 4% of children in Sarguja exhibited signs of goitre. Both by extent and severity of malnutrition, the children of Jhabua appear to be worse followed by Bastar and Sarguja.

  1. A Deficiency of Nutrition Education and Practice in Cardiology.

    Science.gov (United States)

    Devries, Stephen; Agatston, Arthur; Aggarwal, Monica; Aspry, Karen E; Esselstyn, Caldwell B; Kris-Etherton, Penny; Miller, Michael; O'Keefe, James H; Ros, Emilio; Rzeszut, Anne K; White, Beth A; Williams, Kim A; Freeman, Andrew M

    2017-11-01

    Nutrition is one of the foundations of cardiovascular guidelines for risk reduction and treatment. However, little is known about whether cardiologists, cardiology fellows-in-training, and cardiovascular team members have the nutrition education and knowledge necessary to implement these guidelines. The aim of this study was to describe the educational experiences, attitudes, and practices relating to nutrition among cardiovascular professionals. Surveys completed by cardiologists, fellows-in-training, and cardiovascular team members inquired about their personal dietary habits, history of nutrition education, and attitudes regarding nutrition interventions. A total of 930 surveys were completed. Among cardiologists, 90% reported receiving no or minimal nutrition education during fellowship training, 59% reported no nutrition education during internal medicine training, and 31% reported receiving no nutrition education in medical school. Among cardiologists, 8% described themselves as having "expert" nutrition knowledge. Nevertheless, fully 95% of cardiologists believe that their role includes personally providing patients with at least basic nutrition information. The percentage of respondents who ate ≥5 servings of vegetables and fruits per day was: 20% (cardiologists), 21% (fellows-in-training), and 26% (cardiovascular team members). A large proportion of cardiovascular specialists have received minimal medical education and training in nutrition, and current trainees continue to experience significant education and training gaps. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Development and validation testing of a short nutrition questionnaire to identify dietary risk factors in preschoolers aged 12–36 months

    Directory of Open Access Journals (Sweden)

    Niamh Rice

    2015-06-01

    Full Text Available Background: Although imbalances in dietary intakes can have short and longer term influences on the health of preschool children, few tools exist to quickly and easily identify nutritional risk in otherwise healthy young children. Objectives: To develop and test the validity of a parent-administered questionnaire (NutricheQ as a means of evaluating dietary risk in young children (12–36 months. Design: Following a comprehensive development process and internal reliability assessment, the NutricheQ questionnaire was validated in a cohort of 371 Irish preschool children as part of the National Preschool Nutrition Survey. Dietary risk was rated on a scale ranging from 0 to 22 from 11 questions, with a higher score indicating higher risk. Results: Children with higher NutricheQ scores had significantly (p<0.05 lower mean daily intakes of key nutrients such as iron, zinc, vitamin D, riboflavin, niacin, folate, phosphorous, potassium, carotene, retinol, and dietary fibre. They also had lower (p<0.05 intakes of vegetables, fish and fish dishes, meat and infant/toddler milks and higher intakes of processed foods and non-milk beverages, confectionery, sugars and savoury snack foods indicative of poorer dietary quality. Areas under the curve values of 84.7 and 75.6% were achieved for ‘medium’ and ‘high’ dietary risk when compared with expert risk ratings indicating good consistency between the two methods. Conclusion: NutricheQ is a valid method of quickly assessing dietary quality in preschoolers and in identifying those at increased nutritional risk.In ContextAnalysis of data from national food and nutrition surveys typically identifies shortfalls in dietary intakes or quality of young children. This can relate to intakes of micronutrients such as iron or vitamin D as well as to the balance of macronutrients they consume (e.g. fat or sugar. Alongside this lie concerns regarding overweight and obesity and physical inactivity. This combination of

  3. Social disparities in children's vocabulary in early childhood. Does pre-school education help to close the gap?

    Science.gov (United States)

    Becker, Birgit

    2011-03-01

    Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further. © London School of Economics and Political Science 2011.

  4. Undergraduate module on nutrition education and communication ...

    African Journals Online (AJOL)

    On average, respondents answered 96% of the questions in the questionnaire. Information was obtained on areas such as students' social/cultural interests; food and nutrition experience and expertise; food and eating habits; ideas of nutrition education and training in nutrition education; and study preferences. In addition ...

  5. MORE MINUTES OF PHYSICAL EDUCATION CLASSES SUPPORT MOTOR DEVELOPMENT IN PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2010-12-01

    Full Text Available The aim of this study was to determine the effect of physical education classes in 12 fundamental motor skills (FMS. Preschool students (M = 6.09±0.5 years old were randomly assigned to a control group (6 boys and 7 girls who performed the regular preschool class (which includes one 30- minutes session per week; experimental group 1 (6 boys and 6 girls who received the regular preschool class plus 1 session of 30 minutes per week of the intervention program; or experimental group 2 (6 boys and 7 girls, who received the regular preschool class plus 1 session of 60 minutes per week of the intervention program; during 8 weeks (n=38. All participants performed the Test of Gross Motor Development (TGMD-2 before and after the study. A one-way MANOVA reflected a similar behavior in al FMS in the pre-test. A two-way MANOVA (group x time reflected no interaction in the 12 FMS; also in the 6 object control FMS; but there was an interaction in the 6 locomotor FMS. In conclusion, 90-minutes of physical education classes per week only benefit the FMS of galloping and hopping.

  6. Effects of 12 weeks nutrition education on nutritional status in hemodialysis patients

    Directory of Open Access Journals (Sweden)

    Harin Rhee

    2012-06-01

    Full Text Available Protein-energy malnutrition is present in a large proportion of patients with end stage renal disease and, is a strong risk factor for mortality in these patients. This study was aimed to evaluate the effectiveness of 12-weeks nutrition education during the hemodialysis session for the improvement of nutritional status. From the June 2011 to the September 2011, patients who were on regular hemodialysis in Pusan National University Hospital were enrolled in this study. In education group, intensive nutrition education was performed by the hemodialysis nurse, for fifty to sixty minutes during the hemodialysis session, once a week. Curriculum for renal nutrition includes regular taking of their medication, intake of moderate amount of protein and sufficient calories, reduction of water, salt, potassium and phosphate intake. Otherwise, any education program was not performed in patients of control group. Nutrition status was assessed by the subjective global assessment (SGA,body mass index (BMI, triceps skinfold thickness (TSF, arm muscle area(AMC and laboratory markers such as serum albumin, serum blood urea nitrogen(BUN and hemoglobin(Hb level before and after the education. Effect of nutrition education was analyzed using ANCOVA test. A total of 49 patients were enrolled in this study and nutrition education was provided to 25 hemodialysis patients. Their mean age was 57.20±15.49 in education group and 55.13±14.42 in control groupand male was 56.0% in education group and 50.0% in control group and, other baseline characteristics were not significantly different between two groups. After the 12-week education, significant improvement was found in SGA, serum albumin, BUN and Hb level. SGA score was improved from 6.36±0.99 to 6.72±0.61 in education group, compared to control group(6.38±0.88 to 6.42±0.88, p=0.029 . Improvement of serum albumin level, BUN and Hb was as follows: serum albumin(4.23±0.28 to 4.30±0.25 in education group, 4.28±0

  7. Effects of nutrition education on levels of nutritional awareness of pregnant women in Western iran.

    Science.gov (United States)

    Fallah, Farnoush; Pourabbas, Ahmad; Delpisheh, Ali; Veisani, Yousef; Shadnoush, Mahdi

    2013-01-01

    Maternal nutritional health, before and during pregnancy, influences the health status of herself and her developing fetus. Pregnancy is an important condition for improving nutritional knowledge. The present study aimed at determining effects of nutrition education on levels of nutritional awareness of a representative group of pregnant women in Western Iran. A quasi-experimental intervention was undertaken on a random sample of pregnant women (n = 100) attending urban health centers in Ilam city (western Iran) during the year 2011 for prenatal care. A nutritional education program containing two to four lessons was undertaken for small groups of between six to ten women. Nutritional knowledge was assessed before intervention (pretest) and followed by two posttests within three weeks interval. The awareness level of pregnant women about healthy nutrition was significantly increased from 3% before intervention to 31% after the nutritional education intervention (P nutritional education intervention will have a positive effect on nutritional awareness of pregnant women.

  8. A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill.

    Science.gov (United States)

    Kupolati, Mojisola D; MacIntyre, Una E; Gericke, Gerda J

    2018-01-01

    Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers ( N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

  9. Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.

    Science.gov (United States)

    Daley, Brian J; Cherry-Bukowiec, Jill; Van Way, Charles W; Collier, Bryan; Gramlich, Leah; McMahon, M Molly; McClave, Stephen A

    2016-01-01

    Nutrition leaders surmised graduate medical nutrition education was not well addressed because most medical and surgical specialties have insufficient resources to teach current nutrition practice. A needs assessment survey was constructed to determine resources and commitment for nutrition education from U.S. graduate medical educators to address this problem. An online survey of 36 questions was sent to 495 Accreditation Council for Graduate Medical Education (ACGME) Program Directors in anesthesia, family medicine, internal medicine, pediatrics, obstetrics/gynecology, and general surgery. Demographics, resources, and open-ended questions were included. There was a 14% response rate (72 programs), consistent with similar studies on the topic. Most (80%) of the program directors responding were from primary care programs, the rest surgical (17%) or anesthesia (3%). Program directors themselves lacked knowledge of nutrition. While some form of nutrition education was provided at 78% of programs, only 26% had a formal curriculum and physicians served as faculty at only 53%. Sixteen programs had no identifiable expert in nutrition and 10 programs stated that no nutrition training was provided. Training was variable, ranging from an hour of lecture to a month-long rotation. Seventy-seven percent of program directors stated that the required educational goals in nutrition were not met. The majority felt an advanced course in clinical nutrition should be required of residents now or in the future. Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. © 2015 American Society for Parenteral and Enteral Nutrition.

  10. Tailored nutrition education: is it really effective?

    Science.gov (United States)

    Eyles, Helen; Ni Mhurchu, Cliona

    2012-03-01

    There has been a growing interest in tailored nutrition education over the previous decade, with a number of literature reviews suggesting this intervention strategy holds considerable potential. Nevertheless, the majority of intervention trials undertaken to date have employed subjective self-report outcome measures (such as dietary recalls). The aim of the present review is to further consider the likely true effect of tailored nutrition education by assessing the findings of tailored nutrition education intervention trials where objective outcome measures (such as sales data) have been employed. Four trials of tailored nutrition education employing objective outcome measures were identified: one was undertaken in eight low-cost supermarkets in New Zealand (2010; n 1104); one was an online intervention trial in Australia (2006; n 497); and two were undertaken in US supermarkets (1997 and 2001; n 105 and 296, respectively). Findings from the high-quality New Zealand trial were negative. Findings from the US trials were also generally negative, although reporting was poor making it difficult to assess quality. Findings from the high-quality online trial were positive, although have limited generalisability for public health. Trials employing objective outcome measures strongly suggest tailored nutrition education is not effective as a stand-alone strategy. However, further large, high-quality trials employing objective outcome measures are needed to determine the true effectiveness of this popular nutrition intervention strategy. Regardless, education plays an important role in generating social understanding and acceptance of broader interventions to improve nutrition.

  11. Free and controlled game and activities in pre-school education in terms of teachers

    OpenAIRE

    Kázmerová, Jana

    2015-01-01

    This thesis deals with free and controlled play activities in preschool education in terms of teachers. It focuses primarily on the game preschool children playing children spend most of their time is their most important activities for the advancement of their entire personality. The theoretical part is focused on defining the concept of game play and substance of the relationship and the importance of play of preschool children. It is focused on free and controlled the game and activities, ...

  12. Evaluation of US Veterans Nutrition Education for Diabetes Prevention.

    Science.gov (United States)

    Erickson, Megan; Braun, Katie; List, Riesa; Utech, Anne; Moore, Carolyn; White, Donna L; Garcia, Jose M

    2016-09-01

    Evaluate the effectiveness of nutrition education interventions for diabetes prevention. Retrospective cohort design. Tertiary-care US Veterans' Hospital, July 2007 to July 2012, using pre-existing database. Prediabetic, adult veterans (n = 372), mostly men (94.4%, n = 351). Visits with existing nutrition education classes were collected. diabetes status; predictors: visits/encounters, age, body mass index, weight change, and hemoglobin A1c. Cox proportional hazards method, χ(2) test, and logistic regression. In this sample, prediabetic veterans who received nutrition education were less likely to develop diabetes when compared with prediabetic veterans who did not receive nutrition education (hazard ratio, 0.71; 95% confidence interval, 0.55-0.92; P Nutrition education was significantly associated with preventing the progression from prediabetes to diabetes in US Veterans participating in a nutrition education intervention at the Michael E. DeBakey Veterans Affairs Medical Center. Copyright © 2016 Society for Nutrition Education and Behavior. All rights reserved.

  13. Nutrition education in Japanese medical schools: a follow-up survey.

    Science.gov (United States)

    Orimo, Hideo; Ueno, Takahiro; Yoshida, Hiroshi; Sone, Hirohito; Tanaka, Akira; Itakura, Hiroshige

    2013-01-01

    A questionnaire survey was used to determine the status of nutrition education in Japanese medical schools in 2009. A similar survey was conducted in 2004, at which time nutritional education was determined to be inadequate in Japanese medical schools. The current questionnaire was sent to the directors of Centers for Medical Education of 80 medical schools, who represented all medical schools in Japan. Sixty-seven medical schools (83.8%) responded, of which 25 schools (37.3%) offered dedicated nutrition courses and 36 schools (53.7%) did not offer dedicated nutrition courses but offered something related to nutrition in other courses; six schools (9.0%) did not offer any nutrition education. Overall, 61 schools (91.0%) offered at least some nutritional topics in their undergraduate education. Nevertheless, only 11 schools (16.4%) seem to dedicate more than 5 hours to substantial nutrition education as judged by their syllabi. Although the mean length of the course was 11 hours, substantial nutrition education accounted for only 4.2 hours. Of the 25 medical schools that offered dedicated nutrition courses, seven schools offered the nutrition course as a stand-alone course and 18 schools offered it as an integrated course. In conclusion, the status of nutrition education in Japan has improved slightly but is still inadequate.

  14. Developing an online certification program for nutrition education assistants.

    Science.gov (United States)

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program core competencies was delivered to employees of both programs. Traditional vs online training was compared. Course content validity was determined through expert review by registered dietitians. Parameters studied included increase of nutrition knowledge and teaching technique/ability, educator satisfaction, and programming costs related to training. Utah State University Extension. Twenty-two Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program educators in Utah. Knowledge and skills were measured using pre/posttest statistics. Participant satisfaction was measured with a survey. Paired t test; satisfaction survey. The change in paraprofessional knowledge score was statistically significant (P educators because of the training. An estimated $16,000 was saved by providing the training online as compared to a face-to-face training. This interactive online program is a cost-effective way to increase paraprofessional knowledge and job satisfaction. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  15. Sideropenic anemia in preschool children and risk factors

    Directory of Open Access Journals (Sweden)

    Stojanović Dušica

    2006-01-01

    Full Text Available INTRODUCTION: Sideropenic anemia is one of the most common nutritional disorders in the world. The children are at higher risk of iron deficiency than adults due to their rapid growth during infancy and relatively higher requirements of iron. OBJECTIVE: The objective of our study was to investigate the prevalence of sideropenic anemia in pre-school children and relevant risk factors. METHOD: Study on sideropenic anemia of preschool children was performed in Zaječar Municipality in 2003. Subjects: all children, age 6-7 years, who lived in the Zaječar Municipality (554 children. The investigation included: interview of children's parents and laboratory analysis of blood. RESULTS: The frequency of sideropenic anemia was 5.23% in tested children (hemoglobin level less than 11g/dl. Sex and place of residence had no significant impact on hemoglobin concentration in blood of children. Likewise, social status and education of parents had no significant impact on iron deficiency anemia. Higher incidence of infections was found in children with lower hemoglobin concentration in blood (p<0.05. It made no difference if children attended the kindergarten or not. Nutrition of children in kindergarten does not correct domestic nutrition, which should be one of its basic roles. CONCLUSION: Since sideropenic anemia gives rise to serious health problems, such as poor cognitive and motor development and behavioral problems, it is important to take corrective measures regarding domestic and social nutrition of children. Therefore, it is necessary to take action in preventing the sideropenic anemia and provide normal growth and development.

  16. How is nutrition linked to agriculture and education?

    Directory of Open Access Journals (Sweden)

    Sayed Mohammad Naim Khalid

    2016-02-01

    Full Text Available Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.

  17. Nutrition education in medical school: a time of opportunity.

    Science.gov (United States)

    Kushner, Robert F; Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

    2014-05-01

    Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior-related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge.

  18. Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools

    Directory of Open Access Journals (Sweden)

    Shirin Izadpanah

    2014-06-01

    Full Text Available Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/ Scope settings and shape their designs accordingly.

  19. Who Goes to Preschool and Why Does It Matter? Preschool Policy Brief. Issue 15

    Science.gov (United States)

    Barnett, W. Steven; Yarosz, Donald J.

    2007-01-01

    In a world shaped by global competition, preschool education programs play an increasingly vital role in child development and school readiness. There is growing awareness that early learning's impacts persist across children's life spans, affecting educational achievement, adult earning and even crime and delinquency. Preschool education is…

  20. Preschool Teachers' Beliefs about the Teaching and Learning of Language and Literacy: Implications for Education and Practice

    Science.gov (United States)

    Lynch, Jacqueline; Owston, Ron

    2015-01-01

    Given the limited research on preschool teachers' beliefs about teaching language and literacy in the preschool years, as well as on their conceptual understanding of children's language and literacy development, this study examined the beliefs of 79 preschool teachers who had at least a 2-year diploma in early childhood education. All were…

  1. Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

    Science.gov (United States)

    Brown, Mitzi C.

    This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

  2. Preschool Education: Delivering on the Promise for Latino Children

    Science.gov (United States)

    Beltran, Erika

    2011-01-01

    This publication highlights opportunities to improve the educational outcomes of Hispanic children at an early age, a time that is critical to setting up the academic success of children. Specifically, this paper examines barriers to quality and access that limit the participation of Latino children and families in preschool and offers…

  3. Dietary Quality of Preschoolers' Sack Lunches as Measured by the Healthy Eating Index.

    Science.gov (United States)

    Romo-Palafox, Maria Jose; Ranjit, Nalini; Sweitzer, Sara J; Roberts-Gray, Cindy; Hoelscher, Deanna M; Byrd-Williams, Courtney E; Briley, Margaret E

    2015-11-01

    Eating habits are developed during the preschool years and track into adulthood, but few studies have quantified dietary quality of meals packed by parents for preschool children enrolled in early care and education centers. Our aim was to evaluate the dietary quality of preschoolers' sack lunches using the Healthy Eating Index (HEI) 2010 to provide parents of preschool children with guidance to increase the healthfulness of their child's lunch. This study is a cross-sectional analysis of baseline dietary data from the Lunch Is in the Bag trial. A total of 607 parent-child dyads from 30 early care and education centers in Central and South Texas were included. Total and component scores of the HEI were computed using data obtained from direct observations of packed lunches and of children's consumption. Three-level regression models with random intercepts at the early care and education center and child level were used; all models were adjusted for child sex, age, and body mass index (calculated as kg/m(2)). Mean HEI-2010 total scores were 58 for lunches packed and 52 for lunches consumed, out of 100 possible points. Mean HEI component scores for packed and consumed lunches were lowest for greens and beans (6% and 8% of possible points), total vegetables (33% and 28%), seafood and plant proteins (33% and 29%), and whole grains (38% and 34%); and highest for empty calories (85% and 68% of possible points), total fruit (80% and 70%), whole fruit (79% and 64%), and total protein foods (76% and 69%). Parents of preschool children pack lunches with low dietary quality that lack vegetables, plant proteins, and whole grains, as measured by the HEI. Education of parents and care providers in early care and education centers is vital to ensure that preschoolers receive high dietary-quality meals that promote their preference for and knowledge of a healthy diet. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  4. Web-Searching to Learn: The Role of Internet Self-Efficacy in Pre-School Educators' Conceptions and Approaches

    Science.gov (United States)

    Kao, Chia-Pin; Chien, Hui-Min

    2017-01-01

    This study was conducted to explore the relationships between pre-school educators' conceptions of and approaches to learning by web-searching through Internet Self-efficacy. Based on data from 242 pre-school educators who had prior experience of participating in web-searching in Taiwan for path analyses, it was found in this study that…

  5. A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education.

    Science.gov (United States)

    Hall, Elisha; Chai, Weiwen; Albrecht, Julie A

    2016-05-03

    Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education. Methods: A qualitative phenomenological approach was used. Semistructured interviews, observations, and document analysis were conducted with 10 teachers who delivered nutrition education in their classrooms. Inductive coding was used to determine invariant constituents, reduce constituents to categories, and cluster categories into themes. Reliability and validity were accomplished through intercoder agreement, audio recording, triangulation, bracketing, and member checking. Results: Results identified 5 core themes related to roles teachers play in nutrition education, the importance placed upon nutrition, motivation for supplementary activities, barriers, and a triadic relationship between students, teachers, and curriculum. Discussion: Findings reveal interactions within the nutrition education experience in which teachers balance barriers with their value of nutrition education and motivation to help students make healthy choices. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students.

  6. Effect of Digital Nutrition Education Intervention on the Nutritional Knowledge Levels of Information Technology Professionals.

    Science.gov (United States)

    Sharma, Priya; Rani, M Usha

    2016-01-01

    The purpose of the study was to determine the changes in knowledge of information technology (IT) professionals after receiving a nutrition education intervention for a month. The sample comprised of 40 IT professionals (29 males and 11 females). The sample was drawn from four IT companies of Hyderabad city using random sampling techniques. The data on the general information of the subjects was collected. The data regarding the commonly accessed sources of nutrition and health information by the subjects was also obtained from the study. The intervention study group received nutrition education by distribution of the developed CD-ROMs to them followed by interactive sessions. To assess the impact of nutrition education intervention, the knowledge assessment questionnaire (KAQ) was developed and administered before and after the education programme. A significant improvement in the mean nutritional knowledge scores was observed among the total study subjects from 22.30 to 40.55 after the intervention (p educated groups on nutrition, physical activity and overall health education to improve their health, lifestyle and eating habits.

  7. THE INCREASING OF PRESCHOOL MULTIPLE INTELLIGENCES BY EDUCATIVE PLAYING INSTRUMENT STIMULATION

    Directory of Open Access Journals (Sweden)

    Yuni Sufyanti Arief

    2017-04-01

    Full Text Available Introduction: Multiple Intelligences can be incresed by playing stimulation with educative playing instrument. Educative playing is the activity that uses educate ways and instrument. Educative playing very important to increase speech development, cognitive, socialisation with the environment and also increse the streght and skill of child’s body. Method: Design used in this study was quasy experiment design. The population was preschool children 4–5 years old in working area of Mojo Public Health Centre of Surabaya. The sample was preschool children 4–5 years old that spesific in inclution criteria of this study. Data were analyzed by wilcoxon signed rank test to compare the ordinal data pre and post intervention and mann withney u-test that compare between intervention group and control  group with level of signifi cance of α ≤ 0.05. Result: The result of speech development that analyzed by Wilcoxon signed rank test showed that controlled group had p = 0.157 and intervention group had p = 0.005 and the result of mann whitney test was p = 0.03. The result of kinesthetic development by wilcoxon signed rank test showed that controlled group has p = 0.317 and intervention group has p = 0.005, and analyzed by mann whitney test in kinesthetic development showed the result of p = 0.02. Discussion: Educative playing instrument (picture cards, play dough, origami and meronce increased speech and fine motoric development of preschool children 4–5 years old in Mojo Indah Kindergarten of Surabaya. Educative playing instrument is the activity that makes the playing function optimally in child development and this activity can increase the child development such as physical, speech, cognitive and social adaptation.

  8. Do Preschools Offer Healthy Beverages to Children? A Nationwide Study in Poland

    Directory of Open Access Journals (Sweden)

    Joanna Myszkowska-Ryciak

    2017-10-01

    Full Text Available Background: Children’s beverage consumption patterns have received increased attention in light of the obesity epidemic in this group. In day care centers (DCCs, children spend up to 10 h a day, and typically consume half to three quarters of their daily food intake. The purpose of the study was to investigate what beverages are typically served to children in preschools in Poland, and to evaluate the practices associated with adding sugar and other sweetening agents to beverages. Methods: Direct interviews with preschools staff were conducted with a questionnaire regarding offered beverages and adding sugar and other sweetening agents. The menu of 10 consecutive days and inventory reports were analyzed to verify information. Results: A total of 720 preschools were included in the study. Cocoa and milk coffee substitute were served in 95% of preschools, followed by compote (92%, tea (84%, fruit/herbal tea (73% and water (69%. Water was the only beverage available between meals (93% DCCs. 86% of preschools added sugar to tea/cocoa/coffee substitute drinks, and 74% to compote. Conclusions: In the majority of preschools, beverages which are not recommended were offered. Such an assortment of beverages and common practice of sweetening can increase the amount of added sugar in a children diet. Nutrition education and legal regulations concerning the assortment of beverages served in preschools are urgently needed.

  9. Midwives and nutrition education during pregnancy: a literature review.

    Science.gov (United States)

    Arrish, Jamila; Yeatman, Heather; Williamson, Moira

    2014-03-01

    This review explored the extent to which the role of midwives in nutrition education during pregnancy has been reported in the literature and areas requiring further research were identified. A review of the literature was undertaken. Articles included in the review were published in English, in scholarly journals, and provided information about the knowledge, education, and attitudes of midwives towards nutrition during pregnancy. Few studies were identified. The included studies were exploratory and descriptive. Studies had reported that midwives lacked a basic knowledge of nutrition requirements during pregnancy. This might be attributed to inadequate nutrition education provided in both undergraduate and postgraduate midwifery programmes. The nutrition education components of midwifery courses were not identified within the studies reviewed. Limited international or Australian research is available that reports on the role of midwives in nutrition education during pregnancy and the nutrition content of midwifery curricula. This represents an important omission in midwives capacity to support the health of pregnant women and their babies. More research is required to explore the educational needs of midwives to enhance nutritional care for pregnant women. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  10. La Educacion Preescolar en Cuba [Preschool Education in Cuba].

    Science.gov (United States)

    Childhood Education, 2002

    2002-01-01

    Describes the "Educate Your Child" program, a Cuban family-based program supported by UNICEF and designed to enhance the total development of children from birth until the start of formal schooling for the 80 percent of Cuban children who do not attend the Children's Circle preschool program. Highlights the importance of the regional…

  11. Effectiveness of nutrition education in Dutch primary schools

    NARCIS (Netherlands)

    Fries, M.C.E.

    2016-01-01

    Nutrition education in Dutch primary schools”

    School-based nutrition education programmes have increasingly been used to teach children about nutrition and to provide them with the skills to make healthy food choices. As these programmes differ in content and delivery, it

  12. [Potential interaction effect on attention-deficit/hyperactivity disorder between mother's educational level and preschoolers' dietary pattern].

    Science.gov (United States)

    Yan, S Q; Cao, H; Gu, C L; Gao, G P; Ni, L L; Tao, H H; Shao, T; Xu, Y Q; Tao, F B

    2018-04-10

    Objective: To explore the interaction effect between mother's educational level and preschoolers' dietary pattern on attention-deficit/hyperactivity disorder (ADHD). Methods: In 2014, there were 16 439 children aged 3-6 years old from 91 kindergartens in Ma'anshan municipality of China. A semi-quantitative food frequency questionnaire and the 10-item Chinese version of the Conners' Abbreviated Symptom Questionnaire (C-ASQ) were administered to assess the usual dietary intake and symptoms on ADHD. Social-demographic information was collected through questionnaires. Unconditional logistic regression was used to analyze the multiplication interaction effect between mother's educational level and preschoolers' dietary pattern on ADHD. Excel software was used to analyze the additive interaction effect of mother's educational level and preschoolers'dietary pattern on ADHD. Results: Results showed that factors as: mother's low educational level[a OR =1.31 (1.13-1.52)], scores related to preschoolers in the top quintile of "food processing" [a OR =1.31 (1.16-1.48)] and "snack" [a OR =1.45 (1.29-1.63)]patterns showed greater odds while preschoolers in the top quintile of "vegetarian" [a OR =0.80 (0.71-0.90)]showed less odds for having ADHD symptoms. Both multiplication and additive interactions were observed between mothers with less education. The processed dietary patterns ( OR =1.17, 95% CI : 1.11-1.25), relative excess risk of interaction ( RERI ), attributable proportion ( AP ) and the interaction index ( SI ) appeared as 0.21, 0.13 and 1.47, respectively. Multiplication interaction was observed between levels of mother's low education and the snack dietary pattern ( OR =1.21, 95% CI : 1.14-1.29), with RERI , AP and SI as 0.49, 0.26 and 2.36, respectively. However, neither multiplication interaction or additive interaction was noticed between levels of mother's low education and the vegetarian dietary pattern ( OR =0.97, 95% CI : 0.92-1.03), with RERI , AP and SI as 0

  13. A Reaction to: What about Health Educators? Nutrition Education for Allied Health Professionals

    Science.gov (United States)

    Turner, Lori W.; Knol, Linda; Meyer, Mary Kay

    2012-01-01

    "What about Health Educators? Nutrition Education for Allied Health Professionals" describes an important issue in health care that is the provision of nutrition education. Obesity and chronic disease rates are rapidly increasing. Due to increase in the prevalence rates of obesity and nutrition-related chronic diseases, there is a growing need for…

  14. Defining Nature-Based Preschools

    Science.gov (United States)

    Larimore, Rachel

    2016-01-01

    Nature-based early childhood education. Nature-based preschool. Nature preschool. Forest kindergarten. Nature kindergarten. Waldkindergarten. Forest school. These are a few of the program terms currently being discussed among early childhood environmental education professionals in the United States. Why is there so much discussion about the names…

  15. Effect of a nutrition education programme on nutritional status of ...

    African Journals Online (AJOL)

    Background. Globally, the prevalence of chronic and acute malnutrition and micronutrient deficiency is high in young children, especially in developing countries. Nutrition education is an important intervention to address these challenges. Objective. To determine the nutritional (anthropometric and micronutrient) status of ...

  16. STUDY OF SEVERE MALNUTRITION IN PRESCHOOL CHILDREN OF MELGHAT

    Directory of Open Access Journals (Sweden)

    Meena Shelgaonkar

    2015-01-01

    Full Text Available i                Introduction:Melghat - tribal block of villages (with 87.5% tribal population in Maharashtra, (India unfortunately is known for malnutrition among children, despite lots of efforts taken by Govt. and NGOs.ii              Rationale: The study was conducted to examine the causes of malnutrition and awareness about consequences of malnutrition as a part of Post-graduate thesis.iii            Objective:Tocompare the status and causes of malnutrition in children below age five in Intervention and Control Villages in Melghat over a period of 2 months.iv             Materials and Methods: A questionnaire based survey method was used by selecting ten villages out of 40 using lottery method where MAHAN, Melghat is already working. Selected ten villages were from Intervention and Control groups (five each. In Intervention villages health and nutritional education awareness programs were conducted while in control group government programs such as 21 day care for severely malnourished children were going on but no health and nutritional education programs. Children’s weight, heights were taken and also general information like mothers educational status was collected in both groups by visiting all families. The data was analyzed for status of malnutrition in preschool children from these families and awareness about nutrition in mothers.v               Results:Status of malnutrition in preschool children was lower in Intervention villages (66.0 % as compared to that of Control villages (73.0 %, while prevalence was higher among the children whose mothers were illiterate. Malnutrition was higher in girls (70.5 %, 77.1 % as compared to that of boys (61.4 %, 68.7 % in both groups.vi             Conclusion: The analysis of study data from tenvillages suggested thatproper health and nutritional education about feeding is lacking in mothers. To reduce this childhood

  17. The effect of a nutrition education program on the nutritional knowledge, hemoglobin levels, and nutritional status of Nicaraguan adolescent girls.

    Science.gov (United States)

    Moore, Jean Burley; Pawloski, Lisa; Rodriguez, Claudia; Lumbi, Laura; Ailinger, Rita

    2009-01-01

    The purpose of this study was to examine the effect of a community-based nutrition education program on the nutritional knowledge, hemoglobin levels, and nutritional status of Nicaraguan adolescent girls and the nutritional knowledge of their mothers. Self-care deficit nursing theory was used in this study. This longitudinal study used a mixed quantitative/qualitative design to study the effect of the nutrition education program. The nonprobability sample consisted of 182 adolescent girls and 67 of their mothers. The setting for the study was a community (barrio) in Managua, Nicaragua. INTERVENTION/MEASUREMENT: A team of nurse and nutrition researchers created the nutrition education program designed to improve girls' and mother's nutrition-related self-care operations. Data collection was carried out for 4 years for girls and 2 years for mothers in Managua, Nicaragua, using questionnaires, a HemoCue, and anthropometric measures. The findings of this study were that girls' and mothers' nutritional knowledge scores significantly improved in most cases after participation in the nutrition intervention program. Girls' hemoglobin levels did not significantly improve and their nutritional status findings were mixed. Girls and mothers described what dietary changes girls made and why.

  18. Investigation of 2013 pre-school education program in the context of values in education

    Directory of Open Access Journals (Sweden)

    Neriman Aral

    2018-04-01

    Full Text Available It has been aimed to examine the acquisition and indicators in the Pre-school Education Program 2013, updated and implemented in 2013, according to the development areas in terms of values education in the study. For this purpose, content analysis method from qualitative research methods was used. The values addressed with in the direction of the theory of values have been divided into categories and subcategories. The final form of the category of values was given in line with the opinion of experts. The specified values have been analyzed according to their status of acquisition and indicators for children. As a result of the study, it has been found that the value of responsibility was given a great place in the pre-school education program and it is followed by the values of respect, solidarity, trust, love, tolerance, freedom, equality, friendship and justice respectively.  Depending on the results obtained, it may be recommended that more attention is paid to the individual interests and needs of children, all values are equally integrated into the program and school-family cooperation is ensured about the values.

  19. When Does Preschool Matter?

    Science.gov (United States)

    Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne

    2016-01-01

    We have many reasons to invest in preschool programs, including persistent gaps in school readiness between children from poorer and wealthier families, large increases in maternal employment over the past several decades, and the rapid brain development that preschool-age children experience. But what do we know about preschool education's…

  20. Diet and Colorectal Cancer Risk: Evaluation of a Nutrition Education Leaflet

    Science.gov (United States)

    Dyer, K. J.; Fearon, K. C. H.; Buckner, K.; Richardson, R. A.

    2005-01-01

    Objective: To evaluate the effect of a needs-based, nutrition education leaflet on nutritional knowledge. Design: Comparison of nutritional knowledge levels before and after exposure to a nutrition education leaflet. Setting: A regional colorectal out-patient clinic in Edinburgh. Method: A nutrition education leaflet, based on an earlier…

  1. Australian midwives and provision of nutrition education during pregnancy: A cross sectional survey of nutrition knowledge, attitudes, and confidence.

    Science.gov (United States)

    Arrish, Jamila; Yeatman, Heather; Williamson, Moira

    2016-10-01

    Maternal nutrition during pregnancy affects the health of the mother and the baby. Midwives are ideally placed to provide nutrition education to pregnant women. There is limited published research evidence of Australian midwives' nutrition knowledge, attitudes and confidence. To investigate Australian midwives' nutrition knowledge, attitudes and confidence in providing nutrition education during pregnancy. Members of the Australian College of Midwives (n=4770) were sent an invitation email to participate in a web-based survey, followed by two reminders. The completion rate was 6.9% (329 of 4770). The majority (86.6% and 75.7%, respectively) highly rated the importance of nutrition during pregnancy and the significance of their role in nutrition education. Midwives' nutrition knowledge was inadequate in several areas such as weight gain, dairy serves and iodine requirements (73.3%, 73.2% and 79.9% incorrect responses, respectively). The level of confidence in discussing general and specific nutrition issues ranged mostly from moderate to low. The majority of the midwives (93%) provided nutrition advice to pregnant women. This advice was mostly described as 'general' and focused on general nutrition topics. Only half of the midwives reported receiving nutrition education during midwifery education (51.1%) or after registration (54.1%). Australian midwives' attitudes towards nutrition during pregnancy and their role in educating pregnant women about it were positive but their knowledge and confidence did not align with these attitudes. This could be due to minimal nutrition education during midwifery education or during practice. Continued education to improve midwives' nutrition knowledge and confidence is essential. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  2. Sport and Nutrition Education Interaction on Stress

    Science.gov (United States)

    Ozturk, Mehmet Ertugrul

    2015-01-01

    The aim of the study was to determine sport and nutrition education interaction on stress. Three groups were selected for the study: control, single treatment and social treatment under nutrition treatment, too. The groups that were under nutrition treatments should have information about the nutrition resources. This experiment was done for two…

  3. METHODOLOGICAL WAY TO ENSURE SELF-DEVELOPMENT OF CHILDREN AND CAREGIVERS IN THE PROCESS OF PRESCHOOL EDUCATION

    Directory of Open Access Journals (Sweden)

    Marina G. Grushina

    2016-01-01

    Full Text Available For example, the CRD MUNICIPAL budget preschool educational institution – kinder-center “Baby” the results of realization of noospheric educational technologies adapted to the specifics of children’s age. The methodological possibilities of creative tasks, technology use computer environment, heuristic learning, music education, narrative learning. The analysis of the importance of ensuring the professional competence of teachers. The efficiency bioadequate methods of teaching in practical operation the OED. Through psycho-pedagogical monitoring of creative development of a preschool child a study of the effectiveness of the noosphere theory; generalized educational experience from the standpoint of using environmentally friendly means and methods in the system of training and education

  4. Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education

    Science.gov (United States)

    Yang, Yu-Fang; Tsai, Chin-Chung

    2017-01-01

    This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

  5. The (In)Convenience of Care in Preschool Education: Examining Staff Views on Educare

    Science.gov (United States)

    Van Laere, Katrien; Vandenbroeck, Michel

    2018-01-01

    It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in…

  6. [Popular education in health and nutrition: literature review].

    Science.gov (United States)

    Mueses De Molina, C

    1993-01-01

    This literature review of popular education in health and nutrition is intended to provide the necessary theoretical framework for proposals and programs for human resource development in food and nutrition. The work contains a summary of the objectives, purposes, and methodology of popular education in general, a discussion of applications of popular education techniques to health and nutrition education, and a description of some projects based on popular education. Popular education was developed in Latin America by Paulo Freire and others as a response to political domination. Its basic objective was to make the oppressed masses aware of their condition and able to struggle for the transformation of society. Popular education views community participation, development of consciousness, and integration with social and economic activity as fundamental attributes. Participation should be developed through community organizations and should continue for the duration of the educational intervention. The right of all persons to participate in a plane of equality should be recognized. Community or popular education should be conceived as a process of permanent education that will continue throughout the lifetime of individuals and groups. Popular education is directed toward population sectors excluded from participation in employment, family, community, mass communications, education, and leisure activities. Such population sectors are concentrated in the urban periphery and in rural areas. Abandonment of traditional educational techniques and assumption of an active role by community members are elements in development of the methodology of popular education. Steps in the methodology include investigation of possible themes, selection of themes to serve as points of departure, definition of the problem, and action programs. Popular education in nutrition and health begins by asking what problems need to be remedied. The entire process of training and education in

  7. Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

    Science.gov (United States)

    Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila

    2010-01-01

    It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

  8. Special Needs Education in Light of the Inclusion Principle: An Exploratory Study of Special Needs Education Practice in Belarusian and Norwegian Preschools

    Science.gov (United States)

    Hannås, Bjørg Mari; Bahdanovich Hanssen, Natallia

    2016-01-01

    The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools', special needs education practices related to children with language difficulties.…

  9. Impact of nutrition education on nutrition knowledge of public school educators in South Africa: A pilot study

    Directory of Open Access Journals (Sweden)

    Wilna H. Oldewage-Theron

    2012-07-01

    Full Text Available The Department of Basic Education (DBE has not given nutrition education the necessary emphasis that it needs, despite its importance in South African schools. Nutrition is included as only one of many topics forming part of the Life Orientation syllabus. Educators are role models for learners in making healthy food choices, however, studies have shown that major gaps exist in the health and nutrition-related knowledge and behaviour of educators. The objective of this research was to undertake a pilot study to determine the impact of a nutrition education programme (NEP on the nutrition knowledge of Life Orientation educators in public schools in South Africa (SA. An exploratory baseline survey, to determine the nutrition education practices in 45 purposively selected public schools, was carried out before the experimental nutrition education intervention study. A nutrition knowledge questionnaire was completed by 24 purposively selected educators, representing all nine provinces in SA, before and after a three-day NEP. Pre and post-NEP data were analysed on the Statistical Package for Social Sciences (SPSS for a Windows program version 17.0 for descriptive statistics, version 17.0. Paired t-tests measured statistically significant differences (p < 0.05 before and after the NEP. The knowledge of the respondents improved significantly after the NEP as the mean±s.d. score of correctly answered questions (n = 59 improved from 63.3±30.2% before to 80.6±21.1% after the NEP. The results proved that nutrition knowledge of Life Orientation educators in primary schools is not optimal, but can be improved by NEP. Opsomming Die Departement van Basiese Opvoeding het nog nie die nodige aandag aan voeding voorligting in skole gegee nie ten spyte van die belangrikheid daarvan. Voeding word aangebied as een van vele aspekte in die Lewensoriëntasie sillabusse. Onderwysers is rolmodelle om gesonde voedsel keuses te maak vir kinders, maar studies het bewys dat

  10. Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

    Directory of Open Access Journals (Sweden)

    Jamila Arrish

    2016-01-01

    Full Text Available Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.

  11. Understanding the role of nutrition in the brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers.

    Science.gov (United States)

    Rosales, Francisco J; Reznick, J Steven; Zeisel, Steven H

    2009-10-01

    The preschool years (i.e. 1-5 years of age) is a time of rapid and dramatic postnatal brain development (i.e. neural plasticity), and of fundamental acquisition of cognitive development (i.e. working memory, attention and inhibitory control). Also, it is a time of transition from a direct maternal mediation/selection of diet-based nutrition to food selection that is more based on self-selection and self-gratification. However, there have been fewer published studies in preschool children than in infants or school-aged children that examined the role of nutrition in brain/mental development (125 studies versus 232 and 303 studies, respectively during the last 28 years). This may arise because of age-related variability, in terms of individual differences in temperament, linguistic ability, and patterns of neural activity that may affect assessment of neural and cognitive development in pre-school children. In this review, we suggest several approaches for assessing brain function in children that can be refined. It would be desirable if the discipline developed some common elements to be included in future studies of diet and brain function, with the idea that they would complement more targeted measures based on time of exposure and understanding of data from animal models. Underlining this approach is the concept of 'window of sensitivity' during which nutrients may affect postnatal neural development: investigators and expert panels need to look specifically for region-specific changes and do so with understanding of the likely time window during which the nutrient was, or was not available.

  12. Bridging "The Gap"--Linking Workplace-Based and University-Based Learning in Preschool Teacher Education in Sweden

    Science.gov (United States)

    Karlsson Lohmander, Maelis

    2015-01-01

    Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap…

  13. Integration of Educational Methods and Physical Settings: Design Guidelines for High/Scope Methodology in Pre-Schools

    Science.gov (United States)

    Izadpanah, Shirin; Günçe, Kaðan

    2014-01-01

    Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are…

  14. Nutrition education in medical school: a time of opportunity1234

    Science.gov (United States)

    Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

    2014-01-01

    Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior–related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge. PMID:24646826

  15. Effects of an individualised nutritional education and support programme on dietary habits, nutritional knowledge and nutritional status of older adults living alone.

    Science.gov (United States)

    Ahn, Jeong-Ah; Park, JeeWon; Kim, Chun-Ja

    2017-09-07

    The effects of an individualised nutritional education and support programme on dietary habits, nutritional knowledge and nutritional status of 71 older adults living alone were examined. Although a regular dietary meal plan is recommended for improving nutritional status of older adults living alone, little research is done in this field in Korea. A pre- and post-test controlled quasi-experimental design was used at public health centres. The intervention group participated in an intensive nutritional education and support programme once a week for 8 weeks with dietary menus provided by home visiting nurses/dieticians; control group received usual care. Dietary habits and nutritional knowledge were assessed using structured questionnaires; nutritional intake status was analysed using Computer Aided Nutritional Analysis Program 5.0. The mean age of participants was 77.6 years, and 81.7% of the participants were women. At 8 weeks, there were significant interactions of group by time for dietary habits, nutritional knowledge and selected nutritional status of protein, iron and vitamins of B 2 and C. Changes over time in the mean score of dietary habits and nutritional knowledge were significantly improved in the intervention group compared to the control group. The percentages of normal nutrition intake of protein, iron and vitamins A and C in the intervention group were significantly higher than the control group at 8 weeks. Nutritional education and support programme positively impacted dietary habits, nutritional knowledge and selected nutritional status in older adults living alone, and we highlight the need for community-based nutritional education and counselling programmes. Older adults living alone in a community have relatively poor nutritional status and thus require tailored nutritional intervention according to objective nutritional analysis. It is necessary to link visiting nurses with dieticians in the community to manage effective nutritional

  16. Perinatal and lifestyle factors mediate the association between maternal education and preschool children's weight status: the ToyBox study.

    Science.gov (United States)

    Androutsos, Odysseas; Moschonis, George; Ierodiakonou, Despo; Karatzi, Kalliopi; De Bourdeaudhuij, Ilse; Iotova, Violeta; Zych, Kamila; Moreno, Luis A; Koletzko, Berthold; Manios, Yannis

    2018-04-01

    This study aimed to explore the associations among perinatal, sociodemographic, and behavioral factors and preschool overweight/obesity. Data were collected from 7541 European preschoolers in May/June 2012. Children's anthropometrics were measured, and parents self-reported all other data via questionnaires. Level of statistical significance was set at P ≤ 0.05. Certain perinatal factors (i.e., maternal prepregnancy overweight/obesity, maternal excess gestational weight gain, excess birth weight, and "rapid growth velocity"), children's energy balance-related behaviors (i.e., high sugar-sweetened beverage consumption, increased screen time, reduced active-play time), family sociodemographic characteristics (i.e., Eastern or Southern Europe, low maternal and paternal education), and parental overweight/obesity were identified as correlates of preschoolers' overweight/obesity. Furthermore, maternal prepregnancy overweight/obesity, children's "rapid growth velocity," and increased screen time mediated by 21.2%, 12.5%, and 5.7%, respectively, the association between maternal education and preschoolers' body mass index. This study highlighted positive associations of preschooler's overweight/obesity with excess maternal prepregnancy and gestational weight gain, excess birth weight and "rapid growth velocity," Southern or Eastern European region, and parental overweight/obesity. Moreover, maternal prepregnancy overweight/obesity, children's "rapid growth velocity," and increased screen time partially mediated the association between maternal education and preschoolers' body mass index. The findings of the present study may support childhood obesity prevention initiatives, because vulnerable population groups and most specifically low-educated families should be prioritized. Among other fields, these intervention initiatives should also focus on the importance of normal prepregnancy maternal weight status, normal growth velocity during infancy, and retaining

  17. Labor and women's nutrition : a study of energy expenditure, fertility, and nutritional status in Ghana

    OpenAIRE

    Higgins, Paul A; Alderman, Harold; DEC

    1992-01-01

    Economic approaches to health and nutrition have focused largely on measures of child nutrition and related variables (such as birth weight) as indicators of household production of nutritional outcomes. But when dealing with adult nutrition, economists have to address an issue that has generated tremendous controversy in the clinical nutrition literature. That issue is heterogeneity in an individual's energy expenditures. Preschoolers'energy expenditure also differs, but the differences are ...

  18. Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children.

    Science.gov (United States)

    Woodward, Lianne J; Lu, Zhigang; Morris, Alyssa R; Healey, Dione M

    2017-02-01

    To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.

  19. Identifying barriers to the implementation of nutrition education in South Korea.

    Science.gov (United States)

    Lee, Jounghee; Hong, Youngsun

    2015-01-01

    To improve the nutritional status of children and adolescents, it is critical to identify the barriers to the implementation of nutrition education in schools. We carried out a cross-sectional study by analyzing data from 121 subjects (45 nutrition teachers and 76 school dietitians). Among the personal, environmental and systematic barriers, the top four barriers to the implementation of nutrition education were heavy workload (4.28 points), lack of a systematic curriculum (4.12 points), lack of perception of nutrition education by school administrators and teachers (4.07 points), and lack of continuing education for nutrition teachers and school dietitians (4.05 points). Additionally, poor working conditions, such as low pay, were identified as significant barriers to nutrition education for school dietitians compared with nutrition teachers (4.33 vs 3.47 points, peducation in schools in South Korea.

  20. [Nutrition education in schools: potential resources for a teacher/nurse partnership].

    Science.gov (United States)

    Arboix-Calas, France; Lemonnier, Geneviève

    2016-01-01

    Nutrition education in schools must be based on a collaborative approach between teachers and school nurses. The objective of this study was to compare the nutrition education representations and practices of primary school teachers and school nurses in the Languedoc-Roussillon region in the South of France. We used the theoretical framework of complexity, which is particularly suited to multifactorial phenomena such as nutrition education. We interviewed 112 primary school teachers and 33 school nurses about three aspects of their nutrition education representations and practices: actors, content and place of nutrition education at school. Nurses had a more comprehensive and complex approach to nutrition education, including a collaborative approach. However, teachers had a fairly simplistic view of nutrition education and their practice took little account of the psychosocial dimensions of nutrition and a collaborative approach. Nurses could be resources for teachers to help them change their approach to health by transforming a purely biomedical approach to health and nutrition into a more comprehensive approach, particularly taking into account in its psychological and social dimensions, which would be more appropriate to address the growing prevalence of diet-related chronic diseases in France today.

  1. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  2. Nutrition education intervention for college female athletes.

    Science.gov (United States)

    Abood, Doris A; Black, David R; Birnbaum, Rachel D

    2004-01-01

    To evaluate the efficacy of a nutrition education intervention for college female athletes to improve nutrition knowledge, build self-efficacy with respect to making healthful dietary choices, and improve dietary intake. A pretest-posttest control group design was implemented. A women's soccer team (n =15) and a women's swim team (n = 15) were randomly assigned to experimental and control groups, respectively. The intervention focused on nutrition knowledge, self-efficacy in making healthful dietary choices, and dietary practices to demonstrate treatment effect. Dependent variables were nutrition knowledge, self-efficacy, and dietary practices. Independent variables were group assignment. The Mann-Whitney U test was used to analyze the results between groups, and the Fisher exact probability test was used to detect differences between groups in the number of positive dietary changes. Treatment participants significantly improved nutrition knowledge, self-efficacy (P nutrition education intervention research among athletes and demonstrates the ability to increase not only nutrition knowledge, which is typically reported, but also self-efficacy and improvement in overall positive dietary changes during an 8-week intervention.

  3. "GARDEN OF CHILDHOOD" as an Innovative Approach to Training and Education of Children at Preschool Institutions

    Science.gov (United States)

    Alekseeva, Larisa; Shkolyar, Luidmila; Savenkova, Luibov

    2016-01-01

    The authors reveal an innovative approach to training and education of preschool children. This approach is called "GARDEN OF CHILDHOOD". It is based on the idea that the development of the preschool child's personality should be joyous and free "cultural self-creation" in terms of the collective co-creation, where adults and…

  4. An Examination of Articles Published on Preschool Education in Turkey

    Science.gov (United States)

    Yilmaz, Kursad; Altinkurt, Yahya

    2012-01-01

    This study aims to examine articles published in Turkey on Preschool Education both in terms of subject and method. Sample of the study based on document analysis in qualitative method consists of seven Turkey-based journals indexed in SSCI (Social Science Citation Index) and 10 journals indexed in Turkish Academic Network and Information Center…

  5. Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

    Science.gov (United States)

    Keles, Oguz; Tas, Isil; Aslan, Durmus

    2016-01-01

    The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…

  6. THE PROFESSIONAL IMPROVEMENT OF THE PRESCHOOL EDUCATION FOR THE WORK WITH THE ENVIRONMENTAL EDUCATIONSUSTAINABLE DEVOLOPMENT

    Directory of Open Access Journals (Sweden)

    Teresa Elena Pérez-Borroto

    2016-07-01

    Full Text Available At the present time the protection of the environment is of great value, and it becomes a priority, a necessity and an imperative to ensure economic, social development, health and survival of the human species on the planet. In Cuba there is the National Strategy on Environment, guiding document that not only conceptualizes holistically Environment, but also traces patterns of how to develop the Environmental Education for Sustainable Development, considering education, as the most viable alternative to achieve this purpose. Therefore it is required a professional education that is guidance counselor, who owns preparation and manifests a comprehensive education that allows to educate environmentally from the context in which they work, meeting the needs of learners, notes that are considered valid for professional Early Childhood Education. As was stated above, the importance of professional development as essential for the preparation of preschool educator pathway is clear, however educational practice has shown weaknesses in the knowledge, skills and attitudes that present the professional of this education to provide treatment to environmental Education in early childhood (known in Cuba as the stage of zero to six years old, so that the objective of the research was focused on determing the needs for improvement of professional Preschool for working with Environmental Education. The results presented were the initial phase of a research project implemented, validated and generalized in educational practice. To determine the needs of professional the "Technology for Training Needs Assessment", which sustained the implementation of research, such as applied methods: documentary analysis; observation, surveys and interviews and triangulation of sources to reveal the broader trends of overcoming Early Childhood Education professionals working with environmental education. The research process reaffirmed the importance of working with

  7. Bringing physician nutrition specialists into the mainstream: rationale for the Intersociety Professional Nutrition Education Consortium.

    Science.gov (United States)

    1998-10-01

    Given the prevalence of nutritionally related chronic diseases in American society, the training of physicians should include a focus on the relations of diet to disease. Yet, despite scientific data, public interest, US government reports, society studies, and congressional mandates, the teaching of nutrition in medical schools and residency programs remains inadequate. The authority whom patients most wish to consult for information on health-their physician-thus remains insufficiently informed about the role of diet in the prevention and treatment of disease. New efforts must be initiated to train nutrition-literate physicians. The principal obstacle to nutrition literacy among physicians is the paucity of physician nutrition specialists (PNSs) on medical school faculties who can effectively advocate for change in medical school and residency curricula and who can serve as role models for incorporating nutrition into patient care. To encourage nutrition societies to unite in addressing these issues, the Intersociety Professional Nutrition Education Consortium was founded in 1997. The Consortium aims to establish educational standards for fellowship training and a unified mechanism for posttraining certification of PNSs, and to develop a long-term plan to increase the pool of PNSs and surmount obstacles that currently impede the incorporation of nutrition education into the curricula of medical schools and primary-care residency programs.

  8. Nutrition in medical education: reflections from an initiative at the University of Cambridge

    Directory of Open Access Journals (Sweden)

    Ball L

    2014-05-01

    Full Text Available Lauren Ball,1 Jennifer Crowley,2 Celia Laur,3 Minha Rajput-Ray,3 Stephen Gillam,4 Sumantra Ray3 1Nutrition and Dietetics, School of Allied Health Sciences, Centre for Health Practice Innovation, Griffith University, Queensland, Brisbane, Australia; 2Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; 3Need for Nutrition Education/Innovation Programme, Medical Research Council Human Nutrition Research, Cambridge, UK; 4Department of Public Health and Primary Care, Institute of Public Health, University of Cambridge, Cambridge, UK Abstract: Landmark reports have confirmed that it is within the core responsibilities of doctors to address nutrition in patient care. There are ongoing concerns that doctors receive insufficient nutrition education during medical training. This paper provides an overview of a medical nutrition education initiative at the University of Cambridge, School of Clinical Medicine, including 1 the approach to medical nutrition education, 2 evaluation of the medical nutrition education initiative, and 3 areas identified for future improvement. The initiative utilizes a vertical, spiral approach during the clinically focused years of the Cambridge undergraduate and graduate medical degrees. It is facilitated by the Nutrition Education Review Group, a group associated with the UK Need for Nutrition Education/Innovation Programme, and informed by the experiences of their previous nutrition education interventions. Three factors were identified as contributing to the success of the nutrition education initiative including the leadership and advocacy skills of the nutrition academic team, the variety of teaching modes, and the multidisciplinary approach to teaching. Opportunities for continuing improvement to the medical nutrition education initiative included a review of evaluation tools, inclusion of nutrition in assessment items, and further alignment of the Cambridge curriculum with the

  9. Sports Nutrition Knowledge Assessment of Physical Educators and Coaches.

    Science.gov (United States)

    Conkle, M. Terence; Tishler, Anne G.

    This study assessed the sports nutrition knowledge of current and prospective physical educators/coaches (HPEs) to determine the need for improved education in this area and to compare the nutrition knowledge of HPEs with that of foods and nutrition students (FNSs) and general college students (GENs). A researcher-developed 4-point Likert-type…

  10. Values and Values Education in Estonian Preschool Child Care Institutions

    Science.gov (United States)

    Ülavere, Pärje; Veisson, Marika

    2015-01-01

    The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15…

  11. The Need for a Comprehensive Care and Education Service for Pre-School Children.

    Science.gov (United States)

    Blackstone, Tessa

    An argument is presented for a comprehensive and universal system of care and education for preschool children outside the family. Current institutional arrangements in the United Kingdom for government provision of education and care for young children are discussed and proposals are made for alternative ways of providing this service. It is…

  12. Modernization in Bali, Indonesia and the influence of socio-economic factors on the nutritional status of preschool children in 1989/1990: an anthropometric study.

    Science.gov (United States)

    Huntsman, A C; White, N G

    2007-01-01

    Bali has undergone rapid economic modernization over the past 30 years, however, very few anthropometric studies have examined the impact of modernization variables on the nutritional status of Balinese children. The study examined the relationships between variables associated with the modernization process on the nutritional status of Balinese children in 1989/1990, as assessed by anthropometrics. The mean height-for-age, weight-for-height and weight-for-age of 691 preschool children from nine localities across Bali were reported by age group and gender and related to the degree of modernization (using such parameters as household wealth and education level of the mother) and other variables such as the age, weight and height of the mother. Using the CDC/WHO 1978 growth references (Dibley et al. 1978), overall 35% of children were stunted (height-for-age 2 SD). The nutritional status of infants was significantly better than that of older children with growth faltering most evident during the second year of life. Maternal height and weight, the age of the child and wealth index were significantly associated with height-for-age of children, while the age of the child, maternal weight and family size were significantly associated with weight-for-height and weight-for-age of children. Maternal height and weight, wealth index and the age of the child were key factors influencing the body size for age of Balinese children. The strong association between maternal and child nutritional status was most likely due to environmental rather than genetic factors.

  13. How To Teach Nutrition to Kids: An Integrated, Creative Approach to Nutrition Education for Children Ages 6-10.

    Science.gov (United States)

    Evers, Connie Liakos

    This book presents nutrition education activities and strategies that are child-tested and teacher-endorsed. It targets educators, nutrition professionals, parents, and other caregivers, offering the tools to teach children ages 6-10 years about nutrition in a meaningful, integrated way. Divided by subject, this resource integrates nutrition into…

  14. Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

    Science.gov (United States)

    Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

    2014-11-01

    Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

  15. Comparison of Environmental Attitudes and Experiences of Five-Year-Old Children Receiving Preschool Education in the Village and City Centre

    Science.gov (United States)

    Durkan, Nazmi; Güngör, Hande; Fetihi, Leyla; Erol, Ahmet; Gülay Ogelman, Hülya

    2016-01-01

    The purpose of the study is to compare environmental attitudes and experiences of five-year-old children receiving preschool education in the village and city centre. The first group comprised 54 five-year-old children who received preschool education and attended kindergartens of two primary schools in the Karateke and Kocabas villages of Honaz…

  16. Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project

    OpenAIRE

    Baker, William; Sammons, Pam; Siraj, Iram; Sylva, Kathy; Melhuish, Edward; Taggart, Brenda

    2014-01-01

    Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help pred...

  17. Online Nutrition Education: Enhancing Opportunities for Limited-Resource Learners

    Science.gov (United States)

    Case, Patty; Cluskey, Mary; Hino, Jeff

    2011-01-01

    Delivering nutrition education using the Internet could allow educators to reach larger audiences at lower cost. Low-income adults living in a rural community participated in focus groups to examine their interest in, experience with, and motivators to accessing nutrition education online. This audience described limited motivation in seeking…

  18. Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools

    Science.gov (United States)

    Johansson, E.; Emilson, A.; Röthle, M.; Puroila, A.-M.; Broström, S.; Einarsdóttir, J.

    2016-01-01

    This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by…

  19. Healthy incentive scheme in the Irish full-day-care pre-school setting.

    LENUS (Irish Health Repository)

    Molloy, C Johnston

    2013-12-16

    A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

  20. 学前教育专业音乐课程设置探析%On the music curriculum setting of preschool education major

    Institute of Scientific and Technical Information of China (English)

    马婷

    2013-01-01

    Based on the current preschool education music curriculum as the research object, the characteristics and function of music education in preschool education as the clue, to discuss the setting of music curriculum of preschool education major.%本文以当前学前教育专业音乐课程的设置为研究对象,以学前教育中音乐教育的特点和作用为线索,探讨在学前教育专业中音乐课程的设置问题。

  1. New approaches to training specialists of preschool education in the transition to distance learning

    Directory of Open Access Journals (Sweden)

    Nadiia Lazarovych

    2017-03-01

    Full Text Available The paper analyzes the features of professional training of pre-school education indistance learning. The efficiency of the use of a mixed form of education for students of “earlychildhood education”. Describes the main conditions for successful use ofdistance learningfor the training of future teachers.Key words: information space, distance learning, information technology (IT, earlychildhood education, personal and psychological characteristics, educational features

  2. The Universal and the National in Preschool Education. Papers from the OMEP International Seminar (Moscow, Russia, December 4-7, 1991). YCF Series 3.

    Science.gov (United States)

    Organisation Mondiale Pour l'Education Prescolaire, Warsaw (Poland).

    This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood:…

  3. Effectiveness of Nutrition Education vs. Non-Nutrition Education Intervention in Improving Awareness Pertaining Iron Deficiency among Anemic Adolescents

    OpenAIRE

    Hafzan Yusoff; Wan Nudri Wan Daud; Zulkifli Ahmad

    2013-01-01

    Background This study was carried out to compare the effect between nutrition education intervention and non-nutrition education intervention on awareness regarding iron deficiency among schooling adolescents in Tanah Merah, one of rural district in Kelantan, Malaysia. Methods: This study which was started in year 2010 involved 280 respondents (223 girls, 57 boys, age: 16 yr) from schools in Tanah Merah. The selection criteria were based on hemoglobin level (Hb = 7 ? 11.9 g/dL for girls; Hb =...

  4. Sexuality education in preschool children. A challenge for the promoters of the program Educate your child

    Directory of Open Access Journals (Sweden)

    Jacqueline Abreu Catalá

    2016-10-01

    Full Text Available The antecedents and evolution of the process of training are referred to, particularly that offered to the promoters of the programme educate your child. The purpose of this training is to achieve an adequate professional performance of these promoters in their work with the families of these preschool infancy children, particularly important is the sexuality education in order to enhance a wholesome development of their personality since the very early ages.

  5. Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis.

    Science.gov (United States)

    Sullivan, Amanda L; Field, Samuel

    2013-04-01

    The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study-Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d=-0.21) and mathematics (d=-0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Establishment and issues of new educational system by nutrition teachers.

    Science.gov (United States)

    Maruya, Nobuko; Kaneda, Masayo; Namikawa, Shintaro; Nakajima, Tomoko; Tamon, Takako; Murai, Yoko

    2005-08-01

    The Japanese school lunch system, which has over 100 y of history, has gained world attention for its well-developed and steady system, healthy Japanese-style menus including rice, and educational programs utilizing the school lunch system. Meanwhile, risk factors of health among students have been continuously worsening for the past dozen years or so. Therefore, Japan had hastened to develop better educational programs utilizing the school lunch and nutritional teachers. Under such circumstances, the Japanese Diet passed a bill to amend the School Education Law (hereinafter called the Amendment) which includes the establishment of an educational system by nutrition teachers in May, 2004. This system will be enforced in April, 2005. This system by nutrition teachers in Japan is well organized in both the legal and administrative senses and is attracting domestic and international attention as an example of an educational measure to improve the dietary life of students. The reason for this article in English is the additional intention of enlightening other countries by showing the political promotion problems of educational administration agencies, educational contents of nutrition teachers and some issues of the new educational system by nutrition teachers.

  7. Impact of internet vs traditional Special Supplemental Nutrition Program for Women, Infants, and Children nutrition education on fruit and vegetable intake.

    Science.gov (United States)

    Bensley, Robert J; Anderson, Judith V; Brusk, John J; Mercer, Nelda; Rivas, Jason

    2011-05-01

    The purpose of this project was to compare the impact of Internet nutrition education to traditional nutrition education on Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) participant fruit and vegetable consumption. Interventions were delivered at 15 WIC clinics after normal WIC clinic operations or delivered online. A total of 692 and 872 participants from eight WIC agencies self-enrolled into two phases. A quasi-experimental design using an interrupted time series to determine the impact of two methods of nutrition education and follow-up nutrition counseling was used. Data were collected online and at Michigan WIC clinics during 2005-2007 at 3-month intervals during a 9-month period (per phase). Two Internet nutrition education modules were compared to WIC traditional nutrition education, which included either group classes or a self-guided nutrition education information mall. All interventions were based on the same program learning objectives. Optional motivational negotiation counseling followed 3 months post-intervention. Stage of change progression, belief in ability to change, and fruit and vegetable consumption were measured at baseline, immediately after the intervention, and 3 and 6 months post-intervention. Significance (PInternet group experienced substantial positive differences in stage of change progression, perception that the intervention was helpful and easy to use, and fruit and vegetable consumption. Traditional nutrition education required follow-up counseling to achieve fruit and vegetable consumption levels similar to the Internet nutrition education group. Based on these findings, this study supports Internet nutrition education as a viable alternative to traditional nutrition education for increasing fruit and vegetable consumption in some WIC clients. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

  8. Applications of the marketing perspective in nutrition education.

    Science.gov (United States)

    Fleming, P L

    1987-09-01

    The marketing paradigm is based on the premise of exchange of value, that is, value received for value given. The role of the nutrition educator as a marketer is to facilitate exchanges of value with consumers. To carry out this role, a strong orientation to the consumer, what she or he wants and needs and is willing to "pay," guides the development of the nutrition education mission, objectives, and strategies. The marketing paradigm calls for a marketing information system that includes internal record keeping, marketing intelligence gathering, and marketing research. The information is used in the marketing audit, which identifies organizational strengths and weaknesses and marketplace opportunities and barriers. Marketing objectives are formulated, and strategies for segmenting, positioning, and developing the marketing mix follow. These are translated in the marketing plan to an action plan, a budget, and profit and loss projections. Use of the marketing paradigm in nutrition education is not a panacea for organizational ills and marketplace problems. Instead, the paradigm raises issues to which nutrition educators must bring their expertise, commitment, ingenuity, and creativity.

  9. Integration of the development of mathematical concepts and music education in preschool education by means of songs

    OpenAIRE

    Maričić, Sanja; Ćalić, Maja

    2015-01-01

    Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...

  10. A Survey of Medical Students’ Use of Nutrition Resources and Perceived Competency in Providing Basic Nutrition Education

    Directory of Open Access Journals (Sweden)

    Rebecca Connor

    2015-01-01

    Full Text Available Purpose. The aims of this study were to assess where medical students obtain their nutrition information and their self-perceived level of competency in providing basic nutrition education to patients. Methods. A survey was distributed to all first through fourth year medical students at Case Western Reserve University (n=657. For statistical analysis, data was expressed as percentages of total responses and binomial regression was used to answer the study hypotheses. Results. The survey response rate was 47%. Forty-two percent of respondents selected a majority of professional nutrition resources (n=132 as their most commonly used nutrition resources, 38% selected a majority of consumer resources (n=119, and 20% selected “I do not use nutrition resources” (n=61. The most popular nutrition resource selected was consumer websites. Seventy percent of respondents reported feeling competent in their ability to provide basic nutrition education to patients (n=219. Conclusion. Medical students seem to feel competent in their ability to give basic nutrition education to patients, but they may be obtaining nutrition information from unreliable consumer-based resources. To help increase the provision of sound nutritional guidance, medical students should be taught to use reliable nutrition resources, as well as the value of referring patients to registered dietitians.

  11. Guia para Padres Educacion Especial para Ninos en Pre-Escolar en Pennsylvania. (A Parent Guide to Special Education for Preschool Children in Pennsylvania).

    Science.gov (United States)

    Parent Education Network, York, PA.

    This guide, in Spanish, is intended to help Pennsylvania parents of preschool children with special needs to understand their rights and assist in the design of an appropriate early intervention preschool educational program. An overview of special education laws focuses on the Individuals with Disabilities Education Act, Part B. The main sections…

  12. Prevalence and Correlates of Preschool Overweight and Obesity Amidst the Nutrition Transition: Findings from a National Cross-Sectional Study in Lebanon

    Directory of Open Access Journals (Sweden)

    Lara Nasreddine

    2017-03-01

    Full Text Available There is increasing evidence linking early life adiposity to disease risk later in life. This study aims at determining the prevalence and correlates of overweight and obesity among preschoolers in Lebanon. A national cross-sectional survey was conducted amongst 2–5 years old children (n = 525. Socio-demographic, lifestyle, dietary, and anthropometric data were obtained. The prevalence of overweight and obesity was estimated at 6.5% and 2.7%, respectively. Based on stepwise logistic regression for the prediction of overweight and obesity (combined, the variance accounted for by the first block (socioeconomic, parental characteristics was 11.9%, with higher father’s education (OR = 5.31, 95% CI: 1.04–27.26 and the presence of household helper (OR = 2.19, 95% CI: 1.05–4.56 being significant predictors. The second block of variables (eating habits significantly improved the prediction of overweight/obesity to reach 21%, with eating in front of the television (OR = 1.07, 95% CI: 1.02–1.13 and satiety responsiveness (OR = 0.83, 95% CI: 0.70–0.99 being significantly associated with overweight/obesity. In the third block, fat intake remained a significant predictor of overweight/obesity (OR = 2.31, 95% CI: 1.13–4.75. This study identified specific risk factors for preschool overweight/obesity in Lebanon and characterized children from high socioeconomic backgrounds as important target groups for preventive interventions. These findings may be of significance to other middle-income countries in similar stages of nutrition transition.

  13. Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

    Science.gov (United States)

    Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

    2014-01-01

    This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

  14. Management issues related to effectively implementing a nutrition education program using peer educators.

    Science.gov (United States)

    Taylor, T; Serrano, E; Anderson, J

    2001-01-01

    To explore the influence of administrative aspects of a nutrition education program with peer educators delivering the program. Telephone interviews with peer educators trained to deliver La Cocina Saludable, a nutrition education program for Hispanics. Open- and closed-ended questions. Abuelas (grandmothers) recruited and trained as peer educators for the program. The sample included peer educators no longer teaching (22%), currently teaching (30%), and who never taught after training. Motives and incentives for becoming peer educators, challenges for peer educators, and reasons peer educators withdrew from the program. Descriptive statistics were used to analyze quantitative data from the closed-ended questions. Qualitative analysis was applied to data from open-ended questions. Working with community and learning about nutrition were prime motivators. Recruiting participants and coordination of classes appeared to be major challenges. Personal issues and traveling in a large geographic area were cited as the main reasons for quitting. The effectiveness of using peer educators for La Cocina Saludable may be improved through empowerment, additional training, a structured and equitable reimbursement system, and assistance to carry out administrative tasks.

  15. Establishing the need for nutrition education: I. Methodology.

    Science.gov (United States)

    Vaden, A G; Newell, G K; Dayton, A D; Foley, C S

    1983-10-01

    Developmental and data collection phases for a comprehensive needs assessment project designed to provide baseline data for planning a statewide nutrition education and training project are summarized. To meet project objectives, 97 Kansas elementary schools were selected randomly as sampling units. A mail questionnaire was used to assess nutrition knowledge and attitudes and dietary and nutrition education practices of elementary teachers and food service personnel. Data from fifth grade students were collected on-site at each school. A written test was used to measure students' nutrition knowledge, attitudes, and practices. Students' nutritional status was partially assessed by measuring their height, weight, skinfold thickness, and upper arm circumference. As an additional assessment, 24-hour dietary recall interviews were conducted with a random sample of the students. In this article, each aspect of the data collection methodology is described in detail. As emphasized by authorities in the field, more complete information is needed in many nutrition survey reports to assist in useful interpretations and for comparisons among studies.

  16. A NUTRITION OVERVIEW THROUGH CENTURIES. THE PRESENT-DAY NEED OF NUTRITIONAL EDUCATION IN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Simona ILAŞ

    2015-07-01

    Full Text Available The type of alimentation and the food quality of individuals has undergone remarkable changes along with the progress of the human species. This study contains an historical overview regarding human nutrition from the primitive forms until the paradoxes of contemporary alimentation. Nutritional education aims to inform and to train a person about food choices, dosage and cooking, how to identify authentic food and to understand the value of nutrition. Children need a balanced diet in order to grow and to become healthy adults. The importance of nutritional education in school is discussed taking into account the need of creating healthy eating habits which should be followed through the whole life, but also the lack of physical activity to children.

  17. Science Education in Preschool: How to Assimilate the Reggio Emilia Pedagogy in a Turkish Preschool

    Science.gov (United States)

    Inan, Hatice Zeynep

    2009-01-01

    This commentary manuscript, which was part of a larger research project, aimed to show how teachers can help preschoolers construct their knowledge of science and meet preschool science standards successfully in a Reggio Emilia approach. The demonstrations for preschool teachers are summarized as follows: be inspired by the Reggio Emilia approach;…

  18. Precursor models construction at preschool education: an approach to improve scientific education in the classroom

    Directory of Open Access Journals (Sweden)

    SABRINA PATRICIA CANEDO- IBARRA

    2010-07-01

    Full Text Available This study aimed to explore young children scientific precursor models construction and how the designed teaching strategy was successful for improving science learning at preschool in a social context. We describe how 6 years old children built a precursor model of flotation based on density. The exploratory study used a qualitative data collection and analysis following a pre-interview, instructional process and post-interview design. On analyzing children’s answers after the instructional period, we realized that several children were led to both the construction of a precursor model and a general qualitative upgrade in reasoning. We conclude that learning activities were effective and that the approach used in this study may help expand and improve teaching and learning of scientific concepts in preschool education

  19. Teachers’ self-education in kindergarten №15 as a condition for the realization of Federal state standard of preschool education

    Directory of Open Access Journals (Sweden)

    Shelukhina I.P.

    2017-04-01

    Full Text Available this scientific paper is useful for principles and vice principals of pre-school educational institutions. The article presents the system of work in skills enhancement of teachers.

  20. FEEDING DIFFICULTIES IN PRESCHOOL CHILDREN, PREVIOUS FEEDING PRACTICES, AND NUTRITIONAL STATUS.

    Science.gov (United States)

    Maranhão, Hélcio de Sousa; Aguiar, Renata Cunha de; Lira, Débora Teixeira Jales de; Sales, Mônica Úrsula Figuerêdo; Nóbrega, Nathalia Ávila do Nascimento

    2018-01-01

    To identify the prevalence of feeding difficulties in preschoolers, its association with epidemiological factors and previous eating habits, and repercussion on nutritional status. Cross-sectional study with a questionnaire given to the mothers of 301 children aged 2-6 years enrolled in public and private kindergartens in Natal, Northeast Brazil, conducted in 2014-2015. Feeding difficulty was assessed according to Kerzner's criteria, resulting in the profiles "highly selective intake", "active child with small appetite", "fear of feeding", and "child with psychological disorder or neglected". Association with the following independent variables was analyzed by logistic regression: breastfeeding time, age of cows' milk and complementary feeding introduction, age range, family income, type of school, mothers' profile (responsive or nonresponsive), and body mass index (BMI). Feeding difficulty was found in 37.2% of cases, with predominance of "highly selective intake" (25.4%). It was not associated with infancy feeding practices, family income or type of school. There were no differences between the BMI Z score means for the groups with and without feeding difficulty (1.0±1.5 SD and 1.1±1.4 SD, respectively). The five-to-six age range had more occurrences (OR 1.8; 95%CI 1.1-2.9). Children of responsive mothers were less likely to have feeding difficulties (OR 0.4; 95%CI 0.2-0.8). Feeding difficulties were very frequent. Nutritional status was not impacted by it, and infancy eating habits were not associated with it. Responsive mothers' profile is a protective factor against eating difficulties and reinforces the importance of behavioral factors and mother-child interaction.

  1. A culinary laboratory for nutrition education.

    Science.gov (United States)

    Jacob, Michael; Stewart, Patricia; Medina-Walpole, Annette; Fong, Chin-To

    2016-06-01

    Proficiency in medical nutrition requires an understanding of food-related biochemistry and the application of this knowledge in the context of culinary, cultural, psychosocial and interprofessional components. Our aim was to develop a teaching format where medical students could learn the biochemistry of nutrition in the context of patient narratives, interactive cooking and dialogues with nutrition professionals. We designed and implemented a day-long culinary laboratory intervention (lab), which is taught to first-year medical students at the University of Rochester with the help of dietetic interns from Cornell University. Here, we present the details of the intervention, the resources used and the preliminary outcomes on student attitudes. We designed and implemented a day-long culinary lab, which is taught to first-year medical students A questionnaire with quantitative rating scales and open-ended questions was used to probe student attitudes regarding the educational approach used in the lab. Our preliminary findings suggest that the lab was well received and that the dietetic interns were viewed as effective teachers in this context. A culinary lab is a feasible educational environment for integrating the breadth of topics within the discipline of nutrition. The experiential, food-based format appears to stimulate questions central to current nutritional controversies, particularly challenges related to translating biochemical mechanism into practical nutrition interventions. Close involvement with basic science faculty members, clinical faculty members and allied health professions are essential for this type of endeavour. © 2015 John Wiley & Sons Ltd.

  2. Effectiveness of nutrition education, iron supplementation or both on iron status in children.

    Science.gov (United States)

    Kapur, D; Sharma, S; Agarwal, K N

    2003-12-01

    A community-based, randomized trial was designed to compare the effect of nutrition education and/or iron supplementation (weekly) on iron status of children in an urban slum in Delhi. Four hundred and fifty one children, 9-36 months of age and their caretakers (mothers), assigned to one of the following groups were included in the cohort. Group 1, nutrition education. Group 2, supplementation (with 20 mg elemental iron). Group 3, nutrition education with supplementation (with 20 mg elemental iron) and Group 4, control given placebo. The intervention program was of four months duration, with a treatment phase of 8 wk followed by 8 wk of no treatment. Post intervention, at 8 wk and at 16 wk, the hemoglobin change in the nutrition education, supplementation, nutrition education with supplementation and control groups was 2.9, 1.9, 3.8 and -5.9%, respectively and 2.1, -1.9, 0 and -9.3%, respectively (as compared to initial values). There was no significant effect of any of the intervention at 8 weeks. At 16 wk, there was significant positive effect of nutrition education group (p less than 0.05). The percent change in serum ferritin value at 16 wk in the nutrition education, supplementation, nutrition education with supplementation and control groups was 5.7, -2.3, -3.4 and -40%, respectively. Serum ferritin values were significantly higher for the nutrition education group (p nutrition education group mothers showed significantly higher nutrition knowledge and the dietary iron intake of children was significantly higher than their control group counterparts (p nutrition education did have a positive effect on the iron status possibly by improving the dietary iron intake.

  3. 7 CFR 1150.161 - Promotion, research and nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Promotion, research and nutrition education. 1150.161... MARKETING SERVICE (Marketing Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Promotion, Research and Nutrition Education § 1150.161 Promotion...

  4. Developing an Online Certification Program for Nutrition Education Assistants

    Science.gov (United States)

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  5. An Action Research Study in an Icelandic Preschool: Developing Consensus about Values and Values Education

    Science.gov (United States)

    Sigurdardottir, Ingibjorg; Einarsdottir, Johanna

    2016-01-01

    Values education is embedded in the curricula of all the Nordic countries. However, values education remains a neglected area for research and practice in early childhood education and care. This article reports on the aspects of an action research project conducted in a preschool in Iceland, across a period of 18 months. The study focused on the…

  6. Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

    Directory of Open Access Journals (Sweden)

    Parisa Keshani

    2016-02-01

    Full Text Available Background and Objectives: Regarding the high prevalence of unhealthy food habits among Iranian children, we aimed to assess the effect of a school-based nutrition education program on nutritional status of primary school students in Shiraz. Materials and Methods: This randomized educational controlled trial was carried out on 221 primary school age children selected by cluster sampling in the elementary schools of Shiraz-Iran. The intervention consisted of 6 nutrition education sessions carried out through one year for children, using active learning methods. Mothers’ education was carried out in person in both lecture and question-answer sessions also via sending text messages and pamphlets. Weight, height and waist circumference (WC of children were measured before and after the intervention. Also a 168-item food frequency questionnaire was completed. Two separate nutrition knowledge questionnaires were filled up by children and their mothers. Data were analyzed using SPSS version 16. Results: 171 children (83 in the case and 88 in the control group, aged 9.5-10.5 years, completed the study. Anthropometric and nutritional knowledge of the participants in both the intervention and control groups was significantly increased. Weight, height, WC and nutritional knowledge increased significantly more in the intervention group compared to the controls. Consumption of fruits and vegetables decreased in the intervention group while plain sugar and fast foods intake increased among the controls. There were no significant differences between the changes in the intake of any of the food groups in the two groups. Conclusions: In conclusion, the designed nutrition education program could increase students’ nutritional knowledge, and lead to a non-significant change towards reducing the consumption of unhealthy foods such as fast foods, sweets and salty snacks.

  7. Reach Out and Eat: Food and Beverages Depicted in Books for Preschoolers.

    Science.gov (United States)

    England, Jessica L; Linchey, Jennifer; Madsen, Kristine A; Patel, Anisha I

    2015-11-01

    To examine food and beverage depictions in books for preschoolers. Books for preschoolers from Reach Out and Read (ROR; n = 42), public library (n = 27), and Publisher's Weekly booklists (n = 31) were examined for nutritive and empty-calorie food and beverage depictions. It was found that 66% of books depicted at least 1 food or beverage. More books depicted nutritive items than empty-calorie items (87.5% vs 54.7%, P foods. When selecting books for ROR, it may be important to consider food and beverage depictions and messages. © The Author(s) 2015.

  8. Innovative approaches in nutrition education in the Pacific region.

    Science.gov (United States)

    Jabre, B

    1981-01-01

    It has often been said that ignorance is the most cause of malnutrition. However, in the Pacific Islands rapid modernization has confronted the people with the realization that their traditional way of life is no longer applicable and socially acceptable: this has led to the adoption of practices that are not fully understood or carried out properly (as is the case in bottle feeding). The nutrition education programme described in the paper attempts to halp individuals and communities become aware of the changes taking place and their consequences, and to provide them with the knowledge they need to seek solutions by themselves. To consolidate nutrition education in the various islands, training is undertaken by the Community Education Training Centre and in the territories through in-service courses. The level of training is highly practical and stresses skills and information useful for village people. Emphasis is on methods of motivating the community and techniques in nutrition education; the use of growth charts, cooking demonstrations, vegetable gardens and the proper use of audio-visual aids. One aim is to promote the consumption of coconut milk instead of soft drinks, while a major focus is the encouragement of breast feeding. Recipes are traditional ones modified for higher nutritive value, such as the addition of vegetables, perhaps taro leaves, or banana flower to a typical fish soup. In school, learning units have also been developed to promote appreciation of local food. Apart from the conventional educational techniques and materials, new aids are being utilised, especially games: nutrition bingo, gin rummy, menu planning games, the coconut climber's game, nutrition puzzles, etc. It is the author's experience that, to be effective, nutrition education programmes have to be an integral part of a national strategy aimed at combatting malnutrition. Isolated efforts may be better than none, but results remain marginal, if only because there is such a

  9. Factors which may limit the value of dietary diversity and its association with nutritional outcomes in preschool children in high burden districts of India.

    Science.gov (United States)

    Nithya, Devanesan Jacinth; Bhavani, Ramanathapuram Vaidyanathan

    2018-01-01

    Dietary diversity plays a critical role in infants as they need energy and nutrient dense foods for both physical and mental development. This study examines whether three dietary diversity indices validate against Nutrient Adequacy Ratio (NAR) and Mean Adequacy Ratio (MAR) and studies the relationship of dietary diversity with nutritional status of preschool children, in two districts of India: Wardha district in Maharashtra state and Koraput district in Odisha state. Dietary diversity was calculated using: individual food scores calculated using 24 hour diet recall (FS24hr) data; household dietary diversity using Berry's index (DDI) and food scores calculated using food frequency data (FSFFQ). Nutritional status was assessed by anthropometric indices. It was observed that 42.7% of 1 to 5 years children were underweight, 38% stunted and 27.6% wasted across both locations. The dietary diversity was found to be relatively better in Wardha when compared with Koraput with mean diversity of FS24hr 7, DDI 90 and FSFFQ 63 in both locations. Preschool children in both locations consumed a cereal based diet. Apart from protein in both locations and energy in Koraput, the NAR of all nutrients consumed was indicating that dietary diversity calculated using 24 hour diet recall ensures nutrient adequacy but showed association only with Height-for-Age scores. Dietary diversity calculated using three methods did not show any correlation with nutritional status of 1 to 5 years children.

  10. Developing Children: Developmental Discourses Underpinning Physical Education at Three Scottish Preschool Settings

    Science.gov (United States)

    McEvilly, Nollaig; Atencio, Matthew; Verheul, Martine

    2017-01-01

    This paper reports on one aspect of a study that investigated the place and meaning of "physical education" to practitioners and children at three preschool settings in Scotland. We employed a poststructural type of discourse analysis to examine the developmental discourses the 14 participating practitioners drew on when talking about…

  11. Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia

    Science.gov (United States)

    Preradovic, Nives Mikelic; Lesin, Gordana; Boras, Damir

    2016-01-01

    Our case study from Croatia showed the benefits of digital storytelling in a preschool as a basis for the formal ICT education. The statistical analysis revealed significant differences between children aged 6-7 who learned mathematics by traditional storytelling compared to those learning through digital storytelling. The experimental group that…

  12. Importance–Performance Analysis (IPA) of Foodservice Operation, Dietary Life Education, and Nutrition Counseling Tasks of Nutrition Teachers and Dietitians in Jeju, Korea

    Science.gov (United States)

    Park, Eun A; Chae, In Sook; Jo, Mi Na

    2017-01-01

    The purpose of this study was to analyze foodservice operation, dietary life education, and nutrition counseling tasks of nutrition teachers and dietitians in elementary, middle, and high schools in Jeju, Korea, and to provide effective ways to implement dietary life education and nutrition counseling in schools. This study surveyed 94 nutrition teachers and 46 dietitians working at elementary, middle, and high schools in Jeju during 7–14 May 2015. The importance and performance of 16 tasks of nutrition teachers and dietitians were measured using questionnaires. The data was analyzed by using the SPSS software and Importance–Performance Analysis (IPA). Importance was ranked in the order of foodservice operation (4.72), dietary life education (4.37), and nutrition counseling (4.24); and performance was ranked in the order of foodservice operation (4.48), dietary life education (3.70), and nutrition counseling (3.22). The importance–performance matrix showed that in Quadrant 4, the “Concentrate Here” item was “nutrition and dietary life education for students”, while in Quadrant 2, the “Possible Overkill” item was “cost control and office management”. These findings suggest that it is important to reduce unnecessary administrative and office management tasks in order for nutrition teachers and dietitians to implement effective nutrition education, dietary life education, and nutrition counseling programs. PMID:29065495

  13. Social media and nutrition education: the food hero experience.

    Science.gov (United States)

    Tobey, Lauren N; Manore, Melinda M

    2014-01-01

    Social media can be a quick, low-cost, direct way for nutrition educators to broaden the scope of their targeted programs. The authors' viewpoint is that for social media to be effective, strategies for its use should follow "best practices" guidelines. This viewpoint suggests social media best practices based on experience gained from the Food Hero social marketing campaign. Understanding of how nutrition educators can take advantage of social media as a new mechanism for reaching their target audience is needed, including best practices for implementation, management, and evaluation. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  14. Why and How Schools Make Nutrition Education Programs "Work"

    Science.gov (United States)

    Porter, Kathleen J.; Koch, Pamela A.; Contento, Isobel R.

    2018-01-01

    Background: There are many potential health benefits to having nutrition education programs offered by expert outside sources in schools. However, little is known about why and how schools initiate, implement, and institutionalize them. Gaining this understanding may allow the impact and reach of nutrition and other health education programs in…

  15. The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

    Science.gov (United States)

    Loy-Ee, Carol Boon Peng; Ng, Patricia Mui Hoon

    2018-01-01

    Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers is low. This in turn could have resulted in the limited research literature on the PA level or physical education curriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those from Asia…

  16. Facebook: The Use of Social Media to Engage Parents in a Preschool Obesity Prevention Curriculum.

    Science.gov (United States)

    Swindle, Taren M; Ward, Wendy L; Whiteside-Mansell, Leanne

    2018-01-01

    This study investigated the use of Facebook to deliver health-related education materials to augment a preschool classroom-based obesity prevention curriculum. Cross-sectional, mixed methods (descriptive and interviews). Head Start classrooms administered by 2 large agencies (1 rural and 1 urban). Convenience sample of parents in 13 classrooms (cohort 1, 3 classrooms; cohort 2, 10 classrooms). Delivery of nutrition education curriculum content using social media (Facebook). Qualitative interviews assessed barriers and facilitators to Facebook use. Parent views, likes, and comments were measured to reflect parent engagement with Facebook. Content analyses (qualitative data) and descriptive statistics (quantitative data). Family access (views) and interaction (comments and likes) with the posts varied based on type and content of posts. Rural families were more active. Barriers to parental Facebook engagement included a desire to see more posts from classroom teachers, lack of time, and misunderstanding about privacy protections. Facilitators of parental Facebook engagement included perceived utility of the content and social support. Facebook was found to be a feasible platform to provide nutrition education and facilitated varying levels of parental engagement. Lessons learned and implications for prevention and intervention programming are offered. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  17. Education of food irradiation. Study for students majoring in nutrition

    International Nuclear Information System (INIS)

    Minami, Ikuko

    2014-01-01

    As the credential for nutrition counselor with professional skills and knowledge for invalids, who also provides the nutrition education for local residence at the administrative organization, the qualification system of registered dietitian has been established in Japan. Additionally, in accordance with the legislation of Basic Act on Food Education and the revision of School Education Law, the Diet and Nutrition Teacher System has established in 2005. Therefore, registered dietitian has been approved to teach at the elementary school or junior high school as a teacher. Since registered dietitian is the educator of the “diet and nutrition,” it is important to provide proper knowledge of food irradiation at the training facility for registered dietitian. This report describes the instruction of food irradiation at the education curriculum of the registered dietitian training course. In addition, questionnaire survey result on the knowledge of food irradiation gathered from newly-enrolled students in the registered dietitian training course will also be reported. (author)

  18. Investigating the Place and Meaning of "Physical Education" to Preschool Children: Methodological Lessons from a Research Study

    Science.gov (United States)

    McEvilly, Nollaig

    2015-01-01

    Preschool physical education has not been extensively researched. Furthermore, research in physical activity and physical education rarely seeks young children's perspectives. The current paper focuses on one aspect of a post-structural study concerned with investigating the place and meaning of "physical education" to practitioners and…

  19. Uninvolved Maternal Feeding Style Moderates the Association of Emotional Overeating to Preschoolers' Body Mass Index z-Scores.

    Science.gov (United States)

    Hankey, Maren; Williams, Natalie A; Dev, Dipti

    2016-09-01

    To examine the relation between preschoolers' eating behaviors and body mass index (BMI) z-scores (BMIz) and the moderating role of permissive parent feeding styles in these associations. Cross-sectional study involving mothers' report of food-related parenting styles and child eating behaviors. Small city in southern Mississippi. Mother-preschooler dyads (n = 104). Child body BMIz. Moderated multiple regression. An uninvolved feeding style moderated the relationship between emotional eating and BMIz such that children with higher emotional overeating scores had higher a BMIz in the presence of an uninvolved feeding style (B = 2.16; P = .01). An uninvolved feeding style may be a risk factor for higher BMIz in preschoolers who tend to overeat to cope with negative emotions. For other children in this population, self-regulatory aspects of eating may be more important than mothers' feeding style in the maintenance of healthy weight. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  20. Evaluation of Fast Food Behavior in Pre-School Children and Parents Following a One-Year Intervention with Nutrition Education

    OpenAIRE

    Gao, Yongqing; Huang, Yuee; Zhang, Yongjun; Liu, Fengqiong; Feng, Cindy; Liu, Tingting; Li, Changwei; Lin, Dongdong; Mu, Yongping; Tarver, Siobhan; Wang, Mao; Sun, Wenjie

    2014-01-01

    A community-based intervention study was conducted to assess a nutrition education intervention on western style fast food consumption among Chinese children and parents. Eight kindergartens from three district areas of Hefei City (a total of 1252 children aged 4–6 years and their parents) were randomly selected. Descriptive and analytical statistical methods were used to evaluate the baseline, midterm, and final western style fast food knowledge, attitude, and practice in both parents and c...

  1. NATIONAL-REGIONAL COMPONENT IN THE TRAINING OFSPECIALISTS FOR THE BILINGUAL EDUCATION OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Neonila Vyacheslavovna Ivanova

    2015-02-01

    Full Text Available Purpose: The article deals with some aspects of the implementation of the content of the national-regional component in the training of future specialists of preschool education.Methodology: Used in the study of the methodological principles: a systematic approach, personality, activity, polysubject (dialogical, cultural, ethnopedagogical. In accordance with the logic of scientific research work is a set of theoretical and empirical methods, the combination of which gives you the opportunity to explore the most confident object of study (methods for the study of teaching experience, methods of theoretical research.Results: Study of research and teaching experience in the implementation of national and regional content component of professional training for communicative language development of preschool children in a multilingual context and the dialogue of cultures.Practical implications: Еducational system of higher education.

  2. Cultural Practice of Children's-adult Research Activity in Pre-school Education: Content and Risks (Part I

    Directory of Open Access Journals (Sweden)

    Alieva T.I.,

    2017-01-01

    Full Text Available The article describes the characteristics of children's "research" activities, discusses the features and examples of its existence in pre-school education. Kinds of activity in which the child shows an educational initiative and curiosity, and also the contents of interests of children of preschool age are discussed. The author shows how everyday life situations, communication with adults and peers become sources of children's "research". In such situations, samples are set and the model of the cultural practices of cognition implemented. The author analyses the elements of technology of children's "research" according to empirical material. This work was supported by Federal Research Centre for Projects Evaluation and Consulting Services (project № 2.48.2016/НМ.

  3. Gaps in international nutrition and child feeding guidelines: a look at the nutrition and young child feeding education of Ghanaian nurses.

    Science.gov (United States)

    Davis, Jennie N; Brown, Helen; Ramsay, Samantha A

    2017-08-01

    To examine the nutrition and young child feeding (YCF) education and training of nurses in public health clinics of Ghana's Komenda-Edina-Eguafo-Abrem region (KEEA) in relation to global health guidelines, and how nurses served as educators for caregivers with children aged 0-5 years. A qualitative study of semi-structured one-on-one and group interviews (n 21) following a questionnaire of closed- and open-ended questions addressing child feeding, nutrition and global health recommendations. Interviews were conducted in English, audio-recorded, transcribed and coded. Descriptive data were tabulated. Content analysis identified themes from open-ended questions. KEEA public health clinics (n 12). Nurses (n 41) purposefully recruited from KEEA clinics. A model capturing nurses' nutrition and YCF education emerged with five major themes: (i) adequacy of nurses' basic knowledge in breast-feeding, complementary feeding, iron-deficiency anaemia, YCF and hygiene; (ii) nurses' delivery of nutrition and YCF information; (iii) nurses' evaluation of children's health status to measure education effectiveness; (iv) nurses' perceived barriers of caregivers' ability to implement nutrition and YCF education; and (v) a gap in global health recommendations on YCF practices for children aged 2-5 years. Nurses demonstrated adequate nutrition and YCF knowledge, but reported a lack of in-depth nutrition knowledge and YCF education for children 2-5 years of age, specifically education and knowledge of YCF beyond complementary feeding. To optimize child health outcomes, a greater depth of nutrition and YCF education is needed in international health guidelines.

  4. The Effects of Nutrition Education on 6th Graders Knowledge of Nutrition in Nine-Year Primary Schools in Slovenia

    Science.gov (United States)

    Kostanjevec, Stojan; Jerman, Janez; Koch, Verena

    2011-01-01

    Incorporating nutrition topics in the primary school curricula should support the acquisition of nutrition knowledge in different ways and indirectly the development of healthy eating habits in children and teenagers. In Slovenia, nutrition education is part of all primary school education levels and may take the form of compulsory and/or elective…

  5. Training for Child Care and Education Workers in India.

    Science.gov (United States)

    Swaminathan, Mina

    1994-01-01

    Examines the history and current status of early childhood teacher training in India. Describes the Bal Sevika Training program, launched in 1961, and the Integrated Child Development Services program, instituted in 1975 to provide a wide range of educational and nutritional services to preschool children and their families. (MDM)

  6. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Fedorova Svetlana Yurievna

    2013-04-01

    Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used: the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing. The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps: diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions. The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers.

  7. Whetting disadvantaged adults' appetite for nutrition education.

    Science.gov (United States)

    Pettigrew, Simone; Biagioni, Nicole; Moore, Sarah; Pratt, Iain S

    2017-10-01

    To identify the features of a nutrition education programme for disadvantaged adults deemed most attractive and useful by participants. A two-year, multi-method, qualitative evaluation of pre and post data collected from programme participants. Data were imported into NVivo10 for coding to facilitate a thematic analysis. Western Australia. Participants Individuals attending the Western Australian FOODcents nutrition education programme that is designed to provide knowledge and skills needed to consume a healthy diet on a budget. Focus groups were conducted several weeks after course completion (five groups, forty-seven participants), observations were conducted during FOODcents sessions (thirty-one observation episodes, 237 participants), and open-ended questions were asked in pre-post hard-copy surveys administered in sessions (n 927) and an online survey administered on average six weeks after course completion (n 114). The course attributes that were found to be especially important to participants were: (i) user-friendly, practical information that could be immediately translated to their daily lives; (ii) experiential learning that involved direct contact with food products; and (iii) opportunities for social interaction. These aspects of nutrition education were described as being highly influential in the decision to participate in the course, the application of the information in their subsequent food purchase and preparation activities, and their word-of-mouth communications with others about the course. Incorporating aspects of most importance to participants into nutrition education programme delivery and promotion may increase joining rates, enjoyment, satisfaction with course content and, ultimately, the uptake of recommended behaviours.

  8. SNAP Participation in Preschool-Aged Children and Prevalence of Overweight and Obesity

    Science.gov (United States)

    Simmons, Shannon; Alexander, Jeffrey L.; Ewing, Helen; Whetzel, Stephanie

    2012-01-01

    Background: An increased prevalence of overweight and obesity for adults on government-funded nutrition assistance, such as the Supplemental Nutrition Assistance Program (SNAP), has been observed; however, this association among preschool-aged children is not well understood. Longitudinal research designs tracking changes in body mass…

  9. A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

    Science.gov (United States)

    Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

    2018-03-01

    Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1

  10. Design of an interactive digital nutritional education package for elderly people.

    Science.gov (United States)

    Ali, Nazlena Mohamad; Shahar, Suzana; Kee, You Lee; Norizan, Azir Rezha; Noah, Shahrul Azman Mohd

    2012-12-01

    Designing a system for the elderly is crucial, as aging is associated with physiological changes that may impair perception, cognition and other social aspects; therefore, many aspects need consideration, especially in interface design. This study was conducted to develop a digital nutritional education package (WE Sihat) by following appropriate guidelines for elderly people to achieve better design interface and interaction. Touch-screen technology was used as a platform for user interaction. The nutritional content was based on previous nutrition studies and a lifestyle education package on healthy aging, which contains four modules. The questionnaires were distributed to 31 Malay subjects aged 60-76 years old, containing an evaluation about the overall content, graphics, design layout, colour, font size, audio/video, user-perceived satisfaction and acceptance levels. The findings showed positive feedback and acceptance. Most subjects agreed that the digital nutritional education package can increase their nutritional knowledge for a healthy lifestyle and is easy to use. The touch-screen technology was also well accepted by elderly people and can be used as a kiosk for disseminating nutrition education for healthy aging.

  11. The evaluation of short-term nutrition education on the nutrition habits of university students

    OpenAIRE

    Sabbağ, Çiğdem

    2017-01-01

    Nutrition education provision during adolescence and its continuation in university have high impact for sustaining physically, mentally and socially healthy societies. Moreover, when a positive manner in nutrition habits is achieved following this activity, it is considered as a successful prosperity that continues lifelong. Because each age groups nutrition differs than other. The study was undertaken with the participation 395 students out of which 250 were female and 145 were. Questionnai...

  12. Current Status of and Recommendations for Nutrition Education in Gastroenterology Fellowship Training in Canada.

    Science.gov (United States)

    Hu, Jing; Raman, Maitreyi; Gramlich, Leah

    2018-04-01

    Knowledge and skill in the area of nutrition are a key competency for the gastroenterologist. However, standards for nutrition education for gastroenterology fellows in Canada do not exist, and gastroenterologists in training and in practice do not feel confident in their knowledge or skill as it relates to nutrition. This study was undertaken to identify the current status of nutrition education in gastroenterology (GI) fellowship training programs in Canada and to provide insight into the development of nutrition educational goals, processes, and evaluation. Using mixed methods, we did a survey of current and recent graduates and program directors of GI fellowship programs in Canada. We undertook a focus group with program directors and fellows to corroborate findings of the survey and to identify strategies to advance nutrition education, knowledge, and skill of trainees. In total, 89.3% of the respondents perceived that the nutrition education was important for GI training, and 82.1% of the respondents perceived nutrition care would be part of their practice. However, only 50% of respondents had a formal rotation in their program, and it was mandatory only 36% of the time. Of the respondents, 95% felt that nutrition education should be standardized within GI fellowship training. Significant gaps in nutrition education exist with GI fellowship programs in Canada. The creation of standards for nutrition education would be valued by training programs, and such a nutrition curriculum for GI fellowship training in Canada is proposed. © 2017 American Society for Parenteral and Enteral Nutrition.

  13. Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series

    Science.gov (United States)

    Golos, Debbie B.; Moses, Annie M.

    2013-01-01

    With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…

  14. The Necessity of Music Course in Pre-school Education%学前教育中音乐课程的必要性

    Institute of Scientific and Technical Information of China (English)

    冯雅晶

    2011-01-01

    Music is an inevitable part in our life,for it can cultivate our mind and improve our comprehensive quality,so music education should start from pre-school stage, giving full scope to the function of music teaching for children from preschool stage. This paper,from the angle of the importance of music education, discusses on the reasons of carrying out music education in preschool time and the methods of carrying out pre-school music education.%音乐是我们生活中必不可少的一部分,音乐可以陶冶我们的情操,能提高我们的综合素质,音乐教育要从学前开始,要让音乐教育对幼儿的作用从学前就开始体现出来。本文将着重从学前音乐教育的重要性角度来谈为什么要在学前进行音乐教育,怎样进行学前音乐教育。

  15. Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

    Science.gov (United States)

    Powers, Alicia Raby; Struempler, Barbara J.; Guarino, Anthony; Parmer, Sondra M.

    2005-01-01

    This research investigated the effects of a nutrition education program on dietary behavior and nutrition knowledge among elementary school-aged children participating in a Social Cognitive Theory-based nutrition education program. Participants included 1100 second-grade and third-grade students selected by convenience-type sampling from public…

  16. Preschool Personnel Exposure to Occupational Noise

    Directory of Open Access Journals (Sweden)

    Kaļužnaja Darja

    2016-10-01

    Full Text Available Increased noise, which is also below the occupational exposure values and is “hearing safe” noise, affects the exposed person’s health as a non-specific stressor. Increased noise level also creates an environment for additional vocal apparatus load. The objective of this study was to determine preschool personnel occupational noise and its relationship with subjective health complaints. Data were obtained with survey assistance through subjective answers of respondents about health complaints and noise exposure among Rīga preschool personnel. Objective noise measurements were made to assess real noise levels in the preschool environment. Data from 155 respondents and objective measurements of 37 preschool classrooms were obtained. The results showed that the average 8-h noise exposure among Rīga preschool educational institutions was 70 dB(A, which did not exceed the Latvian work environment noise limits, but exceeded the 35–40 dB(A noise limit in the educational environment guidelines recommended by the WHO. The survey results showed that loud noise is one of the most important workplace environmental factors (~70% of respondents feel a necessity to increase voice because of noise. A constant feeling of fatigue, headache, irritable feeling, and a desire to isolate oneself from others more often occurred in respondents exposed to increased noise, compared with those who noted that they were not exposed to increased noise. In general, loud noise was associated with increased subjective health complaints in preschool education institution personnel.

  17. Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers.

    Science.gov (United States)

    McCloskey, Morgan; Johnson, Susan L; Benz, Cristen; Thompson, Darcy A; Chamberlin, Barbara; Clark, Lauren; Bellows, Laura L

    2018-01-01

    To describe child use and parents' beliefs and comfort with young children's use of mobile devices in low-income, rural communities. This was a descriptive, cross-sectional study. The survey, which consisted of 18 multiple-part questions, was distributed to families at 5 Head Start/preschool centers in Colorado. In total, 192 surveys were returned (28.5% response rate). Most children (92%) used a smartphone or tablet at some frequency and most parents (90%) had downloaded apps specifically for their child. Education and ethnicity were related to parents' technology beliefs. Parent comfort with technology was positively associated with greater child use of technology (P Mobile device use was relatively high in this sample. Mobile devices appear to be a feasible platform to offer nutrition and physical activity education for this audience. Ensuring parent comfort with technology and apps will be important. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  18. The Abbott School Construction Program: NJ Department of Education Proposed Facilities Regulations. Analysis of Preschool Issues

    Science.gov (United States)

    Ponessa, Joan; Boylan, Ellen

    2004-01-01

    This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE) to implement the Educational Facilities Construction and Financing Act. (EFCFA). EFCFA, which authorizes and governs New Jersey's public school construction program, was enacted in July 2000 to implement the State Supreme Court's…

  19. Non-linear education gradient across the nutrition transition: mothers’ overweight and the population education transition

    Science.gov (United States)

    Salinas, Daniel; Baker, David P

    2015-01-01

    Objective Previous studies found that developed and developing countries present opposite education-overweight gradients but have not considered the dynamics at different levels of national development. A U-inverted curve is hypothesized to best describe the education-overweight association. It is also hypothesized that as the nutrition transition unfolds within nations the shape of education-overweight curve change. Design Multi-level logistic regression estimates the moderating effect of the nutrition transition at the population level on education-overweight gradient. At the individual level, a non-linear estimate of the education association assesses the optimal functional form of the association across the nutrition transition. Setting Twenty-two administrations of the Demographic and Health Survey, collected at different time points across the nutrition transition in nine Latin American/Caribbean countries. Subjects Mothers of reproductive age (15–49) in each administration (n 143,258). Results In the pooled sample, a non-linear education gradient on mothers‘ overweight is found; each additional year of schooling increases the probability of being overweight up to the end of primary schooling, after which each additional year of schooling decreases the probability of overweight. Also, as access to diets of high animal fats and sweeteners increases over time, the curve‘s critical point moves to lower education levels, the detrimental positive effect of education diminishes, and both occur as the overall risk of overweight increases with greater access to harmful diets. Conclusions Both hypotheses are supported. As the nutrition transition progresses, the education-overweight curve steadily shifts to a negative linear association with higher average risk of overweight; and education, at increasingly lower levels, acts as a “social vaccine” against increasing risk of overweight. These empirical patterns fit the general “population education

  20. Nutritional knowledge following interventional educational sessions in children on regular hemodialysis

    Directory of Open Access Journals (Sweden)

    Doaa Mohammed Youssef

    2015-01-01

    Full Text Available To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients′ scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

  1. Nutritional knowledge following interventional educational sessions in children on regular hemodialysis.

    Science.gov (United States)

    Youssef, Doaa Mohammed; Abo Al Fotoh, Mohammad Nagib; Elibehidy, Rabab Mohamed; Ramadan, Shreen Magdy Ahmad; Mohammad, Ehab Mohammady

    2015-03-01

    To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD) at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients' scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

  2. Pre-School Education in Morocco and Algeria

    Science.gov (United States)

    Bouzoubaa, Khadija; Benghabrit-Remaoun, Nouria

    2004-01-01

    This article is an analysis of the current state of early childhood care in the Maghreb, in particular in Morocco and Algeria, where the pre-schooling rate for 5-year-olds is on the increase. Extending pre-school infrastructures and the need to create unified curricula have been among the most urgent questions to be tackled over the last decade in…

  3. Developing a nutrition and health education program for primary schools in Zambia.

    Science.gov (United States)

    Sherman, Jane; Muehlhoff, Ellen

    2007-01-01

    School-based health and nutrition interventions in developing countries aim at improving children's nutrition and learning ability. In addition to the food and health inputs, children need access to education that is relevant to their lives, of good quality, and effective in its approach. Based on evidence from the Zambia Nutrition Education in Basic Schools (NEBS) project, this article examines whether and to what extent school-based health and nutrition education can contribute directly to improving the health and nutrition behaviors of school children. Initial results suggest that gains in awareness, knowledge and behavior can be achieved among children and their families with an actively implemented classroom program backed by teacher training and parent involvement, even in the absence of school-based nutrition and health services.

  4. Government Perspectives: The Government's Commitment to Nutrition Education.

    Science.gov (United States)

    Harris, Patricia Roberts

    1980-01-01

    Presented are a series of five short essays on the topic of improving the health of Americans through nutrition education. The future demography is discussed as it relates to declines in sizes of households, more fast-food establishments, and increased needs for nutrition information. (SA)

  5. Beyond the Melting Pot and Salad Bowl Views of Cultural Diversity: Advancing Cultural Diversity Education of Nutrition Educators.

    Science.gov (United States)

    Setiloane, Kelebogile Tsametse

    2016-10-01

    This article outlines how the melting pot and salad bowl views of cultural diversity have influenced the cultural training of nutrition educators and other health professionals. It explores how these views are changing in reaction to the changing demographics and health disparities seen in the US today and how the cultural training of nutrition educators has not kept up with these changing views. Suggestions for how this cultural education could be modified include placing a greater emphasis on both the cultural self-awareness of nutrition educators and the sociopolitical historical factors that influence the cultural orientation of nutrition educators and their clients. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  6. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Светлана Юрьевна Федорова

    2013-05-01

    Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

  7. The Feasibility of an eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun; Rong, Hui; Murray, Deborah

    2016-08-09

    Online eLearning may be an innovative, efficient, and cost-effective method of providing nutrition education to a diverse low-income audience. The intent of this project is to examine perceptions of nutrition educators regarding the feasibility of an eLearning nutrition education program tailored to low-income Georgians. Semistructured individual interviews were conducted, guided by the constructivist theory. The interview guide focused on three themes: accessibility, literacy, and content. A prototype of the program also served as a talking point. Interviews were conducted in two urban Georgian counties in a location chosen by each participant. We recruited a convenience sample of Georgian nutrition educators (n = 10, 100% female, 50% Black). Interviews were transcribed and analyzed using constant comparative method. Motivation is considered the primary barrier to program feasibility. Neither access to the Internet nor literacy are considered significant barriers. Inclusion of skill-based, visual education methods such as cooking videos, recipes, and step-by-step teaching tools was highlighted. Nutrition educators perceived this program would be a feasible form of nutrition education for the priority audience. Findings from this study will inform the user-centered development of the program. © 2016 Society for Public Health Education.

  8. Integration of Interactive Whiteboard in Swedish Preschool Practices

    Science.gov (United States)

    Bourbour, Maryam; Vigmo, Sylvi; Samuelsson, Ingrid Pramling

    2015-01-01

    This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided…

  9. A NUTRITION OVERVIEW THROUGH CENTURIES. THE PRESENT-DAY NEED OF NUTRITIONAL EDUCATION IN SCHOOLS

    OpenAIRE

    Simona ILAŞ

    2015-01-01

    The type of alimentation and the food quality of individuals has undergone remarkable changes along with the progress of the human species. This study contains an historical overview regarding human nutrition from the primitive forms until the paradoxes of contemporary alimentation. Nutritional education aims to inform and to train a person about food choices, dosage and cooking, how to identify authentic food and to understand the value of nutrition. Children need a balanced diet in order to...

  10. Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

    Directory of Open Access Journals (Sweden)

    Tomaž Zupančič

    2015-12-01

    Full Text Available This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education.

  11. Nutrition education and promotion in the U.S

    Science.gov (United States)

    Nutrition is key at every developmental stage of life from the embryo to old age and is fundamentally important in the maintenance of health, disease prevention, and well-being. Thus, nutrition education to the American public at every sector of life and within every economic strata is paramount to...

  12. PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Early childhood is known as a critical period for development and fundamental movement skills. Growing and development of children have an effect on gaining fundamental movement skills. Besides, the opportu nities and movement education provided for the students play an essential role on developing fundamental movement skills poisedly. In preschool education, physical training is the leading activity given the least importance. From the early years of child hood on, promoting basic skills of children such as walking, running, jumping besides bending over, twisting, flinging something away have great importance because it is closely connected to the other zones of development. Physical training strengthens co gnitive skills such as inquiring mind, problem solving skills and concept acquisition. Besides, fine and gross motor development is consistent with emotional and social life skills. In virtue of physical training, awareness level of children is heightened and a basis for lifelong sport habits is provided. Consequently, children acquire much more than movement skills thanks to physical training. In this study, the importance of physical training and sports activities, the points to be paid attention to while practicing, basic activities in physical training, and education models and methods used have been issued relevantly.

  13. Education in a homeless shelter to improve the nutrition of young children.

    Science.gov (United States)

    Yousey, Yvonne; Leake, Jacquelyn; Wdowik, Melissa; Janken, Janice K

    2007-01-01

    To improve the nutritional status of homeless children by implementing an educational program for their mothers and the cafeteria staff at a homeless shelter. Program evaluation including before and after measures of mothers' nutritional knowledge and nutritional quality of foods served in the cafeteria. Fifty-six mothers with children aged 18 months to 6 years and 3 cafeteria staff. Four nutrition classes developed by a registered nutritionist were taught to mothers by clinic nurses; 3 nutrition classes were taught to the cafeteria staff by the nutritionist. Mothers scored higher on posttests than on pretests, indicating improved nutritional knowledge. Minimal differences in the nutritional quality of foods served to residents were observed after staff education. This project demonstrates the challenges of altering the nutritional status of children in a homeless shelter. Despite mothers showing better knowledge of nutritional requirements for children, the types of food served in the cafeteria were an obstacle to them in practicing what they had learned. The cafeteria staff's ability to demonstrate their learning was impeded by the constraints of food donations. Educational strategies may need to be augmented by policies to improve the nutritional status of children in homeless shelters.

  14. Social marketing nutrition education for low-income population.

    Science.gov (United States)

    Hagues, Rachel; Stotz, Sarah; Childers, Austin; Phua, Joe; Hibbs, Judy; Murray, Deborah; Lee, Jung Sun

    2018-01-01

    As access to healthy food (or lack thereof) could be considered a social justice issue, social workers should be concerned about this issue and willing to collaborate with colleagues of various disciplines to address it. This study was a formative evaluation conducted to understand best practices, recommendations, and feasibility of a social-marketing-based nutrition education program tailored to the needs of adults with limited income. The authors report findings from focus groups conducted with Cooperative Extension Agents (CEAs) and region coordinators (n = 45) and Supplemental Nutrition Assistance Program Education (SNAP-Ed) (n = 69) eligible participants to inform the development of a social marketing nutrition intervention for SNAP-Ed in Georgia. Barriers to healthy eating included cultural preferences, costs of healthy food, lack of time, and lack of availability. Social marketing has a potential to deliver effective and efficient SNAP-Ed targeted to large, limited-resource Georgians. Segmenting the low-income population based on geographical location as well as best methods for outreach can allow tailored messages to meet identified needs, lifestyles, and other variables that make these individuals most likely to respond to the program. Food security and nutrition education are topics of concern for all health care professionals interested in addressing complex health issues of many low-income adults.

  15. Opportunities and barriers to public health nutrition education in Vietnamese universities.

    Science.gov (United States)

    Pham, Quynh Th; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

    2017-05-01

    A core challenge for low- and middle-income countries (LMICs) in combating the negative effects of the nutrition transition is to implement appropriate prevention strategies to halt the increasing prevalence of obesity and non-communicable diseases (NCDs), against a background of prevailing under nutrition. There have been several proposals for the enhancement of university nutrition education for future health and related professionals who are expected to communicate knowledge of health risks to the broad community. However, little is known about university nutrition education in LMICs. The present study aimed to investigate professional development opportunities and barriers for university nutrition lecturers to teach public health nutrition (PHN). An online survey was conducted among 242 Vietnamese health and education professionals and university nutrition lecturers across Vietnam. Purposive sampling was used to recruit participants. Comparisons of between the groups' responses were examined via SPSS Crosstabs. The structures of the perceived barriers and desired PHN training topics were examined via factor analyses. Multiple linear regression examined the influences on lecturers' learning interests in nutrition areas. The lecturers' learning interests spanned four areas: basic nutrition, basic food, food policy and 'new' trends (e.g. food policy, marketing). Major impediments to nutrition teaching in universities divided into two groups: resource limitations and professional constraints (e.g. lack of relevant training opportunities). The lecturers' perceptions of professional constraints influenced their interest in learning about 'new' trends. The results highlighted the need and opportunities to enhance PHN professional development for nutrition lecturers in Vietnam.

  16. Purposive facebook recruitment endows cost-effective nutrition education program evaluation.

    Science.gov (United States)

    Lohse, Barbara; Wamboldt, Patricia

    2013-08-15

    Recent legislation established a requirement for nutrition education in federal assistance programs to be evidence-based. Recruitment of low-income persons to participate and evaluate nutrition education activities can be challenging and costly. Facebook has been shown to be a cost-effective strategy to recruit this target audience to a nutrition program. The purpose of our study was to examine Facebook as a strategy to recruit participants, especially Supplemental Nutrition Assistance Program Education (SNAP-Ed) eligible persons, to view and evaluate an online nutrition education program intended to be offered as having some evidence base for SNAP-Ed programming. English-speaking, low-income Pennsylvania residents, 18-55 years with key profile words (eg, Supplemental Nutrition Assistance Program, Food bank), responded to a Facebook ad inviting participation in either Eating Together as a Family is Worth It (WI) or Everyone Needs Folic Acid (FA). Participants completed an online survey on food-related behaviors, viewed a nutrition education program, and completed a program evaluation. Facebook set-up functions considered were costing action, daily spending cap, and population reach. Respondents for both WI and FA evaluations were similar; the majority were white, Cost per completed evaluation was US $25.48; cost per low-income completer was US $39.92. Results were similar for the FA evaluation; 795 Facebook users clicked on the ad with 110 unique site visitors, and 73 completing the evaluation (ie, 73/795, 9.2% of ad clickers and 73/110, 66% of site visitors completed the evaluation). Cost per valid completed survey with program evaluation was US $18.88; cost per low-income completer was US $27.53. With Facebook we successfully recruited low-income Pennsylvanians to online nutrition program evaluations. Benefits using Facebook as a recruitment strategy included real-time recruitment management with lower costs and more efficiency compared to previous data from

  17. Attitudes of the Macedonian Preschool Teachers toward Students with Disabilities

    Science.gov (United States)

    Dimitrova-Radojichikj, Daniela Blagoj; Chichevska-Jovanova, Natasha; Rashikj-Canevska, Olivera

    2016-01-01

    Preschool teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study was to examine what attitudes Macedonian preschool teachers hold towards early inclusive education; which variables are…

  18. Design of Multimedia-based Digital Storybooks for Preschool Education

    Directory of Open Access Journals (Sweden)

    Didik Dwi Prasetya

    2018-02-01

    Full Text Available Storytelling is one of the suitable approaches to deliver the right information and build the character education of young children. The story content presented by utilizing multimedia elements is able to offer more attractive and increase interest for children. This paper proposes an ICT approach through multimedia-based digital storybook design with an EPUB reflowable format that can be accessed using various electronic devices, whether desktop, laptop, or mobile. The research subjects are limited to 4-5-year-old preschool children. The research reveals that children were very enthusiastic about storybooks, with or without supports from teachers

  19. Food insecurity and maternal–child nutritional status in Mexico: cross-sectional analysis of the National Health and Nutrition Survey 2012

    Science.gov (United States)

    Shamah-Levy, Teresa; Mundo-Rosas, Verónica; Morales-Ruan, Carmen; Cuevas-Nasu, Lucia; Méndez-Gómez-Humarán, Ignacio; Pérez-Escamilla, Rafael

    2017-01-01

    Objective To examine the association between household food insecurity (HFI) and risk of childhood stunting and to determine whether this association is modified by maternal–child overweight/obesity. Design Observational cross-sectional study. Setting Data come from the Mexican National Health and Nutrition Survey (ENSANUT 2012 by its initials in Spanish), representative of rural and urban areas. Participants Our study sample included 5087 mother–preschool child pairs and 7181 mother–schoolchild pairs. Main outcome measures Differences in the prevalence (95% CI) of each HFI category by socioeconomic characteristics and maternal–child nutritional status were estimated. A logistic regression model was conducted for stunting and overweight among preschool children and for stunting and overweight/obesity among schoolchildren, adjusting for pertinent covariates. HFI was measured according to the Latin American and Caribbean Food Security Scale (ELCSA by its initials in Spanish). Weight and recumbent lenght or height measures were obtained from children. Overweight and obesity in women were determined according to the WHO Growth Reference Charts. The following covariates were included: sex of the child. urbanicity (urban/rural), region of residence and maternal education. Benefiting from food assistance programmes and socioeconomic status index were also included. Results were expressed as adjusted ORs. Results Stunting proved more prevalent in preschool children with moderate or severe HFI (16.2% and 16.8%, respectively) (p=0.036 and p=0.007, respectively) than in their counterparts with mild or no HFI (13.2% and 10.7%, respectively). Furthermore, the interaction between HFI and maternal obesity had a significant impact on stunting in preschool children (p<0.05). Severe HFI increased risk of stunting in children with non-obese mothers but not in those with obese mothers. Conclusion We have discovered a new relationship between HFI and maternal obesity on the

  20. Food insecurity and maternal-child nutritional status in Mexico: cross-sectional analysis of the National Health and Nutrition Survey 2012.

    Science.gov (United States)

    Shamah-Levy, Teresa; Mundo-Rosas, Verónica; Morales-Ruan, Carmen; Cuevas-Nasu, Lucia; Méndez-Gómez-Humarán, Ignacio; Pérez-Escamilla, Rafael

    2017-07-31

    To examine the association between household food insecurity (HFI) and risk of childhood stunting and to determine whether this association is modified by maternal-child overweight/obesity. Observational cross-sectional study. Data come from the Mexican National Health and Nutrition Survey ( ENSANUT 2012 by its initials in Spanish), representative of rural and urban areas. Our study sample included 5087 mother-preschool child pairs and 7181 mother-schoolchild pairs. Differences in the prevalence (95% CI) of each HFI category by socioeconomic characteristics and maternal-child nutritional status were estimated. A logistic regression model was conducted for stunting and overweight among preschool children and for stunting and overweight/obesity among schoolchildren, adjusting for pertinent covariates. HFI was measured according to the Latin American and Caribbean Food Security Scale (ELCSA by its initials in Spanish). Weight and recumbent lenght or height measures were obtained from children. Overweight and obesity in women were determined according to the WHO Growth Reference Charts. The following covariates were included: sex of the child. urbanicity (urban/rural), region of residence and maternal education. Benefiting from food assistance programmes and socioeconomic status index were also included. Results were expressed as adjusted ORs. Stunting proved more prevalent in preschool children with moderate or severe HFI (16.2% and 16.8%, respectively) (p=0.036 and p=0.007, respectively) than in their counterparts with mild or no HFI (13.2% and 10.7%, respectively). Furthermore, the interaction between HFI and maternal obesity had a significant impact on stunting in preschool children (p<0.05). Severe HFI increased risk of stunting in children with non-obese mothers but not in those with obese mothers. We have discovered a new relationship between HFI and maternal obesity on the one hand and risk of childhood stunting on the other hand. This may reflect a shared

  1. Awareness of nutrition problems among Vietnamese health and education professionals.

    Science.gov (United States)

    Pham, Thi Hai Quynh; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

    2017-10-01

    Professionals who provide nutrition education and consulting to the public are encouraged to take into account the health, environmental and social contexts that influence health-related attitudes and behaviours in the population. This paper examined the awareness of shifts in population health outcomes associated with the nutrition transition in Vietnam among university nutrition lecturers, health professionals and school education professionals. Most of these professionals held accurate views of the current population health issues in Vietnam. However, they differed in their awareness of the seriousness of overweight and obesity. Although the majority indicated that the prevalence of obesity and non-communicable diseases (NCDs) had increased, nearly half believed that the government should complete its attempts to control undernutrition before trying to control obesity. More health professionals believed that food marketing was responsible for the growing prevalence of children's obesity, and more of them disapproved of the marketing of less healthy food to children. In contrast, the university nutrition lecturers were least aware of food marketing and the seriousness of obesity. Of the three groups, the university nutrition lecturers held less accurate perceptions of nutrition transition problems and their likely drivers. There is an urgent need for greater provision of public nutrition education for all three groups of professionals. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  2. Assessing Gross Motor Skills of Kosovar Preschool Children

    Science.gov (United States)

    Shala, Merita

    2009-01-01

    In the light of the new developments in preschool education in Kosovo, this study attempts to carry out an assessment of the development of gross motor skills of preschool children attending institutional education. The emphasis is on creating a set of tests to measure the motor attainments of these children by conducting assessments of the…

  3. Effectiveness of a Parent Health Report in Increasing Fruit and Vegetable Consumption Among Preschoolers and Kindergarteners.

    Science.gov (United States)

    Hunsaker, Sanita L; Jensen, Chad D

    2017-05-01

    To determine the effectiveness of a parent health report on fruit and vegetable consumption among preschoolers and kindergarteners. Pre-post open design trial and a randomized controlled trial. A university-sponsored preschool and kindergarten. A total of 63 parents of preschool and kindergarten students participated in the pre-post open design trial and 65 parents participated in the randomized controlled trial. Parents in intervention groups were given a parent health report providing information about their child's fruit and vegetable intake as well as recommendations for how to increase their child's fruit and vegetable consumption. Change in fruit and vegetable consumption. Latent growth curve modeling with Bayesian estimation. Vegetable consumption increased by 0.3 servings/d in the open trial and 0.65 servings/d in the randomized trial. Fruit consumption did not increase significantly in either study. Results from both an open trial and a randomized controlled trial suggested that the parent health report may be a beneficial tool to increase vegetable consumption in preschoolers and kindergarteners. Increases in vegetable consumption can lead to the establishment of lifelong habits of healthy vegetable intake and decrease risk for chronic diseases. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  4. Is frequency of family meals associated with fruit and vegetable intake among preschoolers? A logistic regression analysis.

    Science.gov (United States)

    Caldwell, A R; Terhorst, L; Skidmore, E R; Bendixen, R M

    2018-01-23

    The present study aimed to examine the associations between frequency of family meals and low fruit and vegetable intake in preschool children. Promoting healthy nutrition early in life is recommended for combating childhood obesity. Frequency of family meals is associated with fruit and vegetable intake in school-age children and adolescents; the relationship in young children is less clear. We completed a secondary analysis using data from the Early Childhood Longitudinal Study-Birth Cohort. Participants included children, born in the year 2001, to mothers who were >15 years old (n = 8 950). Data were extracted from structured parent interviews during the year prior to kindergarten. We used hierarchical logistic regression to describe the relationships between frequency of family meals and low fruit and vegetable intake. Frequency of family meals was associated with low fruit and vegetable intake. The odds of low fruit and vegetable intake were greater for preschoolers who shared less than three evening family meals per week (odds ratio = 1.5, β = 0.376, P meal with family every night. Fruit and vegetable intake is related to frequency of family meals in preschool-age children. Educating parents about the potential benefits of frequent shared meals may lead to a higher fruit and vegetable consumption among preschoolers. Future studies should address other factors that likely contribute to eating patterns during the preschool years. © 2018 The British Dietetic Association Ltd.

  5. Preschool Teachers use of ICTs

    DEFF Research Database (Denmark)

    Masoumi, Davoud

    2015-01-01

    ; and as a communication and documentation tool. In addition, by addressing the teachers’ values and attitudes to the role of ICT in early childhood, the paper also unpacks the stances of teachers who consider ICT to be unsuitable for early childhood education. The findings of this study may bring some clarity......This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool...

  6. Principle Elements of Curriculum in the Preschool Pattern of Montessori

    Science.gov (United States)

    Bahmaee, Azizollah Baboli; Saadatmand, Zohreh; Yarmohammadian, Mohammad Hossein

    2016-01-01

    Montessori the physician and educational philosopher was probably one of the most prominent and famous education theorizer in the field of preschool education. Current research attempts to extract and clarify the major elements of curriculum by reliance on Montessori viewpoints. In this paper first the philosophical basics of preschool education…

  7. Iron deficiency anaemia among apparently healthy pre-school ...

    African Journals Online (AJOL)

    Background: Iron deficiency, and specifically iron deficiency anaemia, remains one of the most severe and important nutritional deficiencies in the world today. Objective: To estimate the prevalence and associated factors for iron deficiency anaemia among pre-school children in Lagos. Methodology: The study was ...

  8. Predictors of Nutrition Quality in Early Child Education Settings in Connecticut.

    Science.gov (United States)

    Andreyeva, Tatiana; Kenney, Erica L; O'Connell, Meghan; Sun, Xiaohan; Henderson, Kathryn E

    2018-05-01

    This study assessed the dietary quality of lunches and feeding practices (family-style service, teacher role modeling) in Connecticut child care centers and made comparisons by center participation in the federal Child and Adult Care Food Program (CACFP). Plate waste methods and visual observation of lunches served and consumed. A total of 97 randomly selected licensed Connecticut child care centers (53 CACFP and 44 non-CACFP). A total of 838 preschool-aged children. Total energy intake, macronutrient intake, and intake by CACFP meal component as well as use of family-style dining, management of additional helpings, and whether and what teachers consumed in view of children. Child dietary intake at lunch was compared with dietary and CACFP recommendations using a mixed linear regression model. The CACFP centers were more likely to offer family-style service and have staff eat the same foods as the children. Children in non-CACFP centers consumed more saturated fat (4.1 vs 2.7 g; P feeding practices in child care settings require further exploration in the context of serving children at risk for food insecurity and in light of recent work on responsive feeding. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  9. Maternal educational level and preschool children's consumption of high-calorie snacks and sugar-containing beverages: mediation by the family food environment.

    Science.gov (United States)

    Wijtzes, Anne I; Jansen, Wilma; Jansen, Pauline W; Jaddoe, Vincent W V; Hofman, Albert; Raat, Hein

    2013-11-01

    To examine the associations between maternal educational level and preschoolers' consumption of high-calorie snacks and sugar-containing beverages, and to assess the mediating effects of variables relating to the family food environment. We analyzed data from 2814 native Dutch preschoolers enrolled in a birth cohort study in Rotterdam (the Netherlands), between 2002 and 2006. Logistic regression models were used to calculate odds ratios of snacking ≥ 2 times/day and consuming sugar-containing beverages ≥ 3 glasses/day for children of mothers with low, mid-low, and mid-high educational levels (reference group: high educational level), before and after adjustment for mediators. Children of low and mid-low educated mothers were significantly more likely to consume excessive amounts of high-calorie snacks and sugar-containing beverages compared with children of high educated mothers, with the highest odds in children of low educated mothers (OR: 2.44; 95% CI: 1.84, 3.23 and OR: 2.46; 95% CI: 1.87, 3.24 respectively). Parental feeding practices, parental consumption of sugar-containing beverages, and children's television time partly explained these associations. Maternal educational level is inversely related to preschoolers' consumption of high-calorie snacks and sugar-containing beverages. Targeting the family food environment may be an effective way of reducing educational inequalities in children's unhealthy dietary behaviors. © 2013.

  10. Preschool Teachers' Attitudes and Beliefs Toward Science

    Science.gov (United States)

    Lloyd, Sharon Henry

    In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

  11. Do Dutch nutrition and dietetics students meet nutritional requirements during education?

    NARCIS (Netherlands)

    van der Kruk, Joke; Jager, Harriët; Nieweg, Roos; van der Schans, Cees

    2014-01-01

    OBJECTIVES: To compare the dietary intakes of Dutch nutrition and dietetics students with the Dutch RDA and the Dutch National Food Consumption Survey (DNFCS), and to assess whether dietary intake changes during education.DESIGN: Cross-sectional and longitudinal research (2004-2010).SETTING: Data

  12. [The experience of the Permanent Workshop on Health and Nutrition Education - OPEAS: training of professionals for the promotion of healthy nutrition in schools].

    Science.gov (United States)

    Juzwiak, Claudia Ridel; de Castro, Paula Morcelli; Batista, Sylvia Helena Souza da Silva

    2013-04-01

    This article analyzes the experience of the Permanent Workshop on Nutrition and Health Education, which provides ongoing education on health and nutrition for school nutritionists and educators. In 2009, nutritionists, principals/management assistants, pedagogical coordinators, teachers and nutrition undergraduates attended 10 workshops, which were based on Freire and Pichon-Rivière´s framework theories. Data analysis was performed using the Discourse of the Collective Subject method. At the beginning of their participation in the OPEAS, the relationship between educators and nutritionists was distant and few interdisciplinary activities were conducted. Communication among the school team, collaborative work with involvement of the whole school community, inclusion of food and nutrition education in the curricula, and provision of food as the central pedagogical tool were considered central to the promotion of healthy nutrition. In the final evaluation four central ideas were highlighted defining OPEAS as being important for knowledge acquisition, a setting for reflection, an opportunity for integration and a platform for putting ideas into practice. Ongoing education should be implemented with school professionals aiming to foster actions to promote healthy nutrition at school.

  13. [Techniques for nutrition education in particular for maternal and compulsory schools (author's transl)].

    Science.gov (United States)

    Alberti, A F

    1975-01-01

    After an introduction on the various factors involved in food habits of humans, the A. is calling the attention on the importance of nutrition education, examining then some of the programs in use. Already in the maternal school the child can learn nutrition with applicative plays. It is compulsory to teach and follow also the in parents. For the compulsory school the nutrition should be taught as such or integrated in other courses as geography, history, mathematics and science. For adults the deep-seated food habits are making more difficult the educational programs. For successful results in nutrition education is essential that the programs are well planned and carried out from well trained personnel not only in nutritional sciences but also in education, cultural anthropology, psicology and sociology.

  14. Developing preschool children social aptitudes

    Directory of Open Access Journals (Sweden)

    Ana Teresa Brás

    2012-12-01

    Full Text Available The kindergarten teachers must be aware of the importance of the acquisition of social skills for children, with a view to appropriate adaptation and overcoming the various challenges that will have those throughout existence. This article is the presentation of a research work within the pre-school educational context, in the field of ʻSocial and Personal Educationʼ which may lead to improved social skills within the group of children. In order to accomplish this, after the teaching training with the pre-school class which focussed on the acquisition of social competence, an assessment of the modified social skills within the class was carried out. These activities were included in the preschool lesson planning during the ʻSupervised Teaching Practiceʼ. They were developed based on childrenʼs daily life situations, focussing mainly on using games in the learning contexts. The aim of these games was to motivate and involve the children in order to enhance their balanced social development. The results obtained suggest that the introduction of this type of learning activities may be an asset in Pre-school Education because they develop both childrenʼs social skills and social competence. Moreover, this type of learning activities may also lead to changes in childrenʼs social interaction with both adults and their peers which may favour pro social behaviour.

  15. The educational orientation for modes of acting of students of the preschool race

    Directory of Open Access Journals (Sweden)

    Mirtha García-Pérez

    2018-03-01

    Full Text Available The science like a professional institutionalized activity involves: Prolonged education, internalization of moral values, development of styles of thought and acting. From there his impact in the formation of the professional entrusted with offering the children of the babyhood according to the requests of the society, educational integral attention. It is observed in the educational reality than the behavior of the students of the race, not always you love one another with the social requirements presented to this professional in the making, that leads to the need of an educational orientation; With emphasis in the attention to the modes of professional acting of the students of the race bachelor's degree in Preschool Education, for his performance in the different spheres where they interact.

  16. A Comparison of Concept Development and Human Figure Drawings of Children Who Receive Preschool Education vs Those Who Do Not

    Science.gov (United States)

    Balat, Gulden Uyanik

    2010-01-01

    This study evaluated from a developmental point of view the basic concept knowledge and human figure drawings of children who did and did not attend preschool. A total of 118 children who received preschool education and 147 children who did not do so participated in the study. The mean age of children was 75.4 months. Their concept knowledge was…

  17. Food habits and nutrition education--computer aided analysis of data.

    Science.gov (United States)

    Wise, A; Liddell, J A; Lockie, G M

    1987-04-01

    Nutrition education messages should take into account the food habits of those who are to be educated. These can be revealed by computer analysis of weighed intake data, which has been collected for calculation of nutrient intakes. Seventy-six students and staff at Robert Gordon's Institute of Technology weighed their food for 1 week and the records were used to determine the frequency of consumption of foods and portion sizes, as well as nutrient intakes. There were only very minor relationships between the number of different foods chosen and nutritional variables. Nutrition students had successfully changed the frequency of consumption of certain foods relative to others and as a result consumed diets containing a lower proportion of energy from fat. Messages to non-nutrition students might profitably incorporate those beneficial changes that nutrition students had easily accomplished. This study revealed that certain (otherwise common and nutritionally unsound) food choices were not a major part of the subjects' habits, and could be given low priority in educational messages. It was suggested that foods exhibiting high variability of portion weight might be under greater individual control and hence more amenable to change. A study of the distribution of portion weights reveals information about number of slices, biscuits, etc, taken in each portion. This varied for different kinds of biscuit. It was concluded that messages should target specific foods rather than stress variation in the diet. It is suggested that educators should consider whether messages would be more effective in terms of frequency of consumption or size of portion for particular groups. The meal distribution pattern also shows which foods are most commonly consumed at home or in the canteen, hence whether education might be best directed to the individual or the caterer, respectively.

  18. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

    Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

  19. Strategies for nutritional improvement.

    Science.gov (United States)

    Gill, K S

    1991-01-01

    India has achieved self-sufficiency in the production of food grains, yet the production of milk, legumes, vegetables, oils and fats, eggs, and meat is far short of the needs of the population. The Indian diet predominantly comprises cereals, and the diets of expectant and nursing mothers as well as children are grossly deficient in protective foods. Serious nutritional inadequacies have resulted in low birth weight, retarded growth, and nutritional deficiencies (protein energy malnutrition in preschool children, vitamin A deficiency, iron deficiency in women of reproductive age, and iodine deficiency disorders among neonates and schoolchildren). General malnutrition is prevalent in 25% of the rural and 20% of the urban population. Deficiency symptoms of vitamin B complex and vitamin C are also not uncommon. 37% of the population of India lives below the poverty limit, the literacy rate is only 52.1% (39.4% for women), safe drinking water is scarce, nutritional ignorance is rampant, there is a lack of personal hygiene, and poor sanitation all account for malnutrition. A number of government and nongovernmental organizations' programs have attempted to raise the level of nutrition and the standard of living of the people. Some of them include the integrated child development services, special nutritional program, national vitamin A deficiency prophylaxis program, national anemia prophylaxis program, national goiter control program, midday meal program, special class feeding programs, universal immunization program, nutritional and health education through the mass media as well as the observance of world food day and world health day. The national health policy gives high priority to the promotion of family planning, the provision of primary health care, and the acceleration of welfare programs for women and children. As a result of policies and programs of health and nutrition, the infant, child, and maternal mortality rates have declined and life expectancy at

  20. The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

    Science.gov (United States)

    Nath, Samir Ranjan

    2012-01-01

    This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

  1. Pre-Service and In-Service Preschool Teachers' Views Regarding Creativity in Early Childhood Education

    Science.gov (United States)

    Alkus, Simge; Olgan, Refika

    2014-01-01

    This research investigated the views of pre-service and in-service preschool teachers concerning the developing of children's creativity in early childhood education by determining the similarities and/or differences among their views. The data were gathered from 10 pre-service and 11 in-service teachers through focus group meetings, and then from…

  2. Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

    Science.gov (United States)

    Bursal, Murat

    2017-01-01

    This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

  3. Physical Education at Preschools: Practitioners' and Children's Engagements with Physical Activity and Health Discourses

    Science.gov (United States)

    McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew

    2015-01-01

    This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of "physical education" to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their…

  4. Survey of the Nutrition Knowledge Of Practicing Male and Female Physical Educator/Coaches.

    Science.gov (United States)

    Webb, James L.; And Others

    An assessment was made of the extent of nutrition knowledge of physical education teachers and coaches. The investigation addressed three primary questions: (1) Do practicing physical educator/coaches possess nutritional knowledge comparable to that of college students enrolled in a university basic nutrition class?; (2) Do male and female…

  5. Inclusion in Malaysian Integrated Preschools

    Science.gov (United States)

    Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.

    2015-01-01

    Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…

  6. TOWARDS NUTRITION SECURITY: FOOD LABEL USE AMONG NIGERIANS

    Directory of Open Access Journals (Sweden)

    Abraham Falola

    2014-04-01

    Full Text Available This study focuses on food label use by Nigerians, using Kwara State as a case study. Specifically, the study describes the socio-economics characteristics of the respondents, determined people’s perception about food labels and examined factors influencing willingness-to-read food labels in the study area. A total of 120 respondents selected through a combination of purposive and random sampling techniques were used for the study. Data were analyzed with descriptive statistics, 5-point likert scale and logistic resgression analysis. Majority of the respondents were females (72.5%, married (60% and had secondary education (50%. The mean age, household size, number of preschool children and household income of the respondents were 26years, 9 persons, 2 children and N25,250.00/month (USD 157.81 respectively. The respondents opined that food labels were used mainly for traceability (M = 3.24, registration status of the food producer (M = 3.01, advertisement (M =4.02, as a legal requirement (M = 4.00, to know the expiry dates (M = 4.57 and to distinguish the product from that of other competitors (M = 3.54. Results of the regression analysis revealed that women were more willing to read food labels than men, and positively related to age of respondent, household income level, educational status of food planner and nutritional knowledge of the food planner. However, willingness-to-read food labels by the respondents declined with household size and number of preschool children. The study therefore calls for enlightenment of the public by relevant stakeholders on importance of food labels to determine nutritional composition and health implications.

  7. A Nutrition Education Intervention Trial for Adolescent Girls in Isfahan: Study Design and Protocol

    Directory of Open Access Journals (Sweden)

    Morvarid Ghasab Shirazi

    2016-11-01

    Full Text Available BackgroundNutrition behaviors of adolescent girls is of serious health concerns. Although nutrition education interventions in Iran have met with some success, most of them could not promote nutrition behavioral changes. The aim of our study is to determine a school-based nutrition education intervention to improve adolescents’ nutrition behaviors and behavioral mediators based on the social cognitive theory (SCT.Materials and MethodsThis study is a single-blind randomized controlled trial. Eligible participants will be all student girls in grade 6 and 7, their parents and teachers in Isfahan governmental schools. This multi com­ponent school-based intervention include adolescents’ nutrition education package, parents’ nutrition massages, participatory homework, parents and teachers nutrition education package, supportive group, and collaboration with decision makers. Changing in nutrition behaviors including breakfast, fruit and vegetable, snack and fast food consumption will be examined, as primary outcome. Secondary outcome will be behavioral mediators such as knowledge, self-efficacy, intention, situation, self-regulation, social support, outcome expectations and expectancies, in adolescent girls. The outcomes will be assessed at baseline, and after 3 and 6-month follow-up.DiscussionThis study evaluates a school-based, guided SCT intervention, designed to improve healthy dietary behaviors, nutrition knowledge of adolescent girls. Few behavioral interventions have targeted this high-risk population in Iran. The intervention seems to be promising and has the potential to bridge the gap of the limited program outcomes of nutrition education in Iranian adolescents.

  8. Setting priorities for research in medical nutrition education: an international approach.

    Science.gov (United States)

    Ball, Lauren; Barnes, Katelyn; Laur, Celia; Crowley, Jennifer; Ray, Sumantra

    2016-12-14

    To identify the research priorities for medical nutrition education worldwide. A 5-step stakeholder engagement process based on methodological guidelines for identifying research priorities in health. 277 individuals were identified as representatives for 30 different stakeholder organisations across 86 countries. The stakeholder organisations represented the views of medical educators, medical students, doctors, patients and researchers in medical education. Each stakeholder representative was asked to provide up to three research questions that should be deemed as a priority for medical nutrition education. Research questions were critically appraised for answerability, sustainability, effectiveness, potential for translation and potential to impact on disease burden. A blinded scoring system was used to rank the appraised questions, with higher scores indicating higher priority (range of scores possible 36-108). 37 submissions were received, of which 25 were unique research questions. Submitted questions received a range of scores from 62 to 106 points. The highest scoring questions focused on (1) increasing the confidence of medical students and doctors in providing nutrition care to patients, (2) clarifying the essential nutrition skills doctors should acquire, (3) understanding the effectiveness of doctors at influencing dietary behaviours and (4) improving medical students' attitudes towards the importance of nutrition. These research questions can be used to ensure future projects in medical nutrition education directly align with the needs and preferences of research stakeholders. Funders should consider these priorities in their commissioning of research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  9. The mediating role of the home environment in relation to parental educational level and preschool children's screen time: a cross-sectional study.

    Science.gov (United States)

    Määttä, Suvi; Kaukonen, Riikka; Vepsäläinen, Henna; Lehto, Elviira; Ylönen, Anna; Ray, Carola; Erkkola, Maijaliisa; Roos, Eva

    2017-09-02

    Previous studies suggest that preschoolers from low socioeconomic backgrounds engage in more screen time. Still, the factors in the social and physical home environment driving these differences in preschool children's screen time are poorly understood. This study examines potential home environment mediators in the associations between parental educational level and preschoolers' screen time. A total of 864 children aged 3-6 years and their parents participated in a cross-sectional DAGIS study in 2015-2016. Parents recorded their children's screen time in a diary (N = 823). For the analyses, the daily average screen time at home was calculated. Parental questionnaires (N = 808) assessed educational level and eight social and physical environment factors in the home (i.e., descriptive norm for children's screen time, parental screen use in front of children, parental importance for limiting children's screen time, parental attitude toward societal pressures for children's screen time, access to screens at home, parental self-efficacy for limiting children's screen time, satisfaction of children's screen time, and rules for limiting children's screen time). Parental education was grouped into low, middle, and high education. The associations were tested by conducting mediation analyses adjusted by season and children's sex and age. The significant mediators in the single-mediator models were included in the final multiple-mediator models. Of the potential eight mediators, the following four had a significant indirect association: descriptive norm for children's screen time, parental screen use in front of children, parental importance for limiting children's screen time, and parental attitude toward societal pressures for children's screen time. Parents with high education had lower descriptive norm and used fewer screens in front of children compared to parents with middle or low education, and in turn, these factors were associated with less screen time among

  10. The development of a taste education program for preschoolers and evaluation of a program by parents and childcare personnel.

    Science.gov (United States)

    Shon, Choengmin; Park, Young; Ryou, Hyunjoo; Na, Woori; Choi, Kyungsuk

    2012-10-01

    The change in people's dietary life has led to an increase in an intake of processed foods and food chemicals, raising awareness about taste education for preschoolers whose dietary habits start to grow. This study aims to evaluate the effectiveness and satisfaction of parents and childcare personnel after developing a taste education program and demonstrating it in class. A part of the curriculum developed by Piusais and Pierre was referred for the program. After educating 524 preschoolers in child care facilities in Seoul, a satisfaction survey was conducted on the program. The data in this study were analyzed using SPSS 14.0. Statistical analysis was conducted based on the frequency after collecting the data. Mean ± SD used to determine satisfaction with taste education, with preferences marked on a five-point scale and the alpha was set at 0.05. The program includes five teachers' guides with subjects of sweetness, saltiness, sourness, bitterness and harmony of flavor, and ten kinds of teaching tools. For the change in parents' recognition of the need for taste education based on five-point scale, the average of 4.06 ± 0.62 before the program has significantly increased to 4.32 ± 0.52 (P facilities, the average scores for education method, education effect, education contents and nutritionists, and teaching tools were at 4.15 ± 0.63, 3.91 ± 0.50, 4.18 ± 0.50, and 3.80 ± 0.56 respectively. In addition, the need for a continuous taste education scored 4.42 ± 0.67. This program has created a positive change in preschoolers' dietary life, therefore the continuation and propagation of the taste education program should be considered.

  11. The ways of improvement of content and pedagogical conditions of preparation of master of preschool education in the context of development of creative potential

    Directory of Open Access Journals (Sweden)

    Oleksandra Iemchyk

    2017-04-01

    Full Text Available The necessity of changes in the process of professional preparation of master of preschool education, which is caused by insufficient preparation of graduates to solve problems in this field, low level of creative potential and, as the consequence, unavailability to realization creative pedagogical activity is outlined in the article. The main ways of improvement of content and pedagogical conditions of development of creative potential of master of preschool education in the process of professional preparation are presented: the improvement of content of scientific theoretical preparation of master, studying of progressive pedagogical experience; learning of professional pedagogical disciplines with the reliance to creative tasks with problem search nature; implementation to the educational process of magistracy of institution of higher education on the specialty “Preschool education” of special course “The foundations of development of creative potential of pedagogue”; attraction of students to the creative pedagogical practice; organization and management of students creative process from the side of teachers. There are also identified the perspectives of solution of the problem of development of creative abilities of personality of pedagogue during the professional preparation in the institution of higher education. The implementation of these ways to the educational process will contribute the increasing the readiness of graduates of institutions of higher education to realize pedagogical activity on the creative level, selfdevelopment and self-improvement of their personality.Key words: creative potential of master of preschool education, the professional preparation, the ways of improvement of content of professional preparation.

  12. Feeding practices and styles used by a diverse sample of low-income parents of preschool-age children.

    Science.gov (United States)

    Ventura, Alison K; Gromis, Judy C; Lohse, Barbara

    2010-01-01

    To describe the feeding practices and styles used by a diverse sample of low-income parents of preschool-age children. Thirty- to 60-minute meetings involving a semistructured interview and 2 questionnaires administered by the interviewer. Low-income communities in Philadelphia, PA. Thirty-two parents of 2- to 6-year-old children. The feeding practices and styles of low-income parents of preschoolers. Qualitative interviews analyzed iteratively following a thematic approach; quantitative data analyzed using nonparametric and chi-square tests. Qualitative analyses revealed parents used a myriad of feeding practices to accomplish child-feeding goals. Racial/ethnic differences were seen; East Asian parents used more child-focused decision-making processes, whereas black parents used more parent-focused decision-making processes. Quantitative analyses substantiated racial/ethnic differences; black parents placed significantly higher demands on children for the amounts (H = 5.89, 2 df, P = .05; Kruskal-Wallis) and types (H = 8.39, 2 df, P = .01; Kruskal-Wallis) of food eaten compared to parents of other races/ethnicities. In contrast, significantly higher proportions of East Asian parents were classified as having an indulgent feeding style compared to black parents and parents of other races/ethnicities (chi(2)[4, n = 32] = 9.29, P < .05). Findings provide support for tailoring nutrition education programs to meet the diverse needs of this target audience. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

  13. Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

    Science.gov (United States)

    2014-01-01

    Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

  14. Beneficial Effect of Educational and Nutritional Intervention on the Nutritional Status and Compliance of Gastric Cancer Patients Undergoing Chemotherapy: A Randomized Trial.

    Science.gov (United States)

    Xie, Feng-Lan; Wang, Yong-Qian; Peng, Li-Fen; Lin, Fang-Yu; He, Yu-Long; Jiang, Zhuo-Qin

    2017-07-01

    Surgery combined with chemotherapy is the standard treatment for gastric cancer (GC); however, chemotherapy-relative adverse effects are common and result in malnutrition and a poor prognosis. In addition, compliance to postoperative chemotherapy remains a problem. This study aimed to prospectively investigate the effect of educational and nutritional interventions on the nutritional status and compliance of GC patients undergoing postoperative chemotherapy. A total of 144 GC patients were randomized into an intervention group that received intensive individualized nutritional and educational interventions during the entire course of chemotherapy and control group that received basic nutrition care and health education during hospitalization. The nutritional status and compliance between the two groups were compared. The interventions significantly improved calorie and iron intake within 24 h after the first chemotherapy session, and improved patients' weight, hemoglobin, total serum protein, and albumin levels during the entire course of chemotherapy. The compliance rate with chemotherapy was significantly higher in the intervention group than in the control group (73.61% vs. 55.56%, P = 0.024). A combination of nutritional and educational interventions provided beneficial effect on the nutrition status and compliance of gastric patients undergoing postoperative chemotherapy, which is worthy of clinical application.

  15. Narrative Development among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education

    Science.gov (United States)

    Schwartz, Mila; Shaul, Yehudit

    2013-01-01

    The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool…

  16. Cerebral Palsy Checklist: Babies & Preschoolers (Birth to age 5)

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español Cerebral Palsy Checklist: Babies & Preschoolers KidsHealth / For Parents / Cerebral Palsy Checklist: Babies & Preschoolers What's in this article? Step ...

  17. Nutrition education intervention for dependent patients: protocol of a randomized controlled trial.

    Science.gov (United States)

    Arija, Victoria; Martín, Núria; Canela, Teresa; Anguera, Carme; Castelao, Ana I; García-Barco, Montserrat; García-Campo, Antoni; González-Bravo, Ana I; Lucena, Carme; Martínez, Teresa; Fernández-Barrés, Silvia; Pedret, Roser; Badia, Waleska; Basora, Josep

    2012-05-24

    Malnutrition in dependent patients has a high prevalence and can influence the prognosis associated with diverse pathologic processes, decrease quality of life, and increase morbidity-mortality and hospital admissions.The aim of the study is to assess the effect of an educational intervention for caregivers on the nutritional status of dependent patients at risk of malnutrition. Intervention study with control group, randomly allocated, of 200 patients of the Home Care Program carried out in 8 Primary Care Centers (Spain). These patients are dependent and at risk of malnutrition, older than 65, and have caregivers. The socioeconomic and educational characteristics of the patient and the caregiver are recorded. On a schedule of 0-6-12 months, patients are evaluated as follows: Mini Nutritional Assessment (MNA), food intake, dentures, degree of dependency (Barthel test), cognitive state (Pfeiffer test), mood status (Yesavage test), and anthropometric and serum parameters of nutritional status: albumin, prealbumin, transferrin, haemoglobin, lymphocyte count, iron, and ferritin.Prior to the intervention, the educational procedure and the design of educational material are standardized among nurses. The nurses conduct an initial session for caregivers and then monitor the education impact at home every month (4 visits) up to 6 months. The North American Nursing Diagnosis Association (NANDA) methodology will be used. The investigators will study the effect of the intervention with caregivers on the patient's nutritional status using the MNA test, diet, anthropometry, and biochemical parameters.Bivariate normal test statistics and multivariate models will be created to adjust the effect of the intervention.The SPSS/PC program will be used for statistical analysis. The nutritional status of dependent patients has been little studied. This study allows us to know nutritional risk from different points of view: diet, anthropometry and biochemistry in dependent patients at

  18. Nutrition education intervention for dependent patients: protocol of a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Arija Victoria

    2012-05-01

    Full Text Available Abstract Background Malnutrition in dependent patients has a high prevalence and can influence the prognosis associated with diverse pathologic processes, decrease quality of life, and increase morbidity-mortality and hospital admissions. The aim of the study is to assess the effect of an educational intervention for caregivers on the nutritional status of dependent patients at risk of malnutrition. Methods/Design Intervention study with control group, randomly allocated, of 200 patients of the Home Care Program carried out in 8 Primary Care Centers (Spain. These patients are dependent and at risk of malnutrition, older than 65, and have caregivers. The socioeconomic and educational characteristics of the patient and the caregiver are recorded. On a schedule of 0–6–12 months, patients are evaluated as follows: Mini Nutritional Assessment (MNA, food intake, dentures, degree of dependency (Barthel test, cognitive state (Pfeiffer test, mood status (Yesavage test, and anthropometric and serum parameters of nutritional status: albumin, prealbumin, transferrin, haemoglobin, lymphocyte count, iron, and ferritin. Prior to the intervention, the educational procedure and the design of educational material are standardized among nurses. The nurses conduct an initial session for caregivers and then monitor the education impact at home every month (4 visits up to 6 months. The North American Nursing Diagnosis Association (NANDA methodology will be used. The investigators will study the effect of the intervention with caregivers on the patient’s nutritional status using the MNA test, diet, anthropometry, and biochemical parameters. Bivariate normal test statistics and multivariate models will be created to adjust the effect of the intervention. The SPSS/PC program will be used for statistical analysis. Discussion The nutritional status of dependent patients has been little studied. This study allows us to know nutritional risk from different points of

  19. Food and Nutrition Practices and Education Needs in Florida's Adult Family Care Homes

    Science.gov (United States)

    Dahl, Wendy J.; Ford, Amanda L.; Gal, Nancy J.

    2014-01-01

    A statewide survey was carried out to determine food and nutrition practices and education needs of Florida's adult family care homes (AFCHs). The 30-item survey included questions on food and nutrition education, supplement use, and menu planning. Infrequent use of menus and nutrition supplements was reported. A strong need was indicated for…

  20. Subjects' experiences of a nutrition education programme: a ...

    African Journals Online (AJOL)

    Subjects' experiences of a nutrition education programme: a qualitative study of adults with type 2 diabetes mellitus living in a rural resource-limited setting in South Africa. ... Positive educator characteristics, such as competence, patience, being respectful and approachable, were cited as desirable. Conclusion: ...

  1. Preschool teaching staff 's opinions on the importance of preschool curricular fields of activities, art genres and visual arts fields

    OpenAIRE

    Zupančič, Tomaž; Mulej, Matjaž; Čagran, Branka

    2017-01-01

    This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that p...

  2. Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

    OpenAIRE

    Tomaž Zupančič; Branka Čagran; Matjaž Mulej

    2015-01-01

    This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that p...

  3. [Nutritional assessment of the menus served in municipal nursery schools in Granada].

    Science.gov (United States)

    Seiquer, Isabel; Haro, Ana; Cabrera-Vique, Carmen; Muñoz-Hoyos, Antonio; Galdó, Gabriel

    2016-10-01

    The school canteen plays today an essential role in child nutrition and for consolidating appropriate eating habits. In Spain, the guidelines for school meals have been established by the NAOS strategy and the Perseus program, and are especially aimed at school children of 6-10 years. However, there is a lack of information on menus offered in pre-school education centres, which take in children of pre-school age. The aim of this study was to evaluate the composition and the food supplied in pre-schools of the province of Granada. A study was conducted on the menus offered in public pre-schools in Granada, with a population of 420 children aged 2-6 years old. A total of 20 menus were analysed, and details were collected including direct information on the ingredients used, the proportion of these in each dish, and the form of preparation. The daily intake of energy and nutrients, as well as the frequency of weekly supply of the different food groups were studied. The average energy content of the menus was 512.5kcal, distributed into protein (17.3%), carbohydrates (48.8%), and lipids (33.9%). A suitable supply of fibre (7.8g/day) was observed, but content of calcium and zinc did not reach recommended levels. The supply of vegetables was adequate, with a daily presence of salad, as well as vegetables, meat, fish and fruit. Menus evaluated represent an adequate content of energy, and proper supply of the different groups of foods, especially vegetables, fruits and salads. A great effort is observed in the centres to adapt meals to nutritional recommendations. Copyright © 2015 Asociación Española de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

  4. PSYCHO-PEDAGOGICAL MAINTENANCE OF SOCIAL AND COMMUNICATIVE DEVELOPMENT OF SENIOR PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Irina Vasilievna Sklezneva

    2017-11-01

    Full Text Available In the article the questions of creation of conditions for formation of game rules in children of preschool age and the role of game rules in a socio-communicative development of senior preschool children. Goal. The article is devoted to the work of the teacher-psychologist at psycho-pedagogical support of social-communicative development of senior pre-school educational activities, including the development of senior preschool children in the game rules. Methods and methodology of work. Built in accordance with the cultural-historical approach to the study of child development, the study was conducted on the basis of the observation of the free play of older preschoolers and formative experiment. Results. The results are that the features of psychological and pedagogical support of social and communicative development in different types of activities, including game rules, which involves: business educators in the successful development of children in all activities; work with educators about the organization of subject gaming environment; diagnostic work with the aim of the organization is directly educational work aimed at socio-communicative development. The scope of the results. The results of the study can be applied in the activities of the teacher-psychologist of preschool education.

  5. Sex Education for my Preschooler (ages 3 to 5? Parents’ Perceptions

    Directory of Open Access Journals (Sweden)

    Ana Cristina Cevallos-Neira

    2014-09-01

    Full Text Available This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.

  6. Why nutrition education is inadequate in the medical curriculum: a qualitative study of students' perspectives on barriers and strategies.

    Science.gov (United States)

    Mogre, Victor; Stevens, Fred C J; Aryee, Paul A; Amalba, Anthony; Scherpbier, Albert J J A

    2018-02-12

    The provision of nutrition care by doctors is important in promoting healthy dietary habits, and such interventions can lead to reductions in disease morbidity, mortality, and medical costs. However, medical students and doctors report inadequate nutrition education and preparedness during their training at school. Previous studies investigating the inadequacy of nutrition education have not sufficiently evaluated the perspectives of students. In this study, students' perspectives on doctors' role in nutrition care, perceived barriers, and strategies to improve nutrition educational experiences are explored. A total of 23 undergraduate clinical level medical students at the 5th to final year in the School of Medicine and Health Sciences of the University for Development Studies in Ghana were purposefully selected to participate in semi-structured individual interviews. Students expressed their opinions and experiences regarding the inadequacy of nutrition education in the curriculum. Each interview was audio-recorded and later transcribed verbatim. Using the constant comparison method, key themes were identified from the data and analysis was done simultaneously with data collection. Students opined that doctors have an important role to play in providing nutrition care to their patients. However, they felt their nutrition education was inadequate due to lack of priority for nutrition education, lack of faculty to provide nutrition education, poor application of nutrition science to clinical practice and poor collaboration with nutrition professionals. Students opined that their nutrition educational experiences will be improved if the following strategies were implemented: adoption of innovative teaching and learning strategies, early and comprehensive incorporation of nutrition as a theme throughout the curriculum, increasing awareness on the importance of nutrition education, reviewing and revision of the curriculum to incorporate nutrition, and involving

  7. The Impact of Art Education Program on the Social Skills of Preschool Children

    Science.gov (United States)

    Yazici, Elçin

    2017-01-01

    The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test…

  8. THE RELATIONSHIP OF THE EDUCATIONAL STAFF TOWARDS CHILDREN WITH DEVE LOPMENTAL DISORDERS-AN IMPORTANT FACTOR FOR THEIR QUALITY TREATMENT IN THE PRE-SCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Snezana MATOVSKA

    1997-03-01

    Full Text Available Introduction· The purpose for the integration in the preschool institution· The need for the integration in the preschool institution· The results of the integration in the preschool institutionPersonal experience from the integration in the preschool institution· The relationship of the educational and upbringing staff towards the child· The relationship of the child towards the preschool institution· (the relationship towards the other children and the relationship towards the staff Proposal and suggestions for solving the present situation· The completion of legislative and its carrying out in practice· The creation of space and staff possibilities for active integration of the children with developmental disorders in the preschool institutions· The preparation of didactic material and the devices for carrying out the working program.

  9. Dog Bite Prevention: Effect of a Short Educational Intervention for Preschool Children.

    Science.gov (United States)

    Lakestani, Nelly; Donaldson, Morag L

    2015-01-01

    This study aimed to investigate whether preschool children can learn how to interpret dogs' behaviours, with the purpose of helping avoid dog bites. Three- to five-year-old children (N = 70) were tested on their ability to answer questions about dogs' emotional states before and after participating in either an educational intervention about dog behaviour (intervention group) or an activity about wild animals (control group). Children who had received training about dog behaviour (intervention group) were significantly better at judging the dogs' emotional states after the intervention compared to before. The frequency with which they referred to relevant behaviours in justifying their judgements also increased significantly. In contrast, the control group's performance did not differ significantly between the two testing times. These results indicate that preschool children can be taught how to correctly interpret dogs' behaviours. This implies that incorporating such training into prevention programmes may contribute to reducing dog bite incidents.

  10. Preschool Teaching Staff's Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

    Science.gov (United States)

    Zupancic, Tomaž; Cagran, Branka; Mulej, Matjaž

    2015-01-01

    This article presents preschool teachers' and assistant teachers' opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers' and…

  11. PHYSICAL ACTIVITY INFLUENCE ON NUTRITIONAL STATUS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Olivera Radulović

    2010-03-01

    Full Text Available The prevalence of excessive body weight and obesity among children is increasing in many countries, including our country. It is believed that one of the two most important reasons for this increase is insufficient physical activity of children.The aim of this study was to examine the state of the level of nourishment of preschool children in relation to their level of physical activity. The survey was conducted in preschools in Pancevo. The sample consisted of 193 children (88 boys and 105 girls, aged 4 and 5 years. The assessment of the level of nourishment of the children and their parents was done after the standard anthropometric measurements of height, body weight, determining the body mass index and waist circumference and comparing the obtained values with the growth plates given by World Health Organization. Physical activity of the children was evaluated by a questionnaire which parents filled up. Inappropriate level of nourishment had 60 (31.1% children, of which 26 (13.5% with excessive body mass, obese 29 (15.0%, while 5 (2.5% were malnourished. Children are most attracted to sports such as ballet or folk dances, ball games and swimming, but only 22 (15.83% children are members of some sports club. The lack of finances and the lack of sports facilities and terrains are given as reasons by most parents. During the implementation of physical activities, 65.2% of children are never or sometimes exposed to excessive physical effort. The prevalence of insufficient physical activity among preschool children in Pancevo was high, particularly among children with excessive body weight and obese children. Socio-demographic and behavioral factors as well as behavior of parents significantly contributed to physical inactivity.

  12. What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

    Directory of Open Access Journals (Sweden)

    Derman-Sparks Louise

    2016-06-01

    Full Text Available This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967, critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

  13. Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

  14. Needs and preference assessment for an in-home nutrition education program using social marketing theory.

    Science.gov (United States)

    Francis, Sarah L; Taylor, Martha L; Strickland, Amy Williams

    2004-01-01

    Nutrition education programs for elder caregivers (CG) and their elder care recipients (CR) are important in preventing malnutrition. Using Social Marketing Theory, this study assessed the needs and preferences for nutrition education in elder CGs and their CRs in Guilford County, NC. Thirty-two pairs of community-residing elder CGs/CRs and three focus groups (FGs) participated. Health and diet questionnaires were administered to all CGs/CRs during in-home interviews. CGs/CRs and FGs evaluated nutrition education materials. Questionnaires were analyzed using SPSS v9. Ethnograph v5.0 was used to code the interviews regarding the education materials. The CGs were middle age (58.9 years), overweight (BMI = 28.8) Caucasian women. The CRs were old (79.4 years), overweight (BMI = 26.0) Caucasian women. Identified malnutrition risk factors of CGs and CRs included inadequate fluid and dietary intake, polypharmacy, and chronic disease. Identified nutrition needs and education preferences of CGs/CRs were similar. Perceived nutrition education preferences of the FGs did not reflect the interests of the CGs/CRs. This information is being used to revise the education materials and develop an in-home nutrition education program for CGs and CRs in Guilford County, NC.

  15. Food and Nutrition Education in Private Indian Secondary Schools

    Science.gov (United States)

    Rathi, Neha; Riddell, Lynn; Worsley, Anthony

    2017-01-01

    Purpose: The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of…

  16. Anemia and associated factors among Kuwaiti preschool children ...

    African Journals Online (AJOL)

    Background: Anemia is a major nutritional health problem throughout the world. Objectives: To determine the prevalence and the factors associated with anemia among Kuwaiti children aged 4–5 years. Design: A sample of 578 Kuwaiti preschool children (4–5 years of age) and their mothers were selected from ongoing ...

  17. Maternal education and intelligence predict offspring diet and nutritional status.

    Science.gov (United States)

    Wachs, Theodore D; Creed-Kanashiro, Hilary; Cueto, Santiago; Jacoby, Enrique

    2005-09-01

    The traditional assumption that children's nutritional deficiencies are essentially due either to overall food scarcity or to a lack of family resources to purchase available food has been increasingly questioned. Parental characteristics represent 1 type of noneconomic factor that may be related to variability in children's diets and nutritional status. We report evidence on the relation of 2 parental characteristics, maternal education level and maternal intelligence, to infant and toddler diet and nutritional status. Our sample consisted of 241 low-income Peruvian mothers and their infants assessed from 3 to 12 mo, with a further follow-up of 104 of these infants at 18 mo of age. Using a nonexperimental design, we related measures of level of maternal education, maternal intelligence, and family socioeconomic status to infant anthropometry, duration of exclusive breast-feeding, adequacy of dietary intake, and iron status. Results indicated unique positive relations between maternal education level and the extent of exclusive breast-feeding. Significant relations between maternal education and offspring length were partially mediated by maternal height. There also were unique positive relations between maternal intelligence and quality of offspring diet and hemoglobin level. All findings remained significant even after controlling for family socioeconomic characteristics. This pattern of results illustrates the importance of parental characteristics in structuring the adequacy of offspring diet. Maternal education and intelligence appear to have unique influences upon different aspects of the diet and nutritional status of offspring.

  18. The Effects of Intensive Nutrition Education on Late Middle-Aged Adults with Type 2 Diabetes.

    Science.gov (United States)

    Li, Ye; Xu, Meihong; Fan, Rui; Ma, Xiaotao; Gu, Jiaojiao; Cai, Xiaxia; Liu, Rui; Chen, Qihe; Ren, Jinwei; Mao, Ruixue; Bao, Lei; Zhang, Zhaofeng; Wang, Junbo; Li, Yong

    2016-09-08

    Many patients with type 2 diabetes find it difficult to maintain good glycemic control. Undesirable glycemic control occurs greatly due to deficiencies of nutritional knowledge and difficulty in obtaining dietary prescriptions. The late middle-aged and elder individuals are the main populations that are affected by type 2 diabetes. The main purpose of this study was to investigate whether intensive nutrition education would make benefits for late middle-aged patients with type 2 diabetes. 196 patients between 50 to 65 years old meeting type 2 diabetes criteria and eligible for the program were included in a single-blinded, 30-day centralized management of an education program in China. Participants in the program were randomly divided into a usual nutrition education group or an intensive nutrition education group. The usual nutrition education group was used as a control group and received only basic health advice and principles of diabetic diets at the beginning and the end of the study. Participants in the intensive nutrition education group were arranged to receive intensive nutritional lectures about diabetes for 30 days. The primary outcomes were the changes in weight, body mass index (BMI), fasting plasma glucose (FPG), 2-h postprandial plasma glucose (PG), glycosylated hemoglobin (HbA1c), total glycerin (TG), total cholesterol (TC), high-density lipoprotein cholesterol (HDL-c), and low-density lipoprotein cholesterol (LDL-c). After 30 days of intervention, FPG, PG, and HbA1c in the treatment group decreased significantly than the control group (p nutrition education group. However, there was no statistical significance between groups. Intensive nutrition education has significant effects on blood glucose control in late middle-aged adults with type 2 diabetes. Intensive education can cultivate good diet habits and increase physical activity, which are important for diabetes patients in the short and long terms. These findings may contribute to improving

  19. Systematic review of control groups in nutrition education intervention research.

    Science.gov (United States)

    Byrd-Bredbenner, Carol; Wu, FanFan; Spaccarotella, Kim; Quick, Virginia; Martin-Biggers, Jennifer; Zhang, Yingting

    2017-07-11

    Well-designed research trials are critical for determining the efficacy and effectiveness of nutrition education interventions. To determine whether behavioral and/or cognition changes can be attributed to an intervention, the experimental design must include a control or comparison condition against which outcomes from the experimental group can be compared. Despite the impact different types of control groups can have on study outcomes, the treatment provided to participants in the control condition has received limited attention in the literature. A systematic review of control groups in nutrition education interventions was conducted to better understand how control conditions are described in peer-reviewed journal articles compared with experimental conditions. To be included in the systematic review, articles had to be indexed in CINAHL, PubMed, PsycINFO, WoS, and/or ERIC and report primary research findings of controlled nutrition education intervention trials conducted in the United States with free-living consumer populations and published in English between January 2005 and December 2015. Key elements extracted during data collection included treatment provided to the experimental and control groups (e.g., overall intervention content, tailoring methods, delivery mode, format, duration, setting, and session descriptions, and procedures for standardizing, fidelity of implementation, and blinding); rationale for control group type selected; sample size and attrition; and theoretical foundation. The search yielded 43 publications; about one-third of these had an inactive control condition, which is considered a weak study design. Nearly two-thirds of reviewed studies had an active control condition considered a stronger research design; however, many failed to report one or more key elements of the intervention, especially for the control condition. None of the experimental and control group treatments were sufficiently detailed to permit replication of the

  20. [Lipid profile from low socioeconomic level preschool children. Valencia, Venezuela].

    Science.gov (United States)

    Solano, Liseti; Velásquez, Emma; Naddaf, Gloria; Páez, María

    2003-01-01

    Overweight and obesity are a public health problem worldwide affecting adults and children as well. The aim of this study was to assess overweight, lipid profile and cardiovascular risk ratios in 390 preschool children from low socio-economic level from Valencia, Venezuela. Nutritional anthropometric evaluation measured by body dimensions, and serum determination of cholesterol, triglycerides, HDL-cholesterol, LDL-cholesterol and cardiovascular risk factors, were determined. 95% of the children were in relative and critical poverty. 14.3% of undernutrition and 20.8% of overweight was found. Lipid profile was in normal range, with no significant differences by sex, but higher values for HDL-cholesterol and risk ratios were found in children aged 1 to 3.99 years. Even though no differences were found by nutritional status, overweight children had higher values for lipids, except HDL-cholesterol. 6.3% of overweight children had cholesterol > or =170 mg/dL, 16.5% LDL-cholesterol > or =110 mg/dL, 40.5% triglycerides > or =75mg/dL and 100% HDL-cholesterol <45 mg/dL. Overweight and lipid profile alterations were present in an important group of the children, which increase their risk of obesity and chronic non-transmissible diseases. Nutritional and educational intervention should be addressed.

  1. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

    Directory of Open Access Journals (Sweden)

    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  2. Can home garden produce have an impact on the nutritional status of pre-schoolers?

    Directory of Open Access Journals (Sweden)

    BM Selepe

    2011-01-01

    Full Text Available Aim of the study: This study set out to determine the impact of home gardens on the nutritional status of pre-school children in an informal settlement in South Africa. Methods: Children aged two to five years (n=40 were selected to participate in the study. The sampled children were divided into groups: 24-35 months (four boys and one girl, 36-47 months (four boys and five girls and 48-60 months (14 boys and 12 girls.The children’s anthropometric measurements were taken and recorded. Summary of Results: Twenty-five percent of boys (24-35 months were underweight and below the 50th percentile at the pre- and post-project stages. Of the boys aged 36-47 months, 25 per cent were stunted pre-project and had decreased to 50 per cent. Twenty-one percent of the older boys (48-60 months were within their normal height for age. Twenty-five percent of girls were underweight (36-47 months. All girls aged 24-35 months were below -2 standard deviations pre-project and were severely stunted postproject. The older girls were well nourished with means of height-for-age at -0.88 (below 50th percentile pre-project and -0.92 (below 50th percentile post-project. Conclusions: The results highlight that malnutrition is problematic among children all age groups in this sample. Home gardens had no statistically significant impact on anthropometric measurements of the children. A concerning, negative statistical difference was found between pre- and post-study height-for-age z-scores for boys, showing significant deterioration of nutritional status among boys.

  3. Role of Mothers’ Education on Children’s Nutritional Status in Bangladesh

    International Nuclear Information System (INIS)

    Hasib Chowdhury, Golam Enamul; Hasan, Md. Mehedi

    2014-01-01

    Full text: Background: Malnutrition continues to be a major public health problem in Bangladesh. Roughly half of all children under five years in this country show evidence of chronic malnutrition. Reasons behind this range from household distribution of foods, dietary practices, distribution of land, access to education and health facilities and infrastructure development. So, as a part of building up a regular alert system, a surveillance program named Food Security Nutritional Surveillance Project (FSNSP) was setup in 2009. This study is tasked to determine the effect of mother’s education on child nutritional status. Methodology: FSNSP has been implementing a nationally representative surveillance over three major seasons in Bangladesh: post-aman harvest period (January-April); monsoon (May-August); and post-aus harvest season (September-December). The project is tasked to track key food security, nutrition and health indicators through these three seasons of the year and to build national capacity to sustain the system in the future. FSNSP also aims to provide timely information about the health, agriculture, economic, and social sectors with regard to food security and nutrition. It targets food insecure areas through seven vulnerable agro-ecological zones. The ultimate sampling unit is all households with an adolescent girl/woman from 10 to 49 years of age or a child less than five years of age. In each season, 9024 households are interviewed. Results: Almost 30% of the study children were found stunted whereas 40% were underweight and 11% were wasted of which 10.6% were moderately acute malnourished (MAM). Prevalence of under nutrition in the form of stunting, underweight and wasting varies significantly across maternal educational status. Rates of under nutrition were significantly lower among children of higher educated mothers (stunting: 17.2%, underweight: 26.3% and wasting: 10%) compared to children of illiterate mothers (stunting: 37.5%, underweight

  4. Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors

    Science.gov (United States)

    McCaughtry, Nate; Fahlman, Mariane; Martin, Jeffrey J.; Shen, Bo

    2011-01-01

    Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program…

  5. The State of Preschool 2012: State Preschool Yearbook. Executive Summary

    Science.gov (United States)

    Barnett, W. Steven; Carolan, Megan E.; Fitzgerald, Jen; Squires, James H.

    2012-01-01

    The 2012 "State Preschool Yearbook" profiles state-funded prekindergarten programs in the United States. The "Yearbook" compares each state program's standards against a checklist of 10 research-based quality standards benchmarks. Although the benchmarks against which the National Institute for Early Education Research (NIEER)…

  6. Rickets in Rural Kenyan Preschool Children: Case Report | Bwibo ...

    African Journals Online (AJOL)

    Clinical rickets has not been reported previously in Embu district, Kenya. Baseline clinical assessments performed for a nutrition intervention study in preschool children (n=324) identified 28 cases of rickets (8.6% of study sample). Clinical characteristics included: delays of sitting, walking, and teething; bone and chest ...

  7. Formal Nutritional Education Improves Weight Loss in Bariatric Patients Following Laparoscopic Sleeve Gastrectomy.

    Science.gov (United States)

    Mangieri, Christopher Wesley; Strode, Matthew A

    2016-12-01

    Laparoscopic sleeve gastrectomy (LSG) is an increasingly performed procedure in the bariatric surgery armamentarium. This study evaluates our experience with LSG at Dwight D. Eisenhower Army Medical Center (DDEAMC) during the time period of 2008-2010. We found that the inclusion of formal nutritional education significantly increased our weight loss results following LSG. This is a retrospective review from our LSG caseload from 2008 to 2010. During that time, we performed 159 LSG. In our review, we performed comparative data of all operative years during 2008-2010 for up to 3 years postoperatively. Our main focus was in regard to weight loss as measured by percentage of excess body weight loss (%EWL), percentage of total weight loss (%TWL), and percentage of excess BMI loss (%EBL). We also evaluated the effect of LSG on diabetes mellitus (DM) and hypertension (HTN) postoperatively. We found an improvement in our %EWL, %TWL, and %EBL rates in our LSG cases following the inclusion of formal nutritional education. There was a mean increase in %EWL of 15 %, %TWL of 7 %, and %EBL of 21 %, which were statistically significant, that was present at all postoperative years of follow-up. We determined the only variable that changed in our bariatric program starting in 2010 was the inclusion of formal nutritional education. We also found a statistically significant improvement in resolution of HTN with the inclusion of formal nutritional education. The addition of formal nutritional education can enhance weight loss following bariatric surgery. We have shown a significant improvement in weight loss results following LSG with the implementation of formal nutritional education; this is the only study to our knowledge evaluating formal nutritional education and LSG.

  8. Impact of the two different iron fortified cookies on treatment of anemia in preschool children in Brazil.

    Science.gov (United States)

    Landim, Liejy Agnes; Pessoa, Marcia Luiza Dos Santos Beserra; Brandão, Amanda de Castro Amorim Serpa; Morgano, Marcelo Antonio; Marcos Antônio de Mota Araújo, Marcos Antônio De Mota Araújo; Rocha, Maurisrael De Moura; Arêas, José Alfredo Gomes; Moreira-Araújo, Regilda Saraiva Dos Reis

    2016-09-20

    Nutritional intervention in pre-school children using cookies prepared with wheat flour enriched with iron and folic acid (CWFFeFA) and cookies prepared with cowpea (Vigna unguiculata (L.) Walp) flour fortified with iron and zinc and wheat flour enriched with iron and folic acid (CCFFeZn + WFFeFA). To assess the impact of the ingestion of CWFFeFA and CCFFeZn + WFFeFA by pre-school children, using the cowpea variety BRS-Xiquexique, to control iron-deficiency anaemia. Nutritional intervention was conducted in municipal day care centres selected at random (n = 262) involving pre-school children aged 2 to 5 years living in Teresina, state of Piauí, Brazil. To assess the socioeconomic data, BMI-for-age, haemoglobin levels before and after intervention, and dietary intake, the children were divided into group 1 (G1), which received CWFFeFA (30 g), and group 2 (G2), which received CCFFeZn + WFFeFA (30 g). Food acceptance was evaluated daily. The prevalence of anaemia in G1 and G2 before the nutritional intervention was 12.2% (n = 18) and 11.5% (n = 30), respectively. After intervention, the prevalence decreased to 1.4% in G1 (n = 2) and to 4.2% in G2 (n = 11). Food acceptance by pre-school children in G1 and G2 was 97.4% and 94.3%, respectively. The use of both types of cookie formulations decreased the prevalence of anaemia among pre-school children, and CCFFeZn + WFFeFA yielded the greatest decrease.

  9. It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

    Science.gov (United States)

    Bertelsen, Susan L.; Thompson, Ben

    2014-01-01

    Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts…

  10. Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

    Directory of Open Access Journals (Sweden)

    Maryam Bourbour

    2014-01-01

    Full Text Available This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices. Normal 0 21 false false false SV JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normal tabell"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;}

  11. Role of the educator and teacher in creating conditions to overcome the discontinuity between preschool and elementary school

    Directory of Open Access Journals (Sweden)

    Arsić Zvezdan M.

    2016-01-01

    Full Text Available At school, children spend the most beautiful period of their childhood and youth, and the moment they start school is always festive and exciting. However, it is known that school brings also the first concerns and problems. Problems and difficulties, which can occur at the beginning of schooling may, have long-term effects on the adaption and success of children, even on later adult life. The causes that lead to this situation are many and varied, and one of the most important is the educational gap in the educational system, whose essence lies in the disconnection between the various degrees of education. Taking into account the above findings, we discuss in this paper the most common causes that lead to the discontinuity between preschool and primary levels of education and areas in which the discontinuity is usually expressed. Also, the operation is determined and focused attention on certain assumptions and conditions that need to be accomplished in order to eliminate the effects of discontinuity abd achieve the necessary continuity between the pre-school and primary school children and facilitate the transition from lower to higher levels of education.

  12. Developmental risk factors in Vietnamese preschool-age children: Cross-sectional survey.

    Science.gov (United States)

    Duc, Nguyen Huu Chau

    2016-01-01

    Early childhood development (ECD) strongly influences children's basic learning, school success, economic participation, social citizenry and health. Although some risk factors related to childhood development are documented, further exploration is necessary considering various sociodemographic, nutritional, and psychosocial factors. This study investigated factors affecting ECD in Vietnamese preschoolers. We used data from the representative, cross-sectional round of the Vietnam Multiple Indicator Clusters Survey 2011. Early Childhood Development Index questionnaires were administered to mothers of all children aged 36-59 months in the household (n = 1459). Descriptive statistics and multivariate logistic regression were used in the analysis. In Vietnam, 17.2% of children did not reach their full developmental potential within the first 5 years. Children who had been breast-fed (AOR, 2.78; 95%CI: 1.28-6.02), attended preschool (AOR, 1.75; 95%CI: 1.28-2.39), were of major ethnicity (AOR, 2.41; 95%CI: 1.55-3.74), had a mother with secondary or higher education (AOR, 1.69; 95%CI: 1.19-2.38) and had relatives who engaged with them in four or more activities that promote learning (AOR, 1.55; 95%CI: 1.13-2.14) were more likely to have a normal developmental trajectory. Furthermore, children who experienced physical punishment and stunting were 0.69-fold (95%CI: 0.51-0.95) and 0.71-fold (95%CI: 0.51-0.98) less likely to be on track for ECD, respectively. The risk factors associated with delayed ECD were low level of maternal education; family ethnicity; lack of preschool attendance; relatives who did not engage with them in learning; physical punishment; not being breast-fed; and stunting. © 2015 Japan Pediatric Society.

  13. Nutritional status of adolescents in the context of the Moroccan nutritional transition: the role of parental education.

    Science.gov (United States)

    López, Pilar Montero; Anzid, Karim; Cherkaoui, Mohamed; Baali, Abdellatif; Lopez, Santiago Rodriguez

    2012-07-01

    In Morocco, the beginning of the nutritional transition is closely linked to social and economic transformations and changes in behaviour and traditional lifestyles. The objective of this study is to describe the current pattern of food consumption and the nutritional status of adolescents in the province of Ouarzazate and its association with parents' educational level. The sample comprises 327 high school students from Ouarzazate: 135 (41.3%) boys and 192 (58.7%) girls (age range 15-20 years). For both boys and girls, the results show lower height and BMI z-scores than the WHO reference values. Adolescents whose parents have a low educational level have lower height/age and BMI/age z-scores than those whose fathers have a high educational level. No differences are observed in total daily energy intake depending on fathers' educational level, but the energy provided by lipids is higher in adolescents whose fathers have a high educational background. The quality of fats consumed (MUFA+PUFA/SFA) is better among those boys whose fathers have low education, but no differences are observed for girls. The process of nutritional transition is not uniform in the sample, but depends on the socioeconomic characteristics of population groups, which include, among others, accessibility of certain food, differences in habits and lifestyles related to energy expenditure, and higher prevalence of overweight and obesity in more favoured groups.

  14. Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

    Science.gov (United States)

    Vujicic, Lidija; Camber Tambolaš, Akvilina

    2017-01-01

    The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

  15. Children-at-risk for poor nutrition: expanding the approach of future professionals in educational institutions.

    Science.gov (United States)

    Shor, Ron

    2011-08-01

    To examine how the subject of nutrition is being addressed in the work with children at risk of poor nutrition in educational institutions and what the barriers are which may hinder inclusion of this subject. A structured questionnaire was constructed for the purpose of this study and was implemented with 111 students in Israel who are working in their internships in educational institutions with children who are exposed to risk factors of poor nutrition (e.g., parental neglect, lack of knowledge, poverty). Participants attributed a high level of importance to integrating nutrition-related components in their work. However, the findings indicate less emphasis on nutrition-related components than on psycho-social-educational components, as well as a low level of collaboration with specialists in the area of nutrition. In addition, it was found that knowledge-based barriers and institutional-related systemic barriers may hinder future teachers' capabilities to incorporate those components despite their favorable approach towards this subject. The findings illuminate the need to reduce barriers hampering the individual work with children at risk of poor nutrition in educational institutions. In the training of future teachers, there is a need to advance a bio-psycho-social educational approach incorporating a knowledge base about assessing situations of poor nutrition, including how to advance an interdisciplinary collaboration with specialists in the area of nutrition. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. The Effectiveness of Community-Based Nutrition Education on the Nutrition Status of Under-five Children in Developing Countries. A Systematic Review.

    Science.gov (United States)

    Majamanda, J; Maureen, D; Munkhondia, T M; Carrier, J

    2014-12-01

    This systematic review aimed at examining the best available evidence on the effectiveness of community-based nutrition education in improving the nutrition status of under five children in developing countries. A systematic search of the literature was conducted utilising the following data bases: Cumulative Index to Nursing and Allied Health Literature (CINAHL), EMBASE, Medline, and Web of Knowledge. 9 studies were identified for the critical appraisal process. The Joanna Briggs Institute (JBI) critical appraisal check-list for experimental studies was utilised and two reviewers conducted the appraisal process independently. 7 studies were included for this review and data was extracted using the JBI data extraction form for experimental studies. The extracted data was heterogeneous as such narrative synthesis was conducted. The nutritional status of children in all studies improved and this was evidenced by increases in weight, height, mid upper arm circumference and reduced morbidity. Key messages about education were age at introduction of complementary foods, nutrition value on different types of feeds found locally and frequency of feeding the children. However, there were varied results regarding the effects of the intervention on the nutrition status of children. This was attributed by differences in implementers' characteristics, different intervention strategy and intensity, difference in age of the children at enrolment, pre-existing children's growth and nutritional status and follow-up periods. In addition to home visiting, conducting group meetings of care givers and community leaders, providing education twice a week and use of cooking demonstrations have shown that they produce highly significant findings. The evidence from the identified studies suggests that community- based nutrition education improves the nutrition status of under-five children in developing countries.

  17. Recruitment Evaluation of a Preschooler Obesity-Prevention Intervention

    Science.gov (United States)

    Skouteris, Helen; Hill, Briony; McCabe, Marita; Swinburn, Boyd; Sacher, Paul; Chadwick, Paul

    2014-01-01

    The aim of this paper was to compare the recruitment strategies of two recent studies that focused on the parental influences on childhood obesity during the preschool years. The first study was a randomised controlled trial (RCT) of the Mind, Exercise, Nutrition?…?Do It! 2-4 obesity prevention programme and the second was a longitudinal cohort…

  18. Peer Effects on Head Start Children’s Preschool Competency

    Science.gov (United States)

    DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

    2015-01-01

    The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. PMID:26479545

  19. An Investigation of Creativity Among Children Attending Preschools

    Directory of Open Access Journals (Sweden)

    Zuhal Gizir Ergen

    2012-04-01

    Full Text Available The purpose of this study is to investigate creativity among children attending preschools in terms of several variables. The study was conducted with 72 female and 63 male 5-year-old (60-72 months children selected from independent preschools related to the Turkish Ministry of National Education in Ankara. The “General Information Form” was administered to children in order to collect basic information about children and their parents. To determine creativity among children, the “Torrence Creative Thinking Test” developed by Torrence in 1966 and translated into Turkish by Aslan (1999 was used. Mann-Whitney U and Kruskall-Wallis H tests were used to analyze data. As a result of the study, gender and father’s educational level do not affect creativity scores of the children, yet duration of preschool attendance and mother’s educational level statistically have a significant effect on their creativity scores (p<.05.

  20. Brief Education Intervention Increases Nutrition Knowledge and Confidence of Coaches of Junior Australian Football Teams.

    Science.gov (United States)

    Belski, Regina; Donaldson, Alex; Staley, Kiera; Skiadopoulos, Anne; Randle, Erica; O'Halloran, Paul; Kappelides, Pam; Teakel, Steve; Stanley, Sonya; Nicholson, Matthew

    2018-05-03

    This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8-12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches' ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p 95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches' nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants.

  1. The interventions of nutritional education on malnutrition infants mothers in Wonokromo Surabaya

    Directory of Open Access Journals (Sweden)

    Wiwik Afridah

    2015-11-01

    Full Text Available 800x600 Mother’s knowledge has great affect to the nutritional status of the infants, because mother has a big role in providing the food in the family. That Knowledge was heavily influenced by social circumstances of the family's such as lack of family income that may affect the mother's in providing the food in the family. The research objective is to examine the effect of nutrition education intervention on body weight of malnutrition infants in RW 07 Wonokromo, Surabaya.This study uses a pre-experimental study design with pre-post test type approach. The subjects were children aged six months to five years who are malnutrition and poor nutrition, with indexes BW/U is less than Z score, located in Wonokromo Village, Surabaya. Sampling techniques in a study conducted by simple random sampling. Analysis of differences nutritional status of children before and after giving of nutrition education were tested by paired t test (paired t test and differences of mother’s knowledge before and after giving of nutrition education were tested by Wilcoxon signed rank test.Results of statistically tests by using a paired t-test obtained P Value (0.108 > α (0.05 means there is no different on giving of nutrition education intervention on weight infants in the RW. 07 Wonokromo Village, Surabaya. Results of statistically tests by using the Wilcoxon signed rank test obtained P Value (0.157 > α (0.05 means there is no different on giving of nutrition education intervention on parent’s knowledge level of a toddler in the RW. 07 Wonokromo Village Surabaya.Required planning and strategies to change behavior and awareness of nutrition and health. Using 4P concept for viewpoint of trainers/educators and 4C for viewpoint of participants or trained, and performed by ABC approach (Advocacy, Situation control and the Movement Atmosphere/mobilization. Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 st1\\:*{behavior:url(#ieooui } /* Style

  2. Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

    Science.gov (United States)

    Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

    2012-01-01

    Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…

  3. Islamic Pre-School Management and Its Implications towards Students’ Learning Quality Improvement

    Directory of Open Access Journals (Sweden)

    Rosniati Hakim

    2016-07-01

    Full Text Available Islamic education in schools had not completely assessed the development of students’ character and personality. Therefore, additional religious education through non-formal education and religious practices were needed in Islamic Pre-Schools. It provided a forum to foster, develop, cultivate, and transform the religious value of the students to improve their personality. The purpose of this research was to examine social phenomenon that occur naturally through the facts related to management activities of students. Qualitative research was used in this study where the data taken from head of Islamic pre-school and the school deputy, teacher, staffs, mosque administrators of Baitul Haadi, administrator of the school, staffs of Ministry of Religious Affairs as well as Islamic pre-school inspectors, parents, community leaders, and administrators of professional organizations. The finding showed that students’ management applied in Islamic pre-school through the management functions is able to provide the successful of student’s education and learning implementation. It was also found that student management applied in Islamic pre-school is planning activities of students’ admission process through the administration regularly with various regulations related to the success of education. Thus, it is expected that the government will provide the guidance and implement constant supervision in accordance with applicable regulations.

  4. Riddle in preschool education

    OpenAIRE

    Ferjančič, Tanja

    2016-01-01

    In this work, in theoretical part, I would like to explore and present: (1) the theory of riddle and forms in which it appears; (2) the historical origin of riddles; (3) the emergence of the first riddles in Slovenia; (4) the characteristics of literary riddles and definition how riddles are formed; (5) the importance of the riddles in the preschool period, since most of them are for younger generation; (6) different ways of setting and solving riddles with the youngest according to their abi...

  5. Macronutrient intake in preschoolers with cystic fibrosis and the relationship between macronutrients and growth.

    Science.gov (United States)

    Filigno, Stephanie S; Robson, Shannon M; Szczesniak, Rhonda D; Chamberlin, Leigh A; Baker, Meredith A; Sullivan, Stephanie M; Kroner, John; Powers, Scott W

    2017-07-01

    Adequate nutrition is essential for growth in children with cystic fibrosis (CF). The new CF Foundation Clinical Practice Guidelines bring attention to monitoring macronutrient intake as well as total energy. Dietary intake of 75 preschool children with CF and pancreatic insufficiency was examined and compared to the Clinical Practice Guidelines. Regression analyses examined relationships between macronutrient intake and growth. Approximately 45% of children met the 110% minimum recommended dietary allowance (RDA) recommendation. Children consumed 35.3% (6.1) of total daily energy intake from fat, 12.7% (1.7) from protein, and 52.0% (6.1) from carbohydrates. Percent energy from protein was associated with height growth. Many preschoolers with CF are not meeting nutrition benchmarks for total energy and fat. To optimize nutrition early, dietary monitoring with frequent individualized feedback is needed. Optimizing intake of macronutrients that promote growth, especially fat and protein, should be a primary clinical target. Copyright © 2017 European Cystic Fibrosis Society. Published by Elsevier B.V. All rights reserved.

  6. Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

    OpenAIRE

    Anat Shoshani; Michelle Slone

    2017-01-01

    Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention co...

  7. Prevalence of risk factors for cardiovascular and kidney disease in Brazilian healthy preschool children

    OpenAIRE

    da Silva, Adriana C?ndida; de Sousa Tavares, Marcelo; Penido, Maria Goretti Moreira Guimar?es

    2016-01-01

    AIM To investigate the prevalence of nutritional parameters of risk for cardiovascular disease (CVD) and kidney diseases in healthy preschool children. METHODS This is an observational cross-sectional study with 60 healthy children, of both genders, aged two to six years old and 56 mothers, in Belo Horizonte, Minas Gerais, Brazil. Preschool children and their families with regular activities at public schools were invited to paticipate in the study. The following characteristics were assessed...

  8. Giocampus school: a "learning through playing" approach to deliver nutritional education to children.

    Science.gov (United States)

    Rosi, Alice; Brighenti, Furio; Finistrella, Viviana; Ingrosso, Lisa; Monti, Giorgia; Vanelli, Maurizio; Vitale, Marco; Volta, Elio; Scazzina, Francesca

    2016-01-01

    To improve nutritional knowledge of children, single-group educational interventions with pre/post knowledge assessment were performed in primary schools in Parma, Italy, participating to the Giocampus Program. A total of 8165 children (8-11 years old) of 3rd, 4th and 5th grades of primary school were involved in 3 hours per class nutritional lessons, with specifically designed games and activities for each school grade. To evaluate children learning, a questionnaire was administered before and after three months of educational intervention. A total of 16330 questionnaires were analysed. Children nutritional knowledge significantly increased (peducational figures, tools and games, was successful in improving children's nutritional knowledge. A stable integration of this method in primary school settings could prepare a new generation of citizens, better educated on health-promotion lifestyles.

  9. The Impact of Education on Nutritional Behavior Change among Clients of Sardar- Jangal Health Center in 2012

    Directory of Open Access Journals (Sweden)

    Ayad Bahadori-Monfared

    2015-02-01

    Full Text Available Background and Objective: Nutrition is one of the effective factors in the protection of health and the prevention of disease. Therefore, determination of the relationship between nutrition choices and health of people is emphasized. The aim of this study is to determine the effectiveness of education and nutrition consultation on changing the unhealthy nutritional habits, and improving healthy nutrition behavior among the clients of Sardar-Jangal health center in 2012.    Materials and Methods: This interventional study was performed with the participation clients of Sardar Jangal health center in 2012. The sample size was 1500 and the sampling method was census. Data was gathered through a questionnaire and interview.The questionnaire included information regarding age, sex, education, employment and nutritional status. The scores between 9-11, 5-8 and less than 5, respectively, were considered as favorable, relatively favorable and unfavorable nutritional status. The participants with relatively favorable and unfavorable status were referred to nutrition education and consultation classes. At the end of the consultation classes, their nutritional status were assessed again. The data was analyzed through SPSS 21, using T-Test.Results: In the study, 1500 clients of Sardar Jangal health center participated. The sample included 383 (25.6% male and 1117 (74.4% female. The mean age of male and female was 38.3±21.1 and 36.9±17.4 respectively. Before participating in the nutrition education and consultation classes, the nutrition status of 343(30.7% of females was favorable whilst for 775 (69.3%, the nutritional status was unfavorable. Among 114 (29.8% of males it was favorable and amongst 268 (70.2% it was unfavorable. Between the mentioned clients, the nutrition status of 144 (20.1% females and 28 (12.7% males improved after nutritional consultation (P < 0.001.Conclusion: The results showed nutritional education and consultation are effective

  10. design guidelines for High/Scope methodology in pre-schools

    African Journals Online (AJOL)

    Quality design and appropriate space organization in preschool settings can support ... framework for teachers without any architectural background and designers with no ... books and journal articles related to preschool education and children's ..... Brown JE, Isaacs JS, Krinke UB, Lechtenberg E & Murtaugh MA 2011.

  11. THE EFFECT OF EDUCATION USING MODIFICATION MODULE TOWARDS NUTRITIONAL INTAKE DURING PREGNANCY IN KENDARI, INDONESIA

    Directory of Open Access Journals (Sweden)

    Kartini

    2016-05-01

    Full Text Available Background: Energy metabolism speeds up during pregnancy that requires pregnant women to have extra amount of nutritions. Provision of education on nutrition during pregnancy is an effort to prevent and tackle malnutrition. Aim: This study aimed to determine the effect of education using modification module towards nutritional intake during pregnancy in Kendari, Indonesia Methods: This was Quasi Experimental study with pre-post design. There were 4 groups in this study, which were: 1 The group that received educational intervention using a modification module from the MHC book of the Department of Health, 2 The group that received educational intervention using MHC book of the Department of Health, 3 The group that only used modification modules from MHC book of the Department of Health, and 4 The group that only used the MHC book of Department of Health. The intervention was given for 6 months. Seventy eight of 4-months pregnant women were selected in this study. Data were collected by using 24 hours food recall instrument, and questionnaire adopted from Child and Maternal Nutrition Survey’s Questionnaire of Faculty of Public Health, Hasanuddin University. Data were analyzed by using Wilcoxon test and Kruskal Wallis test. Results: Results showed there was an effect of education by using the module modifications to the intake of nutritions during pregnancy. Increased nutrient intake was higher in pregnant women using a module class modifications. Conclusion: Education affects nutritional intake of pregnant women. Changes in nutritional intake was higher in group 1 (education modules with modifications, compared with the education group MCH handbook. It is suggested that mothers should improve the nutrition during pregnancy for the better growth of the fetus, composition and metabolic changes in the mother's body.

  12. Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

    Science.gov (United States)

    Hedlin, Maria; Gunnarsson, Gunilla

    2014-01-01

    The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how…

  13. Nutritional status and its correlates in Equatorial Guinean preschool children: results from a nationally representative survey.

    Science.gov (United States)

    Custodio, Estefanía; Descalzo, Miguel Angel; Roche, Jesús; Sánchez, Ignacio; Molina, Laura; Lwanga, Magdalena; Bernis, Cristina; Villamor, Eduardo; Baylin, Ana

    2008-03-01

    In Equatorial Guinea, as a result of the recent growth of the oil industry, there is an opportunity to address important public health problems through public and private initiatives. To propose effective nutrition and public health strategies, it is important first to have reliable information on the nutritional status of the population and the underlying factors affecting it. To assess the nutritional status and the prevalence of anemia among Equatoguinean children in a nationally representative sample and to identify the risk factors associated with the nutritional problems detected. The study was a cross-sectional survey using a multistaged, stratified, cluster-selected sample. The survey included a sociodemographic, health, and dietary questionnaire and measurement of hematocrit and anthropometric features, from which nutritional indicators based on the National Center for Health Statistics (NCHS) reference and the World Health Organization (WHO) standards were calculated. Logistic regression models were used for the multivariate analysis. A total of 552 children aged 0 to 60 months were surveyed. The overall prevalence of stunting (hemoglobin hemoglobin education, should be undertaken.

  14. [Effects of individualized nutritional education programs on the level of nutrient intake and nutritional status of colorectal cancer patients undergoing palliative chemotherapy].

    Science.gov (United States)

    Park, Kwi Ock; Choi-Kwon, Smi

    2012-12-01

    The purpose of this study was to examine the effects of an individualized nutritional education programs on nutrient intake and nutritional status of patients with colorectal cancer who are undergoing palliative chemotherapy. Forty patients with colorectal cancer (19 experimental and 21 control patients) were recruited from a chemotherapy ward at S University Hospital in Seoul, Korea. The experimental group received two individualized nutritional counseling sessions and two telephone counseling sessions over 6 weeks. The control group received nutritional counseling after completion of data collection. Nutritional education included general guidelines for food intake while receiving chemotherapy, dietary guidelines for patients with colorectal cancer, daily meal schedules to overcome cancer, and dietary guideline for each chemotherapy side effect. Data were analyzed using χ²-test and t-test with the SPSS program 17.0. Two group comparison revealed that the experimental group had significantly improved calorie (p=.038) and total protein intake (p=.001), and serum albumin percentage change (p=.040). Body weight did not increase but remained the same as the baseline in both groups. Study results indicate that this individualized nutritional education programs are effective in enhancing nutrient intake and nutritional status of patients with colorectal cancer who are undergoing palliative chemotherapy.

  15. Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

    Science.gov (United States)

    Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

    2015-01-01

    A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

  16. Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical Contents

    Science.gov (United States)

    Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V.

    2016-01-01

    Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…

  17. Characterizing dinner meals served and consumed by low-income preschool children.

    Science.gov (United States)

    Nicklas, Theresa A; O'Neil, Carol E; Stuff, Janice E; Hughes, Sheryl O; Liu, Yan

    2012-12-01

    A dinner meal is consumed by approximately 95% of preschool children, yet few studies have characterized the dinner meal within a broader environmental context. The primary goal of this study was to identify the average quantities of foods served and consumed at the dinner meal by preschool children. A secondary goal was to look at factors that influenced the total amounts of food and energy consumed among preschoolers at the dinner meal. Food intake at a family dinner meal was measured using digital photography in African-American and Hispanic-American preschool children (n = 231). Pictorial records were converted to gram and energy estimates of food served and consumed; grams were converted to kilocalories for each food using Nutrition Data System for Research (NDSR) nutritional software. Foods were categorized by groups/subgroups. Comparison of means and coefficient of variation was examined overall and by food groups for food grams (and energy) served, consumed, and wasted. The relationship of mother/child characteristics to amounts served and consumed were analyzed by regression and analysis of variance (ANOVA). Plate waste was high; 30% of the foods served to the child at the dinner meal were not consumed. The amounts of food and beverage served and consumed varied within and among the food groups studied. The proportion of children served a major food group at the dinner meal varied considerably: 44% fruit/juice, 97% vegetables, 99% grains, 97% meats, 74% dairy, 66% sweetened beverages, 92% fat and oils, and 40% sweets and sugars. The amount of food served was positively associated with the amount consumed (p dinner meal was positively associated with energy intake consumed (p < 0.0001). Plate waste and variation in amounts served and consumed was substantial. The amount of food served was positively associated with the amount of food consumed by preschool children.

  18. Evaluation of Online and In-Person Nutrition Education Related to Salt Knowledge and Behaviors among Special Supplemental Nutrition Program for Women, Infants, and Children Participants.

    Science.gov (United States)

    Au, Lauren E; Whaley, Shannon E; Gurzo, Klara; Meza, Martha; Rosen, Nila J; Ritchie, Lorrene D

    2017-09-01

    The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) differs from other federal nutrition programs in that nutrition education is a required component. WIC programs traditionally provide in-person education, but recently some WIC sites have started offering online education. Education focused on reducing salt intake is an important topic for WIC participants because a high-sodium diet has been associated with high blood pressure, and low-income populations are at increased risk. Our aim was to examine the impacts of traditional in-person and online nutrition education on changes in knowledge, self-efficacy, and behaviors related to reducing salt intake in low-income women enrolled in WIC. Although a comparison of groups was not the primary focus, a randomized trial examining the impact of online and in-person nutrition education on participant knowledge, self-efficacy, and behaviors related to salt intake was conducted. Five hundred fourteen WIC participants from three Los Angeles, CA, WIC clinics received either in-person (n=257) or online (n=257) education. Questionnaires assessing salt-related knowledge, self-efficacy, and behaviors were administered at baseline and 2 to 4 months and 9 months later from November 2014 through October 2015. Positive changes in knowledge and self-efficacy were retained 2 to 4 months and 9 months later for both groups (Peducation resulted in improvements during a 9-month period in knowledge, self-efficacy, and reported behaviors associated with reducing salt intake in a low-income population. Offering an online education option for WIC participants could broaden the reach of nutrition education and lead to long-term positive dietary changes. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  19. Food intake and nutritional status of preschool from maroon communities of the state Alagoas, Brazil.

    Science.gov (United States)

    Leite, Fernanda Maria de B; Ferreira, Haroldo da Silva; Bezerra, Myrtis Katille de A; Assunção, Monica Lopes de; Horta, Bernardo Lessa

    2013-12-01

    To assess the dietary intake and the nutritional status of children from Alagoas maroon communities. Cross-sectional study involving 724 children (12-60 months) from 39 Alagoas maroon communities. The nutritional status was investigated by anthropometric, biochemical (hemoglobin) and food consumption indicators. The prevalence of anemia, stunting and obesity were, respectively, 48.0, 9.7 and 6.0%. The children had a monotonous eating pattern and a considerable prevalence of inadequate intake of zinc (17.0%), folate (18.1%), iron (20.2%) and vitamins A (29.7%) and C (34.3%). Compared to the other socioeconomic classes, the E class children had lower average consumption (pnutritional transition process is occuring. There was a high prevalence of inadequate food intake risk for zinc, folate, iron and vitamins A and C, suggesting the need for nutritional education actions.

  20. What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

    OpenAIRE

    Derman-Sparks Louise

    2016-01-01

    This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitu...

  1. The Effects of Intensive Nutrition Education on Late Middle-Aged Adults with Type 2 Diabetes

    Directory of Open Access Journals (Sweden)

    Ye Li

    2016-09-01

    Full Text Available Objective: Many patients with type 2 diabetes find it difficult to maintain good glycemic control. Undesirable glycemic control occurs greatly due to deficiencies of nutritional knowledge and difficulty in obtaining dietary prescriptions. The late middle-aged and elder individuals are the main populations that are affected by type 2 diabetes. The main purpose of this study was to investigate whether intensive nutrition education would make benefits for late middle-aged patients with type 2 diabetes. Method: 196 patients between 50 to 65 years old meeting type 2 diabetes criteria and eligible for the program were included in a single-blinded, 30-day centralized management of an education program in China. Participants in the program were randomly divided into a usual nutrition education group or an intensive nutrition education group. The usual nutrition education group was used as a control group and received only basic health advice and principles of diabetic diets at the beginning and the end of the study. Participants in the intensive nutrition education group were arranged to receive intensive nutritional lectures about diabetes for 30 days. The primary outcomes were the changes in weight, body mass index (BMI, fasting plasma glucose (FPG, 2-h postprandial plasma glucose (PG, glycosylated hemoglobin (HbA1c, total glycerin (TG, total cholesterol (TC, high-density lipoprotein cholesterol (HDL-c, and low-density lipoprotein cholesterol (LDL-c. Results: After 30 days of intervention, FPG, PG, and HbA1c in the treatment group decreased significantly than the control group (p < 0.05. HbA1c reduced significantly by 0.6% in the intervention group. No significant differences in the change of blood lipids were observed between groups. However, TG, TC, and HDL-c made improvements compared with the baseline in the experimental group. Both groups had a reduction in weight and BMI within groups, especially in intensive nutrition education group. However

  2. Web-Site as an Educational Tool in Biology Education: A Case of Nutrition Issue

    Science.gov (United States)

    Fancovicova, Jana; Prokop, Pavol; Usak, Muhammet

    2010-01-01

    The purpose of the study was to evaluate the efficacy and feasibility of using website in biology education. We have explored the World Wide Web as a possible tool for education about health and nutrition. The websites were teaching tools for primary school students. Control groups used the traditional educational materials as books or worksheets,…

  3. THE ROLE OF EDUCATION IN THE NUTRITION TRANSITION AND ITS RELATION TO QUALITY OF LIFE

    Directory of Open Access Journals (Sweden)

    Ana María Dueñas Romero

    2016-09-01

    Full Text Available Education is a powerful tool to improve individuals quality of life; its role is evident by providing the necessary knowledge so that through autonomy, responsibility and a critical attitude, appropriate food choices are taken in order to provide welfare and health. In this paper, some factors affecting human nutrition will be discussed, the nutrition situation in Colombia, the importance of nutrition education and its relation to quality of life. It supports the idea that Colombia is currently experiencing a nutrition transition process and the problems it generates can be solved through education, affecting individuals quality of life.

  4. Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

    Directory of Open Access Journals (Sweden)

    Julie Kaomea

    2012-12-01

    Full Text Available Indigenous families are often perceived by teachers and school administrators as disinterested and uninvolved in their children’s education. This article aims to complicate that longstanding stereotype. A detailed, qualitative case study of two Native Hawaiian preschool families reveals compelling counterstories of Indigenous parents who are deeply concerned about their children’s education, but are limited in their family-school involvement by a range of (postcolonial, social, psychological, and economic challenges that make it difficult for them to engage with schools in conventional ways. The study raises awareness of the skillful resolve with which Indigenous families employ their limited resources to support their children’s education. It challenges educators and policy makers to imagine creative possibilities for drawing Indigenous families into collaborative activity with contemporary schools.

  5. Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutritional factors.

    Science.gov (United States)

    Gewa, Constance A

    2010-04-01

    To report on the prevalence of overweight and obesity among pre-school children in Kenya and examine the associations between childhood overweight and selected maternal and child-related factors. Demographic Health Survey data, multistage stratified cluster sampling methodology. Rural and urban areas of Kenya. A total of 1495 children between the ages of 3 and 5 years in Kenya. Over 30 % of the children were stunted, approximately 16 % were underweight, 4 % were wasted, approximately 18 % were overweight and 4 % were obese; 8 % were both overweight/obese and stunted. Maternal overweight and obesity, higher levels of maternal education, being a large or very large child at birth, and being stunted were each associated with higher odds of overweight and obesity among Kenyan children. Older children and large household size were each associated with lower odds of overweight and obesity among Kenyan children. The analysis demonstrates the presence of under- and overnutrition among Kenyan pre-school children and the importance of focusing on expanding efforts to prevent and treat malnutrition within this population. It also identifies some of the modifiable factors that can be targeted in these efforts.

  6. Nutrition education and knowledge, attitude and hemoglobin status of Malaysian adolescents.

    Science.gov (United States)

    Yusoff, Hafzan; Daud, Wan Nudri Wan; Ahmad, Zulkifli

    2012-01-01

    A higher occurrence of iron deficiency anemia is present in rural Malaysia than urban Malaysia due to a lower socio-economic status of rural residents. This study was conducted in Tanah Merah, a rural district of Kelantan, Malaysia. Our objective was to investigate the impact of nutrition education alone, daily iron, folate and vitamin C supplementation or both on knowledge, attitudes and hemoglobin status of adolescent students. Two hundred eighty fourth year secondary students were each assigned by school to 1 of 4 different treatment groups. Each intervention was carried out for 3 months followed by 3 months without treatment. A validated self-reported knowledge and attitude questionnaire was administered; hemoglobin levels were measured before and after intervention. At baseline, no significant difference in hemoglobin was noted among the 4 groups (p = 0.06). The changes in hemoglobin levels at 3 months were 11, 4.6, 3.9 and -3.7% for the supplementation, nutrition education, combination and control groups, respectively. The changes at 6 months were 1.0, 6.8, 3.7 and -14.8%, respectively. Significant improvements in knowledge and attitude were evidenced in both the nutritional education and combination groups. The supplementation and control groups had no improvement in knowledge or attitudes. This study suggests nutritional education increases knowledge, attitudes and hemoglobin levels among Malaysian secondary school adolescents.

  7. Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

    Directory of Open Access Journals (Sweden)

    Mario Alberto Segura-Castillo

    2012-12-01

    Full Text Available The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation. (1 Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

  8. The Role of Extension Nutrition Education in Student Achievement of Nutrition Standards in Grades K-3: A Descriptive Evaluation of a School-Based Program

    Science.gov (United States)

    Arnold, Mary E.; Schreiber, Debera

    2012-01-01

    This article reports the results of a descriptive evaluation of the impact of an in-school Extension nutrition education program in a small, very rural county. The evaluation focused on understanding the nature of the role the Extension educator plays in delivering nutrition education, the impact of the program on student learning and achievement…

  9. Factors of the active listening of preschool children

    Directory of Open Access Journals (Sweden)

    Purić Daliborka S.

    2016-01-01

    Full Text Available Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198: (a evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject, than to the factors related to the speaker (motivation for listening, quality of the narrative. More than two-thirds of surveyed preschool teachers (172 or 86.9% define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening

  10. Child Development in the Context of Multicultural Pre-School Education.

    Science.gov (United States)

    Umek, Ljubica Marjanovic; Kranjc, Simona; Fekonja, Urska

    This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds. Multicultural enrichment was evident in wall decorations, toys…

  11. Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

    Science.gov (United States)

    Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia

    2017-01-01

    Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…

  12. Pictorial instrument of food and nutrition education for promoting healthy eating

    OpenAIRE

    MICALI,Flávia Gonçalves; DIEZ-GARCIA,Rosa Wanda

    2016-01-01

    ABSTRACT To trace the course of building a pictorial instrument that explores semiotic resources about food and nutrition education. The instrument is directed at the treatment and prevention of obesity, considering the food and nutrition problems of the Brazilian population. The criteria for photo production were: images that could cause visual impact and transmit applied nutrition information, insinuating positive and negative eating practices for promoting healthy eating, and preventing an...

  13. Perspectives from the Third International Summit on Medical Nutrition Education and Research.

    Science.gov (United States)

    Crowley, Jennifer Jean; Laur, Celia; Carter, Harrison David Edward; Jones, Glenys; Ray, Sumantra

    2018-01-01

    Nutrition is an important component of public health and health care, including in education and research, and in the areas of policy and practice. This statement was the overarching message during the third annual International Summit on Medical Nutrition Education and Research, held at Wolfson College, University of Cambridge, United Kingdom, in August 2017. This summit encouraged attendees to think more broadly about the impact of nutrition policy on health and communities, including the need to visualize the complete food system from "pre-farm to post-fork." Evidence of health issues related to food and nutrition were presented, including the need for translation of knowledge into policy and practice. Methods for this translation included the use of implementation and behavior change techniques, recognizing the needs of health-care professionals, policy makers, and the public. In all areas of nutrition and health, clear and effective messages, supported by open data, information, and actionable knowledge, are also needed along with strong measures of impact centered on an ultimate goal: to improve nutritional health and wellbeing for patients and the public.

  14. Challenges and Responses to the Vulnerability of Families in a Preschool Context

    Directory of Open Access Journals (Sweden)

    Nada Turnšek

    2016-12-01

    Full Text Available Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006, we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/ incompetence/lack of information” and “power/innovation/ sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.

  15. The effect of a recessionary economy on food choice: implications for nutrition education.

    Science.gov (United States)

    Miller, Carla K; Branscum, Paul

    2012-01-01

    To determine the effect of an economic recession on food choice behaviors. A qualitative study using semistructured, in-depth interviews followed by completion of a nutrition knowledge questionnaire and the Food Choice Questionnaire was conducted. A convenience sample from a metropolitan city in the Midwest. Women with children younger than 18 years in the household who had experienced unemployment, underemployment, or loss of a house because of foreclosure in the previous year participated (n = 25). Reported behaviors for food choices when grocery shopping and dining out and educational resources requested to inform nutrition education programs. Interviews were coded with a matrix derived from participant statements. Common behaviors were grouped and broad themes were identified. Numerous shopping strategies were recently used to save money (eg, buying only sale items, using coupons). Participants believed a healthful diet included a variety of foods with less sugar, salt, and fat. Recipes and menus that required little cost or preparation time and resources to track food expenditures were desired. Nutrition education should include money-saving shopping strategies, facilitate menu planning and cooking skills, and address food resource management to enable participants to acquire sufficient, acceptable, and nutritionally adequate food. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  16. The Diet of Preschool Children in the Mediterranean Countries of the European Union: A Systematic Review.

    Science.gov (United States)

    Pereira-da-Silva, Luís; Rêgo, Carla; Pietrobelli, Angelo

    2016-06-08

    This systematic review discusses data on the dietary intake of preschool children living in the Mediterranean countries of the European Union, including the comparison with a Mediterranean-like diet and the association with nutritional status. Specifically, data from the multinational European Identification and Prevention on Dietary and life style induced health effects in children and infants (IDEFICS) study and national studies, such as the Estudo do Padrão Alimentar e de Crescimento Infantil (EPACI) study and Geração XXI cohort in Portugal, ALimentando la SAlud del MAñana (ALSALMA) study in Spain, Étude des Déterminants pré-et postnatals précoces du développement et de la santé de l'ENfant (EDEN) cohort in France, Nutrintake 636 study in Italy, and Growth, Exercise and Nutrition Epidemiological Study in preSchoolers (GENESIS) cohort in Greece, were analyzed. In the majority of countries, young children consumed fruit and vegetables quite frequently, but also consumed sugared beverages and snacks. High energy and high protein intakes mainly from dairy products were found in the majority of countries. The majority of children also consumed excessive sodium intake. Early high prevalence of overweight and obesity was found, and both early consumption of energy-dense foods and overweight seemed to track across toddler and preschool ages. Most children living in the analyzed countries showed low adherence to a Mediterranean-like diet, which in turn was associated with being overweight/obese. Unhealthier diets were associated with lower maternal educational level and parental unemployment. Programs promoting adherence of young children to the traditional Mediterranean diet should be part of a multi-intervention strategy for the prevention and treatment of pediatric overweight and obesity.

  17. The Diet of Preschool Children in the Mediterranean Countries of the European Union: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Luís Pereira-da-Silva

    2016-06-01

    Full Text Available This systematic review discusses data on the dietary intake of preschool children living in the Mediterranean countries of the European Union, including the comparison with a Mediterranean-like diet and the association with nutritional status. Specifically, data from the multinational European Identification and Prevention on Dietary and life style induced health effects in children and infants (IDEFICS study and national studies, such as the Estudo do Padrão Alimentar e de Crescimento Infantil (EPACI study and Geração XXI cohort in Portugal, ALimentando la SAlud del MAñana (ALSALMA study in Spain, Étude des Déterminants pré-et postnatals précoces du développement et de la santé de l’ENfant (EDEN cohort in France, Nutrintake 636 study in Italy, and Growth, Exercise and Nutrition Epidemiological Study in preSchoolers (GENESIS cohort in Greece, were analyzed. In the majority of countries, young children consumed fruit and vegetables quite frequently, but also consumed sugared beverages and snacks. High energy and high protein intakes mainly from dairy products were found in the majority of countries. The majority of children also consumed excessive sodium intake. Early high prevalence of overweight and obesity was found, and both early consumption of energy-dense foods and overweight seemed to track across toddler and preschool ages. Most children living in the analyzed countries showed low adherence to a Mediterranean-like diet, which in turn was associated with being overweight/obese. Unhealthier diets were associated with lower maternal educational level and parental unemployment. Programs promoting adherence of young children to the traditional Mediterranean diet should be part of a multi-intervention strategy for the prevention and treatment of pediatric overweight and obesity.

  18. Increasing Sense of Community in Higher Education Nutrition Courses Using Technology.

    Science.gov (United States)

    Haar, Mindy

    2018-01-01

    Sense of community is integral across education formats and can affect achievement, interactivity, and retention. Factors shown to engage students and foster sense of community include the instructor focusing and directing discussions, encouraging open expression of opinions, responding to communications and feedback in a timely way, and giving the opportunity to build relationships. Technology has tremendous potential to enhance these activities at all levels of higher education. This article presents ways in which several technologies are used to enhance student experience in undergraduate and graduate nutrition course work across delivery formats. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  19. Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists regarding Children with Cleft Lip/Palate

    Science.gov (United States)

    Bedwinek, Anne P.; Kummer, Ann W.; Rice, Gale B.; Grames, Lynn Marty

    2010-01-01

    Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods…

  20. Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun

    2018-01-01

    The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  1. Nutrition and public health in medical education in the UK: reflections and next steps.

    Science.gov (United States)

    Broad, Jonathan; Wallace, Megan

    2018-04-30

    Doctors play an important role in the identification of nutritional disorders and as advocates for a healthy diet, and although the key tenets of good nutrition education for medical students have been discussed, reports on implementation are sparse. The present commentary responds to a gap in UK medical students' understanding of nutrition and public health and suggests ways to improve it. We review literature about nutrition education in medical schools and discuss a 6-week elective in public health nutrition for medical students. We discuss suggested competencies in nutrition and compare means of students' confidence and knowledge before and after. A nutrition and public health elective in a UK medical school, discussing advocacy, motivational interviewing, supplements, nutritional deficits, parenteral nutrition, obesity services. We utilised multidisciplinary teaching approaches including dietitians, managers and pharmacists, and students implemented a public health activity in a local school. Fifteen final-year medical students were enrolled; sixty school pupils participated in the public health activity. The students were not confident in nutrition competencies before and were taught less than European counterparts. Students enjoyed the course, had improved knowledge, and felt more confident in interviewing and prescribing supplements. Feedback from the local school was positive. Students in our UK medical school were not confident in their required competencies within the confines of the current educational programme. An elective course can improve medical students' knowledge. Similar courses could be implemented in other medical schools to improve nutrition and public health knowledge and practice in future doctors.

  2. A Program of Nutritional Education in Schools Reduced the Prevalence of Iron Deficiency in Students

    Directory of Open Access Journals (Sweden)

    María Nieves García-Casal

    2011-01-01

    Full Text Available The objective was to determine the prevalence of iron, folates and retinol deficiencies in school children and to evaluate the changes after an intervention of nutritional education. The project was developed in 17 schools. The sample included 1,301 children (678 males and 623 females. A subsample of 480 individuals, was randomly selected for drawing blood for biochemical determinations before and after the intervention of nutritional education, which included in each school: written pre and post-intervention tests, 6 workshops, 2 participative talks, 5 game activities, 1 cooking course and 1 recipe contest. Anthropometrical and biochemical determinations included weight, height, body-mass index, nutritional status, hematocrit, serum ferritin, retinol and folate concentrations. There was high prevalence of iron (25%, folates (75% and vitamin A (43% deficiencies in school children, with a low consumption of fruit and vegetables, high consumption of soft drinks and snacks and almost no physical activity. The nutritional education intervention produced a significant reduction in iron deficiency prevalence (25 to 14%, and showed no effect on vitamin A and folates deficiencies. There was a slight improvement in nutritional status. This study shows, through biochemical determinations, that nutritional education initiatives and programs have an impact improving nutritional health in school children.

  3. The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

    Directory of Open Access Journals (Sweden)

    Jager Jerneja

    2016-01-01

    Full Text Available Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children’s rights, we note that nearly a quarter of children - among them (at least in the wider European area the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.

  4. Evaluating a Nutrition Education Program for Pregnant Teen-Agers: Cognitive vs. Behavioral Outcomes.

    Science.gov (United States)

    Perkin, Judy

    1983-01-01

    A manual on nutrition during pregnancy and lactation was developed and used with pregnant teenagers. Evaluation of the program showed that, while participants' knowledge of nutrition improved, their eating habits did not. The need for behavioral assessment of nutrition education programs is pointed out. (Author/PP)

  5. INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Irena NOVACHEVSKA

    2011-04-01

    Full Text Available Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture.This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the pre­school staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture.

  6. Nutrition Education by a Registered Dietitian Improves Dietary Intake and Nutrition Knowledge of a NCAA Female Volleyball Team

    Science.gov (United States)

    Valliant, Melinda W.; Pittman Emplaincourt, Heather; Wenzel, Rachel Kieckhaefer; Garner, Bethany Hilson

    2012-01-01

    Eleven female participants from a NCAA Division I volleyball team were evaluated for adequate energy and macronutrient intake during two off-seasons. Total energy and macronutrient intake were assessed by food records and results were compared against estimated needs using the Nelson equation. Dietary intervention was employed regarding the individual dietary needs of each athlete as well as a pre- and post-sports nutrition knowledge survey. Post dietary intervention, total energy, and macronutrient intake improved, as well as a significant improvement in sports nutrition knowledge (p < 0.001). Nutrition education is useful in improving dietary intake and nutrition knowledge of female athletes. PMID:22822449

  7. Nutrition Education Needs Assessment for Licensed Group Day Care Centers in the State of Utah

    OpenAIRE

    Barksdale, Almina

    1980-01-01

    In November 1977 Congress established the Nutrition Education and Training Program (NETP) with the passage of Public Law 95-166. Section 227.37 of the NETP Regulations (1978) mandates that each state establish a plan of action for the use of any federally appropriated funds earmarked for "nutrition education" , and further, the plan should contain a proposal to instruct all students in the state about the nutritional value of foods as well as the relationship between food , nutrition, and hea...

  8. Development of a Food Safety and Nutrition Education Program for Adolescents by Applying Social Cognitive Theory.

    Science.gov (United States)

    Lee, Jounghee; Jeong, Soyeon; Ko, Gyeongah; Park, Hyunshin; Ko, Youngsook

    2016-08-01

    The purpose of this study was to develop an educational model regarding food safety and nutrition. In particular, we aimed to develop educational materials, such as middle- and high-school textbooks, a teacher's guidebook, and school posters, by applying social cognitive theory. To develop a food safety and nutrition education program, we took into account diverse factors influencing an individual's behavior, such as personal, behavioral, and environmental factors, based on social cognitive theory. We also conducted a pilot study of the educational materials targeting middle-school students (n = 26), high-school students (n = 24), and dietitians (n = 13) regarding comprehension level, content, design, and quality by employing the 5-point Likert scale in May 2016. The food safety and nutrition education program covered six themes: (1) caffeine; (2) food additives; (3) foodborne illness; (4) nutrition and meal planning; (5) obesity and eating disorders; and (6) nutrition labeling. Each class activity was created to improve self-efficacy by setting one's own goal and to increase self-control by monitoring one's dietary intake. We also considered environmental factors by creating school posters and leaflets to educate teachers and parents. The overall evaluation score for the textbook was 4.0 points among middle- and high-school students, and 4.5 points among dietitians. This study provides a useful program model that could serve as a guide to develop educational materials for nutrition-related subjects in the curriculum. This program model was created to increase awareness of nutrition problems and self-efficacy. This program also helped to improve nutrition management skills and to promote a healthy eating environment in middle- and high-school students.

  9. 34 CFR 303.148 - Transition to preschool programs.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Transition to preschool programs. 303.148 Section 303.148 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES State...

  10. Food intake and nutritional status of preschool from maroon communities of the state Alagoas, Brazil

    Directory of Open Access Journals (Sweden)

    Fernanda Maria de B. Leite

    2013-12-01

    Full Text Available OBJECTIVE: To assess the dietary intake and the nutritional status of children from Alagoas maroon communities. METHODS: Cross-sectional study involving 724 children (12-60 months from 39 Alagoas maroon communities. The nutritional status was investigated by anthropometric, biochemical (hemoglobin and food consumption indicators. RESULTS: The prevalence of anemia, stunting and obesity were, respectively, 48.0, 9.7 and 6.0%. The children had a monotonous eating pattern and a considerable prevalence of inadequate intake of zinc (17.0%, folate (18.1%, iron (20.2% and vitamins A (29.7% and C (34.3%. Compared to the other socioeconomic classes, the E class children had lower average consumption (p<0.05 for energy, carbohydrate, vitamins A and C, folate, iron, zinc and phosphorus. CONCLUSIONS: Anemia is a serious Public Health problem. The prevalence of chronic malnutrition and obesity were similar to those observed for the children in the State as a whole, where a nutritional transition process is occuring. There was a high prevalence of inadequate food intake risk for zinc, folate, iron and vitamins A and C, suggesting the need for nutritional education actions.

  11. Preschool Teacher Well-Being: A Review of the Literature

    Science.gov (United States)

    Hall-Kenyon, Kendra M.; Bullough, Robert V.; MacKay, Kathryn Lake; Marshall, Esther E.

    2014-01-01

    Much is changing in preschool education. Current reform primarily emphasizes standardized practice, academic outcomes, and accountability. Little attention has been given to how these changes are impacting the well-being of teachers. The purpose of this review is to summarize the current literature on preschool teacher well-being and identify…

  12. PENGEMBANGAN MEDIA EDUKASI GIZI MELALUI BUKU MEWARNAI UNTUK PESERTA PENDIDIKAN ANAK USIA DINI (PAUD) (MEDIA DEVELOPMENT OF NUTRITION EDUCATION THROUGH COLORING BOOKS FOR EARLY CHILDHOOD EDUCATION (ECD))

    OpenAIRE

    Yurista Permanasari; Erna Luciasari; Aditianti Aditianti

    2013-01-01

    ABSTRACT Early childhood education (ECD) is a right time to provide nutrition education. The education can be given through playing patterns suitable for age 2-6 years. Currently there is no active nutrition education media for ECD participants. Therefore it is necessary to develop an active media of nutrition education through colouring book. Colouring activitities can stimulate both the cognitive and motor development of children. This study aimed to develop a colouring book as a nutrition ...

  13. Pre-School Education--Aims, Methods and Problems. Report of a Symposium (Venice, Italy, October 11-16, 1971).

    Science.gov (United States)

    Council of Europe, Strasbourg (France). Committee for General and Technical Education.

    This report provides a summary of the proceedings and recommendations of the Council of Europe symposium on preschool education held in Venice, Italy in 1971. The report is divided into three major areas: (1) historical background information; (2) summaries of general lectures, especially dealing with the functions, aims, methods, and problems of…

  14. 32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

    Science.gov (United States)

    2010-07-01

    ... arts, and mathematics, to determine whether a preschool child or child may be in need of special... special educator, school psychologist, speech therapist, or a reading specialist, in conformity with the... a multidisciplinary team and shall include a teacher or other specialist with knowledge in the areas...

  15. VALUE JUDGMENTS ON MEANING AND AIMS OF USING GAMES GIVEN BY PRESCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    Inessa V. Usoltseva

    2015-01-01

    Full Text Available The aim of the presented article is to understand value, aims and practical aspects (frequency, diversity, etc. of using games by preschool teachers with different levels of education.Methods. In the conducted survey, 308 preschool teachers answered a questionnaire developed by leading researcher in ethnopedagogy of play V. M. Grigoriev. Examinees were divided into three groups different in educational level (undergraduated, graduated from college, specialized secondary education. The data were analyzed by comparing value judgments about meaning and aims of using games given by preschool teachers with different levels of education. Also value judgments were compared with practical aspects (frequency, diversity, etc. of the use of games in teachers’ professional work, and with their degree of satisfaction with it. Special attention was paid to the usage of ethno games. The analysis was done out in the program stаstistica 5.0 v and using the methods of nonparametric statistics.Results. The results have showed statistically significant differences between value judgments given by preschool teachers with different levels of education on values of games for developing various children personal qualities, frequency and diversity of use of different types of games. Problems in practical application of national games (Russian national games, games of the people of Russia and people of other countries, international games are designated.Scientific novelty. The author is the first to state the data about divergence influence in valuable representations and purposes of teachers of preschool centres on potential use of game technologies in daily work, and that is reflected in education productivity of younger children; wherein the game is the main activity. Specificity of national games in teaching is shown.Practical significance. The paper materials can be useful at the organisation of methodical work in preschool educational institutions, and by

  16. Effect of educational intervention program for parents on adolescents'nutritional behaviors in Isfahan in 2016.

    Science.gov (United States)

    Mokhtari, Fatemeh; Kazemi, Ashraf; Ehsanpour, Soheila

    2017-01-01

    Family participation is an important element on nutritional education especially for students. Parents have a key role in instilling and understanding healthy eating habits, but yet the use of family participation strategies in the nutrition education was low. The aim of this study is determining the effect of parental educational intervention program for parents on adolescents' nutritional behaviors in Isfahan, Iran in 2016. This study was a kind of field trial that conducted on 63 girl teenagers from junior high schools of Isfahan in 2016 that were randomly divided into two groups of intervention and control. The data collection tool which was a researcher made questionnaire was completed in both groups before and 1 month after the intervention. The intervention included three training sessions for parents and giving educational compact disc and forwarding SMS. To analysis of data independent t -test and paired t -test were used. Paired t -test showed that in intervention group the average score of fruit ( P = 0.03) and in control group the average score of vegetables ( P < 0.05) were significant statistical difference, but in other aspects of nutritional behaviors was not a significant difference. Independent t -test showed that after intervention, mean scores nutritional behavior of adolescent girls in both groups had no significant differences. No significant difference was in the nutritional behaviors before and after the intervention. Hence, just educating the parents is not enough for achieving appropriate nutritional behaviors in the adolescents.

  17. The features of comprehensive development of preschool children by means of music

    Directory of Open Access Journals (Sweden)

    Alla Kushnir

    2017-02-01

    Full Text Available The article deals with the influence of music education on mental, artistic and aestheticdevelopment of preschool children; strengthening of their mental and physical health; socialand moral growth of the child. The role of music director at the comprehensive development ofpreschool children by means of music is disclosed. Key words: musical education, music director, preschool children.

  18. Integrating Nutrition into the Physical Education Curriculum

    Science.gov (United States)

    Green, Heather L.

    2012-01-01

    Obesity among children and teens continues to be a major public health concern in the United States. Approximately 16.9% of children and adolescents age 2-19 years are obese. To address this epidemic, schools have been encouraged to develop a coordinated school health program, which includes an interdisciplinary approach to nutrition education.…

  19. The role of metalinguistic function in the construction of physical knowledge: Α theatre semiotics approach for preschool education

    Directory of Open Access Journals (Sweden)

    PANAGIOTIS PANTIDOS

    2008-01-01

    Full Text Available The rendering of physical knowledge in typical or non typical forms of teaching, is a process in which the spoken word and the language in general that is used centre on the (pre- scientific code. In the case of science teaching, the special pedagogic framework places the discussion on concepts – regardless of school grade – at a metalinguistic level of elaboration. At this level, the extent of learning, internalisation and use of the special code is intensely brought out through the utterances of the teachers and the students. In this paper an attempt is made, through semiotic theatrical analysis, to study the sign-vehicles that are related to the metalinguistic function of the speech in preschool education. Thus, the “commentary on the (pre-scientific code” as well as the “means which project the metalinguistic function of the speech” are analysed within a context set up by the physical knowledge for preschool education based on the world of drama.

  20. Development of a Nutrition Education Intervention for Food Bank Clients.

    Science.gov (United States)

    Dave, Jayna M; Thompson, Deborah I; Svendsen-Sanchez, Ann; McNeill, Lorna Haughton; Jibaja-Weiss, Maria

    2017-03-01

    The focus of this article is the development of a nutrition education intervention for food bank clients. Formative research using mixed-methods (qualitative and quantitative) and community-based participatory research principles was conducted to assess the nutrition education needs of clients obtaining service from the Houston Food Bank (HFB). Participants were HFB and pantry staff and clients. Interview data were coded and analyzed using grounded theory approach. Themes were then identified. Quantitative data were analyzed for frequencies and descriptives. Data were used to tailor the curriculum to the target population. Six HFB staff, 49 pantry staff from 17 pantries, and 54 clients from 10 pantries participated in interviews and focus groups and completed questionnaires. The participants provided opinion on the current nutrition education provided via the food bank and made suggestions on strategies for development of an intervention. Their feedback was used to develop the six-session intervention curriculum to be delivered over 6 months. This research provides evidence that it is critical for members of the target audience be included in formative research to develop behavior change programs that are relevant and appealing and target their needs and interests.

  1. Teachers' perceptions of school nutrition education's influence on ...

    African Journals Online (AJOL)

    Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South ...

  2. "Dora the Explorer": Preschool Geographic Educator

    Science.gov (United States)

    Carter, James R.

    2008-01-01

    "Dora the Explorer" is a twenty-three-minute television program for preschoolers viewed by millions every day in many countries. These programs are also marketed as videotapes and DVDs. This seven-year-old Latina, bilingual cartoon character teaches many things by interacting with the young viewers. On every program Dora and friends have to go…

  3. Motor competence and characteristics within the preschool environment.

    Science.gov (United States)

    True, Larissa; Pfeiffer, Karin Allor; Dowda, Marsha; Williams, Harriet G; Brown, William H; O'Neill, Jennifer R; Pate, Russell R

    2017-08-01

    Environmental characteristics within preschools that influence children's motor competence are largely unknown. The purpose of the present study was to examine the contribution of various preschool environmental characteristics to children's locomotor, object control, and total gross motor scores. Cross-sectional, observational study of 3-5 year-old children (n=229) from 22 preschools in South Carolina. The Children's Activity and Movement in Preschool Study (CHAMPS) Motor Skills Protocol assessed MC. Preschool directors provided information regarding policies and practices. The research team measured playgrounds and classrooms, and the Early Childhood Environment Rating Scale-Revised assessed preschool quality. Time spent in open space and electronic media use were also assessed using direct observation. The aforementioned variables predicted children's object control, locomotor, and total gross motor scores. Classroom size/child ratio, teacher education, playground size, electronic media use, and trips to outside organizations emerged as significant predictors of locomotor score and total motor score. The object control model was non-significant. Preschools may be able to promote motor competence by allowing children more time in open spaces, structured activity experiences, and by expanding existing outdoor playground space whenever possible. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  4. Doing Things. A Live Action Video for Preschoolers [Videotape].

    Science.gov (United States)

    Bo Peep Productions, Eureka, MT.

    Some preschool teachers have expressed concern regarding the lack of science instructional material for students age 2 through the preschool years. This videotape was developed to help fill this chasm in our educational system. It contains activities from students' everyday life such as eating, washing, and playing. These daily processes are then…

  5. If You Build It They Will Come: Satisfaction of WIC Participants With Online and Traditional In-Person Nutrition Education.

    Science.gov (United States)

    Au, Lauren E; Whaley, Shannon; Gurzo, Klara; Meza, Martha; Ritchie, Lorrene D

    2016-05-01

    To examine satisfaction with in-person group and online nutrition education and compare findings based on language preference by Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) participants. A total of 1,170 WIC participants were randomly assigned to 2 nutrition education modalities between March, 2014 and October, 2015 in Los Angeles, CA. Logistic regressions compared differences between groups in satisfaction outcomes. Participants in both education groups were highly satisfied regardless of modality of nutrition education (89% and 95%; P = .01). The online group reported a stronger preference for online education than did the in-person group (P online education (P online education. Online delivery of education can be an acceptable addition for WIC participants with online access. High-quality online education platforms represent an important avenue to promote continued satisfaction with nutrition education. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  6. The Impact of a Two-Year School Breakfast Program for Preschool-Aged Children on Their Nutrient Intake and Pre-Academic Performance.

    Science.gov (United States)

    Worobey, John; Worobey, Harriet S.

    1999-01-01

    Two studies examined nutritional differences between home breakfasts and breakfasts served at preschool following School Breakfast Program guidelines and evaluated nutritional impact of program participation on 4-year olds' preacademic performance. Results indicated that breakfast intake was altered under school breakfast conditions. Performance…

  7. Self-Efficacy as Predictor of Collective Self-Efficacy among Preschool Teachers in Turkey

    Science.gov (United States)

    Arslan, Emel

    2017-01-01

    This study investigates the effect of preschool teachers' collective self-efficacy. A study group consists of 172 preschool teachers who are working in public preschools affiliated with the Ministry of National Education in different cities of Turkey. In this study, teacher self-efficiency scale is employed to assess professional efficiency…

  8. Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning

    Science.gov (United States)

    Sobel, David

    2016-01-01

    "Nature Preschools and Forest Kindergartens" is the latest from environmental education expert David Sobel. Joined by a variety of colleagues to share their experiences and steps for creating a successful forest kindergarten program, "Nature Preschools and Forest Kindergartens" walks you through the European roots of the…

  9. [Protocols Related to Food Allergies and Intolerances in Preschools in Reykjavik, Iceland].

    Science.gov (United States)

    Thrastardottir, Adalheidur Ran; Thordardottir, Frida Run; Torfadottir, Johanna

    2018-01-01

    The aim of the study was to explore prevalence of food allergies and intolerances among children in preschools in Reykjavik, Iceland. Also, to investigate how well preschools maintain a safe environment for children with food allergies. In 2014, a questionnaire designed specifically for this study, was sent to 65 preschools. Forty-nine participated (75%) representing a total of 4225 children. Prevalence of food allergy and intolerance was determined based on medical certificates from physi-cians delivered to the preschools. Descriptive statistics were used to assess whether there were protocols related to food allergy, and if there was a difference between schools based on staff's education and number of children. The prevalence of documented food allergies/intolerances in children aged 2-6 years was 5%, 1% had severe allergy and 1% had multiple food allergies. Lactose intolerance was most frequent (2%), then milk allergy (2%) and egg allergy (1%). Only 41% preschools had a protocol that was activated if food with an allergen was accidentally given. Moreover, only 55% of preschools with children with severe -allergy reported all of their staff to have knowledge of symptoms related to anaphylaxis and only 64% were trained to respond to an anaphylactic shock. The education of preschool principals, kitchen employees and number of children in preschool were not related to having an active protocol at site. Prevalence of food allergy and intolerance was 5% in preschools in Reykjavik. Strategy for an active protocol related to food allergy was lacking in 59% of pre-schools.

  10. What Do Schools Want? Assessing Elementary School Administrator and Teacher Preferences Related to Nutrition Education Program Scheduling

    Science.gov (United States)

    Hermann, Janice; Parker, Stephany; Phelps, Josh; Brown, Barbara

    2011-01-01

    Extension is positioned to provide school-based nutrition education programs as required by the 2004 Child Nutrition and WIC Reauthorization Act. To enhance program acceptance and sustainability, it is important to consider school administrators' and teachers' interests and preferences regarding nutrition education programming. The project…

  11. Development of norms for executive functions in typically-developing Indian urban preschool children and its association with nutritional status.

    Science.gov (United States)

    Selvam, Sumithra; Thomas, Tinku; Shetty, Priya; Thennarasu, K; Raman, Vijaya; Khanna, Deepti; Mehra, Ruchika; Kurpad, Anura V; Srinivasan, Krishnamachari

    2018-02-01

    Executive functions (EFs) are essential and important for achieving success in children's everyday lives and play a fundamental role in children's cognitive, academic, social, emotional and behavioral functioning. A cross-sectional study was carried out to develop age- and sex-specific norms for EFs using the Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P) among 2- to 5-year-olds from urban Bangalore, India. In addition, the association between EFs and anthropometric measures, a marker of nutritional status, is also examined. Primary caregivers of 412 children, equally distributed by age and sex, participated. Raw scores for each domain and indices were converted to standard t-scores and percentiles were computed. A t-score at or above 63 corresponding to the 90th percentile was considered as the cutoff for executive dysfunction in this sample. The prevalence of executive dysfunction is 10% based on the Global Executive Composite score of the BRIEF-P. The cutoff score for identifying executive dysfunction using existing United States (US) norms is higher compared to the cutoff score obtained in the current study. Therefore, using US norms for Indian children could result in the prevalence of executive dysfunction been underestimated. Multiple linear regression analysis revealed that stunted and underweight children have significantly elevated EF scores after adjusting for age, sex and socioeconomic status (SES; p < .01). A greater understanding of EFs in preschool children is important for the early identification of executive dysfunction and implementing interventions to improve their future prospects. This study also shows that undernourished children are more likely to have executive dysfunction.

  12. Is a Nutrition Education Intervention Associated with a Higher Intake of Fruit and Vegetables and Improved Nutritional Knowledge among Housewives in Mauritius?

    Science.gov (United States)

    Cannoosamy, Komeela; Pem, Dhandevi; Bhagwant, Suress; Jeewon, Rajesh

    2016-11-29

    The purpose of the study was to assess the determinants of nutrition behaviors and body mass index and determine the impact of a nutrition education intervention (NEI) among Mauritian housewives. A pretest-posttest design was used assessing Nutrition Knowledge (NK), Nutrition Attitudes, Fruit and Vegetable Intake (FVI), body mass index (BMI). Two hundred Mauritian housewives were recruited. The NEI was in the form of a lecture and lasted for twenty minutes. Statistical tests performed revealed that the mean NK score at baseline was 65.8 ± 6.92 and a significant increase of +17.1 at post-test and +16.1 at follow-up was observed. Determinants of NK were age, presence of elderly people, and BMI. Mean nutrition attitude score at baseline was 2.37 ± 0.22 with significant increase of +0.2 (post-test) and +0.17 at follow-up. Age, level of education, presence of elders, and NK were linked to a positive attitude. FVI was predicted by age, income, presence of elders, NK, and nutrition attitudes. Baseline FVI was 4.77 ± 1.11 which increased significantly ( p nutrition behaviors.

  13. A comparison of the effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal Australians.

    Science.gov (United States)

    Pettigrew, Simone; Jongenelis, Michelle I; Moore, Sarah; Pratt, Iain S

    2015-11-01

    Adult nutrition education is an important component of broader societal efforts to address the high prevalence of nutrition-related diseases. In Australia, Aboriginal people are a critical target group for such programs because of their substantially higher rates of these diseases. The aim of this study was to assess the relative effectiveness of an adult nutrition education program for Aboriginal and non-Aboriginal participants. Pre-and post-course evaluation data were used to assess changes in confidence in ability to buy healthy foods on a budget, nutrition knowledge, and dietary behaviours among individuals attending FOODcents nutrition education courses. The total sample of 875 Western Australians included 169 who self-identified as Aboriginal or Torres Strait Islander. Perceptions of course usefulness were very high and comparable between Aboriginal and non-Aboriginal participants. Significantly larger improvements in confidence, nutrition knowledge, and reported consumption behaviours were evident among Aboriginal participants. The findings suggest that adult nutrition education programs that address specific knowledge and skill deficits that are common among disadvantaged groups can be effective for multiple target groups, and may also assist in reducing nutrition-related inequalities. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  14. A Case Study of Gendered Play in Preschools: How Early Childhood Educators' Perceptions of Gender Influence Children's Play

    Science.gov (United States)

    Chapman, Rachel

    2016-01-01

    This research aimed to explore children's play in relation to gender stereotypes and beliefs and practices of educators in preschool settings. A feminist poststructuralist approach framed the design of the research and data were collected in two settings through predetermined categories of play during periods of spontaneous free play. The question…

  15. Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi

    Science.gov (United States)

    Roul, Sushanta Kumar

    2014-01-01

    Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the…

  16. Analysis of applications suitable for mobile learning of preschool children

    OpenAIRE

    Stoimenovski, Aleksandar; Kraleva, Radoslava; Kralev, Velin

    2016-01-01

    This article considers the use of mobile learning in Bulgarian education by young children. The most used mobile operating systems are analyzed. Also some of the most used existing applications suitable for mobile learning of preschool children are presented and classified. Keywords: Mobile applications for preschool children, mobile learning.

  17. EFNEP graduates' perspectives on social media to supplement nutrition education: focus group findings from active users.

    Science.gov (United States)

    Leak, Tashara M; Benavente, Lisa; Goodell, L Suzanne; Lassiter, Annie; Jones, Lorelei; Bowen, Sarah

    2014-01-01

    To identify ways to effectively use social media to communicate nutrition-related information to low-income populations. The authors conducted 4 focus groups with female Expanded Food and Nutrition Education Program graduates who used social media at least twice a week (n = 26 total). Transcripts were analyzed using the constant comparative method to identify key themes. For participants, page content, page maintenance, and networking opportunities with others were important aspects of a nutrition education social media page. Trust emerged as a central theme, because participants expressed a need for reliable information from known, credible sources and safe places to share ideas. Using social media to provide nutrition-related messages may be an effective way to encourage sustained positive behavior changes resulting from educational programming and to engage participants beyond class time. Establishing the trustworthiness of the social media site is essential to its use among low-income participants. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  18. An Assessment of nutrition education in selected counties in New York State elementary schools (kindergarten through fifth grade).

    Science.gov (United States)

    Watts, Sheldon O; Piñero, Domingo J; Alter, Mark M; Lancaster, Kristie J

    2012-01-01

    To assess the extent to which nutrition education is implemented in selected counties in New York State elementary schools (kindergarten through fifth grade) and explore how nutrition knowledge is presented in the classroom and what factors support it. Cross-sectional, self-administered survey. New York State elementary schools in selected counties. New York State elementary school teachers (n = 137). Hours spent teaching nutrition; nutrition topics, methods of teaching, education resources, and aspects of the school environment that may influence nutrition education. Crosstabs with a chi-square statistic and ANOVA. Eighty-three percent of teachers taught some nutrition (9.0 ± 10.5 hours) during the academic year. Teachers taught lessons about finding and choosing healthy food (61%), relationship between diet and health (54%), and MyPyramid (52%) most often. Suburban teachers (12.4 ± 12.5 hours) taught significantly (P = .006) more hours of nutrition than rural teachers (4.2 ± 3.9 hours). Teachers at schools with fewer than 80% nonwhite students taught significantly (P = .02) more (10.4 ± 11.4 hours) compared to schools with greater than 80% nonwhite students (5.6 ± 6.4 hours). Teachers reported that nutrition education is important and that they are willing to teach nutrition. Efforts should be made that support integrated nutrition topics, methods of instruction, and availability of resources. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  19. Awareness of food nutritive value and eating practices among Nigerian bank workers: Implications for nutritional counseling and education.

    Science.gov (United States)

    Eze, Ngozi M; Maduabum, Felicia O; Onyeke, Nkechi G; Anyaegunam, Ngozi J; Ayogu, Chinwe A; Ezeanwu, Bibian Amaka; Eseadi, Chiedu

    2017-03-01

    Adequate nutrition is an important aspect of a healthy lifestyle for all individuals, including bank staff. The objective of this study was to investigate the awareness of food nutritive value and eating practices among bank workers in Lagos State, Nigeria.The study adopted a cross-sectional descriptive survey design. A purposive sample of 250 bank workers took part in the study. Means and Student t tests were employed for data analysis.Results showed that bank workers were aware of the nutritive value of foods, and that eating practices commonly adopted included skipping breakfast, eating breakfast at work, buying food at work from the bank canteen, eating in between meals, buying snacks as lunch, and consuming soft drinks daily, among others. There were no significant differences between male and female bank workers in mean responses on food nutritive value or in eating practices adopted.Good eating habits will help bank workers not only to improve their nutritional well-being, but also to prevent nutrition-related diseases. The implications for nutritional counseling and education are discussed in the context of these findings.

  20. Nutritional education from Molecular and Cellular Biology

    Directory of Open Access Journals (Sweden)

    Zaida Ramona Betancourt Betancourt

    2014-12-01

    Full Text Available The nutritional education is current topic, constituting a necessity in the contemporary world, given mainly by the contribution that it makes in maintaining the human health under good conditions. Starting from this problem, it is presented this article whose objective is: to show the potential ities that the discipline Cellular and Molecular Biology offers, for the treatment of these contents, since this discipline is worked in the second semester of first year and first semester of in the formation of professors of the Biology - Geography and Bio logy - C hemistry careers which can contribute to the development of knowledge, habits and abilities that allows them to appropriate of responsible behaviours for the achievement of correct nutritional habits.