A comparison of two teaching strategies on nutrition knowledge, attitudes and food behavior of preschool children

RESEARCH ARTICLE A Comparison of Two Te,aching Strategies on Nutrition Knowledge, Attitudes and Food Behavior of Preschool Children DEANNA

E.

LAWATSCH

Department of Home Economics, School of Professional Studies, Montclair State College, Upper Montclair, New Jersey 07043 ABSTRACT The purpose of this study was to investigate the effect of two teaching strategies, benefit appeal and threat appeal, on the nutrition knowledge, attitudes and food behavior of 103 preschool children. Nutrition information was conveyed using three traditional fairy tales that were rewritten to present basic nutrition concepts. The fairy tales modified for the benefit appeal group emphasized the positive, favorable results of eating a variety of vegetables, while those modified for the threat appeal group focused on the health and nutrition risks arising from not eating vegetables. Classes of preschool children were randomly assigned to a control group or to one of two experimental groups (the benefit appeal or threat appeal). The researcher used a flannel board to illustrate the fairy tales as they were presented to the two experimental groups. One fairy tale was presented on each of three consecutive school days. Control group children did not hear the modified fairy tales. Nutrition knowledge, attitude and behavior were assessed prior to and after the story presentations. Results revealed that the benefits appeal group had higher adjusted mean posttest knowledge scores than the threat appeal group, and that both experimental groups had significantly higher adjusted mean posttest knowledge scores than the control group. Both experimental groups had similar significantly higher adjusted mean postassessment attitude scores than the control group, but the experimental groups did not differ significantly. Results of the food behavior assessment varied with the snack choice offerings. Children in the benefit appeal group had significantly higher adjusted mean post-intervention scores than the control group for all snack choices and significantly higher adjusted mean post-intervention scores than those of the threat appeal group for half of the snack food choices; the adjusted mean post-intervention scores for the threat appeal group were significantly higher than those of the control group for only half of the snack food choices. Further research is needed, with a more demographically diverse sample, to validate the positive effect of the benefit appeal teaching strategy with preschool children. IJNE 22:117-123, 1990)

INTRODUCTION Food behaviors are established very early in life (1-6) and lay the groundwork for lifelong eating patterns (7, 8). Opportunities for professionals to help young children develop nutritionally sound food behaviors have increased with the expanded enrollment of young children in preschool settings (9). Threat appeal has frequently been employed as a teaching strategy by allied health educators (10). A threat appeal presents the consequences of not following recommended health practices. An alternate strategy, benefit appeal, stresses the positive rewards of following recommended health practices. Recently, nutrition research with adults has compared the efficacy of the threat appeal approach with the benefit appeal (11-16). However, research on this topic with preschool children has been limited (17). The purpose of this study was to investigate the effect of benefit appeal and threat appeal on the nutrition knowledge, attitudes and food behavior of preschool children. Fairy tales, modified to incorporate nutrition education concepts, served as the vehicles for the nutrition education presentations. Nutrition concepts presented in the rewritten fairy tales focused on vegetables and vegetable consumption, a subject of much concern and research with preschool children (4, 18, 19). For each modified fairy tale, the threat appeal version stressed the consequences of not eating a variety of vegetables. The benefit appeal version emphasized the rewards of eating a variety of vegetables.

METHODS Address for correspondence: Deanna E. Lawatsch, Montclair State College, Normal Avenue, Upper Montclair, New Jersey 07043. 0022-3182/90/2203-0117$02.00/0 © 1990 SOCIETY FOR NUTRITION EDUCATION

Research design. This study employed a pretest/posttest design. Preschool classes were randomly assigned to a benefit appeal experimental group, a threat appeal 117

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experimental group or a control group. All groups were pretested and posttested. The experimental groups were exposed to three nutrition education presentations. Each presentation involved the use of a different fairy tale that was modified to focus on nutrition concepts. The fairy tales were presented using either a benefit or threat appeal approach, depending on whether the experimental group was the benefit appeal group or the threat appeal group. Children in the control groups did not hear the fairy tales. Sample. The population for this study included 103 preschool children attending four preschool facilities in Northern New Jersey. The children were predominately white, ranging in age from 3.5 to 5.25 years. Forty-seven (46%) of the children were male. The mean age was 50.8 months; the mean length of enrollment in a preschool setting was 4.84 months, calculated at the time of pretesting. Materials. Three fairy tales were modified and utilized as vehicles for selected nutrition concepts. They included UTILE RED RIDING HOOD - A TALE OF CRUNCHY, MUNCHY VEGETABLES, GOLDILOCKS VISITS THE THREE BEARS, and THE THREE UTILE PIGS - A TALE OF VEGETABLE EXPERIENCES. The presentation of a story has frequently been viewed as a means of conveying a concept (20) and holding the interest of children. Additionally, certain attributes of folklore have been promoted as a resource for nutrition educators (21). The modification of existing fairy tales was more time efficient than creating new stories. The objectives of the three, rewritten fairy tales were to enable preschool children (1) to identify vegetables according to their shape or color; (2) to identify vegetables as different parts of a plant (i. e., root, stem or leaf); and (3) to recognize the nutrition benefits of eating a variety of vegetables (Le., provides energy, "makes you feel good," enhances growth and promotes visual acuity). In the presentation of each of the three modified fairy tales, the researcher verbally told the fairy tale and illustrated the story with flannel board visuals. The approach, threat appeal or benefit appeal, used in the nutrition fairy tales was emphasized by utilizing visuals for the threat appeal that appeared, in comparison to the benefit appeal, more threatening (e. g., darker colors (22); main character facial expressions that were sad and/or listless; more vicious-appearing wolves). In comparison to the threat appeal, the visuals used for the benefit appeal appeared more comforting (e.g., lighter, sunnier colors; happy, smiling, main characters; vivacious figures). Visuals were cut out of a variety of inexpensive children's books (2~27). Although the material obtained by this method was limited to those books available, a

wide variety of material was actually located and utilized. In addition, food models from the National Dairy Council (28) were used to depict the vegetables discussed in the modified fairy tales. Instruments. Data were collected by means of pictorial knowledge and attitude instruments and a behavior checklist. The same instruments were used for the pretest and posttest and were adapted from existing instruments (29). Both the knowledge test and the attitude instrument were reviewed by a panel of experts and pilot tested with a group of 19 preschool children not involved in the study. The knowledge test was item-analyzed. The instruments were modified based on the pilot test and the recommendations from the panel. Knowledge was assessed using a multiple choice test of 18 items, each offering four answer choices. A perfect score was 18, with one point earned for each correct answer. The knowledge test included questions relating to three scales: vegetables are nutritious; vegetables come from different parts of the plant; and vegetables have different physical characteristics. The Kuder-Richardson coefficient for the posttest for knowledge was 0.79. The knowledge test booklets were constructed by placing four full-color, two-dimensional food models (the answer choices) on a page and encasing the page in plastic. A separate page was constructed for each test item. The same food models used in the fairy tale presentations were used in the test. Attitude towards eating the vegetables emphasized in the nutrition fairy tales was measured by an instrument utilizing hedonic faces as answer choices. Each item on the attitude instrument had three answer choices; a separate answer page was used for each instrument item. The 18-item instrument had five scales: I like to eat vegetables from different parts of the plant (Scale 1); Vegetables are good for me (Scale 2); I like to eat vegetables (Scale 3); I like to eat vegetables with different shapes (Scale 4); and a fifth scale, a distractor, not related to the nutrition concepts presented in the modified fairy tales. The fifth scale was included to ensure that the children were listening and discriminating among answers. For the items included in the first four scales, each happy face selected earned three points, neutral faces earned two points and sad faces earned one point. Thus, for Scales 1 and 2, which each included three items, the maximum total score for each was nine. Scale 3 contained eight items, so that a possible maximum score of 24 could be achieved. Scale 4 included two items, with a possible maximum score of six. For the distractor scale, the scoring was reversed - a selection of happy faces earned one point, neutral faces earned two points and sad faces earned three points. The Cronbach Alpha coefficients of reliability for the attitude instrument posttest were: Scale 1 (vegetables from different plant parts) 0.37; Scale 2 (vegetables are nutritious)

J. ofNutr. Educ. Vol. 22, No.3 Table 1.

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Adjusted mean post' knowledge, attitude and food behavior scores.

Instrument KNOWLEDGE SCALES2 1. Vegetables are nutritious (maximum score = 5) 2. Vegetables come from different plant parts (maximum score = 6) 3. Vegetables have different physical characteristics (maximum score = 7) ATIITUDE SCALES 1. I like vegetables from different plant parts (maximum score = 9) 2. Vegetables are good for me (maximum score = 9) 3. I like vegetables (maximum score = 24) 4. I like vegetables with different shapes (maximum score = 6) FOOD BEHAVIOR Snack Tray 1 (maximum score = 2) Snack Tray 2 (maximum score = 2)

Control Group Mean ± S.D.

Benefit Appeal Group Mean ± S.D.

Threat Appeal Group Mean ± S.D.

0.55 ± 1.28ab

3.07 ± 1.28ac

1.97 ± 1.28bc

2.80 ± 1.06ab

5.16 ± 1.068C

4.06 ± 1.06bc

4.62 ± 1.13ab

6.27 ± 1 .148C

5.64 ± 1 .14bc

6.52 ± 1.63·b

7.70 ± 1.628

7.32 ± 1.65b

6.89 ± 1.30ab

8.24 ± 1.30·

8.00 ± 1.30b

16.79 ± 3.06·b

19.53 ± 3.10·

19.78 ± 3.13b

4.39 ± 1.28

5.06 ± 1.26·

5.08 ± 1.26b

1.00 ± 0.59· 0.77 ± 0.52ab

1.33 ± 0.61ab 1.24 ± 0.52·

1.03 ± 0.61b 1.24 ± 0.52b

, Mean scores generated from analysis of covariance are adjusted for variation in prescores. For adjusted mean post scores in the same horizontal row followed by the same letter, the higher adjusted mean post score is significantly greater than the lower one. (p < 0.05) 2

0.52; Scale 3 (eating vegetables) 0.49; and Scale 4 (vegetables with different shapes) 0.65. The reliability of the individual scales was low, reflecting the small number of items in each scale (30). Data on food behavior was collected four times. Two snack trays were offered at pretest time and again at the posttest. The vegetables included on the snack tray were the vegetables discussed in the nutrition fairy tales. Items on the snack tray were presented in a form and shape similar to the full color models utilized in the knowledge instrument and used to illustrate the fairy tales (e. g., carrot sticks, broccoli spears). The first snack tray offered carrots, tomatoes and broccoli. The second snack tray included celery, green beans and zucchini. Of the three vegetables included on each snack tray, two were recognized as generally preferred and accepted by children (4, 31-33), and one was identified as less preferred and accepted by children (31, 32). When a preferred vegetable was selected (carrot, tomato, celery, green bean), a score of one point was recorded. The selection of a less-preferred vegetable (broccoli, zucchini) earned two points. Total scores for each of the four observations ranged from 0 (no vegetables selected) to 8. Procedure. The researcher visited each classroom seven to nine times. During the first visit, the knowledge test

was administered orally to children in groups of two or three. After each question was read aloud by a researcher, the children were asked to indicate their answer by marking with an erasable pen one of the pictures on an answer page. At the completion of the test, the answers for each child were recorded and the test booklets cleaned for reuse. Following the administration of the knowledge test, the first snack tray was presented to each child. The child was asked if he or she would like to eat a vegetable for a snack. Only one vegetable could be selected initially; the selection was observed and recorded. For the vegetable selected, the children took at least one bite. On the second visit, the attitude instrument was administered in groups of two or three children. Students responded to each attitude statement read aloud by a researcher by marking one of three faces (i.e., happy, neutral or sad) with a crayon. After the attitude instrument was administered, the second tray was presented to each child and the selection was again observed and recorded. In some classes, another day of testing was required to pretest all students. On the third, fourth and fifth visits one modified fairy tale was presented. To ensure a consistent presentation of the fairy tales to all classes, the presentations were rehearsed and presented to all classes by the same researcher. The mod-

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Table 2.

Food behavior frequencies and mean food behavior scores.

SNACK TRAY 2 No. of Children Selecting (%)

SNACK TRAY 1 No. of Children Selecting (%) Group Control Pre Post Positive Appeal Pre Post Negative Appeal Pre Post

None

or Tomato

Broccoli

Mean Score *

None

Celery or Green Bean

Zucchini

Mean Score *

1( 3.2%) 6(19.4%)

29(93.5%) 20(64.5%)

1( 3.2%) 5(16.1%)

1.00 0.97

5(16.1%) 10(32.3%)

17(54.8%) 18(58.1%)

9(29.0%) 3( 9.7%)

1.13 0.77

3( 7.7%) 2( 5.1%)

29(74.4%) 24(61.5%)

7(17.9%) 13(33.3%)

1.10 1.28

2( 5.1%) 2( 5.1%)

31(79.5%) 26(66.7%)

6(15.4%) 11 (28.2%)

1.10 1.23

2( 6.1%) 6(18.2%)

22(66.7%) 17(51.5%)

9(27.3%) 10(30.3%)

1.21 1.12

2( 6.1%) 1( 3.0%)

25(75.8%) 23(69.7%)

6(18.2%) 9(27.3%)

1.12 1.24

Carrot

* Highest possible score = 2.

ified fairy tales were presented at class group time in the same story order, with LITILE RED RIDING HOOD - A TALE OF CRUNCHY, MUNCHY VEGETABLES always presented first because it required the least time to tell and included the fewest nutrition education concepts. For similar reasons, GOLDILOCKS VISITS THE THREE BEARS was presented during the second session, and THE THREE LITILE PIGS - A TALE OF VEGETABLE EXPERIENCES was presented during the third session. The presentations were carefully timed so that a similar amount of time was spent on each presentation with each group of children. During the sixth visit, the knowledge posttest was administered and the second snack tray was presented to each child, with his or her choice observed and recorded. In some classes, another day of posttesting was required to include all students.

RESULTS Knowledge scores. The posttest knowledge scores were subjected to an analysis of covariance, with pretest knowledge scores serving as the covariate. Table 1 presents the adjusted mean posttest knowledge scores of the groups. The data indicates that the benefit appeal group had a significantly higher adjusted mean post knowledge score on all scales than the threat appeal group, and that both experimental groups had significantly higher adjusted mean post knowledge scores than the control group on all scales. Attitude scores. Using pretest attitude scale scores as the covariate, an analysis of covariance was computed. The control group scored significantly lower than both experimental groups on all scales (Table 1). No Significant difference exists between the adjusted mean post atti-

tude scores of the benefit appeal and threat appeal groups. Scale 5 scores, adjusted for pretest scores, showed no significant difference among research groups, which is to be expected as this scale was not related to the nutrition concepts presented. Behavior scores. Results of the analysis of covariance with food behavior prescores as covariate indicates that significant differences in food behavior scores occurred. The adjusted mean post food behavior score for snack tray 1 of the benefit appeal group was significantly higher than the other two groups, control and threat appeal (Table 1). This reflects the increased choice of broccoli, a less preferred vegetable, by children at posttest time (Table 2). There was no significant difference between the adjusted mean post-intervention food behavior scores of the control group and the adjusted mean post-intervention food behavior scores of the threat appeal group. For the second snack tray, the adjusted mean post-intervention food behavior scores for both experimental groups were significantly higher than the control group (Table 1). Thus, for the experimental groups, more children selected zucchini, a less desirable vegetable, at posttesting (Table 2). However, there was no significant difference between the adjusted mean post-intervention food behavior scores of the benefit appeal group and threat appeal group.

CONCLUSIONS The findings of this study concur with the previous research regarding attitude change as both benefit and threat appeal were equally effective (15, 16). The Significantly positive response of the benefit appeal group for knowledge scores versus the other two groups is, however, at variance both with previous research and with Van Den

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Heuvel's study of preschool children (17). These results were not anticipated, since previous research in health communication identifies fear arousal as an effective persuasive educational tool (10). However, such research has been confined to older subjects. Preschool children may be more comfortable with the positive appeal messages, and thus more attentive and receptive to concepts presented in that mode. Food behavior data deserves cautious interpretation. Although the scoring schema utilized in the study was based on the actual food intake of preschool children (4, 18, 34-36), additional food intake studies of preschool children in a variety of socioeconomic settings should be undertaken to further validate this procedure. Food behavior change has not been reported in previous studies (16, 17). Thus, the increase in post-intervention food behavior scores for the first snack tray (which included broccoli) was encouraging. The positive emphasis of the benefit appeal in the story dealing with broccoli may have been more acutely perceived than was the negative emphasis in the threat appeal and, therefore, preschool children in the benefit appeal group selected it more frequently. However, for the second snack tray (which included zucchini) both interventions were equally effective in causing score gains . The potential long-term effects of attempts to modify children's food-related attitudes, knowledge and behavior through fairy tales were considered but not actively evaluated. Certainly, a longitudinal study would be needed to substantiate the effectiveness of the teaching strategy, and to compare benefit and threat approaches. The visuals in this study were given considerable attention. Instead of traditional black and white visuals, this study utilized full-color visuals in both the presentations and the knowledge test booklets. The National Dairy Council's food models (28) were included for their realistic representations of food (37). For this study, the visual depiction of the vegetables may have enhanced the preschool child's ability to comprehend the story content and then correlate it with the knowledge test items. Future studies with preschool children should further investigate the efficacy of utilizing easily recognized, full-color visuals in obtaining accurate data. In addition, distinctly different visuals were used for the benefit appeal presentation and the threat appeal presentation. This varies from Van Den Heuvel's study (17) and may have significantly reinforced the different approaches (i. e., benefit or threat appeal). The use of the flannel board in visually reinforcing the verbal presentations appeared to be effective, as was anticipated (38, 39). Although not quantitatively measured, the use of fairy tales as a vehicle for the presentation of nutrition concepts was enthUSiastically received by the preschool children, as they waited each day to learn which fairy tale was to be told. Modifying other

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fairy tales to carry additional nutrition concepts has potential for future studies. Critical to the determination of the efficacy of benefit versus threat appeal with preschool children would be a larger, more demographically diverse population sample. Although this study used over 100 preschool children, they were a homogenous group. The success of the benefit appeal may not be realized for all economic levels, geographic locations and racial groups. Additionally, as permission to conduct the study was granted by the staff and director of the preschool setting, an existing interest in nutrition may have predisposed the staff, and thus the preschool children, to a more positive attitude towards good nutrition. A greater sample size could have been realized if these materials had been adapted for use by teachers as well as researchers. Although requiring teacher training, this would add greater validity to the study and might result in more far-reaching effects on both the teachers and the children. 0

ACKNOWLEDGMENTS This paper is based on data taken from the M. S. thesis submitted by Deanna E. Lawatsch to Montclair State College.

NOTES AND REFERENCES 1 Beal, V.A. Nutrition in the lifespan. New York:John Wiley & Son, 1980, pp. 265-296. 2 Birch, L.L. Preschool children's food preferences and consumption patterns. Journal of Nutrition Education 11:189-192, 1979. 3 Frankie, R. T. It's never too early for nutrition education. Journal of School Health 50:387-391, 1980. 4 Harrill,!., C. Smith, and J.A. Gangever. Food acceptance and nutrient intake of preschool children. Journal of Nutrition Education 4: 103--106, 1972. 5 Hochbaum, G. Strategies and their rationale for changing people's eating habits. Journal of Nutrition Education 13:559-564, 1981. 6 Lamb, M. W. Food acceptance, a challenge to nutrition education: A review. Journal of Nutrition Education 1:20-22, 1969. 7 Alford , B.B. , and M.L. Bogle. Nutrition during the life cycle. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1982, pp. 44--71. 8 Whitney, E.N., and E.M.H. Hamilton. Understanding nutrition, 4th ed. St. Paul, MN: West Publishing Co., 1984, pp. 531-541. 9 Hoffereth, S. L. Day care in the next decade: 1980-1990. Journal of Marriage and the Family 41:649-657, 1979. 10 Higbee, K.L. Fifteen years of fear-arousal: Research in threat appeals: 1953-1968. Psychological Bulletin 72:426-444, 1969. 11 Becker, M., L. Maiman, J. Kirscht, D . Haefner, and R. Drachman . The health belief model and prediction of dietary compliance: A field experience. Journal of Health and Social Behavior 18:348366, 1977. 12 Ley, P. , M.A. Whitworth, R. Woodward, and R. Yorke. The effects of sidedness and fear-arous al on willingness to participate in a slimming scheme. Health Education Journal 36:67-69, 1977. 13 Haefner, D., and J. Kirscht. Motivational and behavioral effects of modifying health beliefs. Public Health Reports 85:478-484, 1970. 14 Fishelberg, E. Behavioral change: A nutritional approach (Master thesis, California State University, Long Beach, 1975). Masters Abstracts 13:206, 1975.

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15 Looker, A.C., and B. Shannon. Threat vs. benefit appeals: Effectiveness in adult nutrition education. Journal of Nutrition Education 16:173--176, 1984. 16 Shannon, B. and M.L. Rowan. Threat vs. benefit appeals for motivating adults to participate in a weight control class. Journal of the American Dietetic Association 87:1381-1383, 1987. 17 Van Den Heuvel, K. Teaching strategies in preschool nutrition education. M.S. thesis, The Pennsylvania State University, 1982. 18 Leung, M., D. Yeung, M. Pennell, and J. Hall. Dietary intakes of preschoolers. Journal of the American Dietary Association 84:551554, 1984. 19 Eppright, E.S., H.M. Fox, B.H. Fryer, G.H. Lamkin, and V.M. Vivian. Eating behavior of preschool children. Journal of Nutrition Education 1:1-19, 1969. 20 Bergman, J. The eighteen most important teaching techniques. Clearing House 54:75-79, 1980. 21 Singer, E.A. Folklore for nutrition education. Journal of Nutrition Education 14:12-13, 1982. 22 Berren, F. Color psychology and color therapy. Secaucus, N.J.: Citadel Press, 1961. 23 Banta, M. and A. Dempster. Walt Disney's the three little pigs. Racine, Wisconsin: Western Publishing Co., Inc. 1953, 18 pp. 24 Heller, R. Little Red Riding Hood. Racine, Wisconsin: Western Publishing Co., Inc., 1985, 16 pp. 25 Ross, E. The three little pigs. Racine, Wisconsin: Western Publishing Co., Inc., 1973, 22 pp. 26 The three bears. Racine, Wisconsin: Western Publishing Co., Inc., 1948,16 pp. 27 Three bedtime stories. Racine, Wisconsin: Western Publishing Co., Inc., 1958, 24 pp. 28 National Dairy Council. Food rrwdels. Rosemont, IL: National Dairy Council, 1974. 29 The Pennsylvania State University. Nutrition education evaluation instruments - preschool: A. Nutrition knowledge test for nursery and kindergarten - PH. B. Knowledge test in nutrition for early childhood - PL. C. Nutrition attitude instrument for preschoolPL. University Park, PA: Pennsylvania State University, 1980. 30 Downie, N.M., andR.W. Heath. Basic statistical methods. 4thed. New York: Harper & Row, 1974. 31 Alford, B.B., and M.H. Tibbets. Education increases consumption of vegetables by children. Journal of Nutrition Education 3:12-14, 1971. 32 Ireton, C., and H. Guthrie. Modification of vegetable eating behavior in preschool children. Journal of Nutrition Education 4:100103, 1972. 33 Lamme, A., and L. Lamme. Children's food preferences. Journal of School Health 50:397-402, 1980. 34 Beyer, N., and P. Morris. Food attitudes and snacking patterns of young children. Journal of Nutrition Education 6:131-133, 1974. 35 Caliendo, M.A., and D. Sanjur. Dietary status of preschool children: An ecological approach. Journal of Nutrition Education 10:6972, 1978. 36 Sanjur, N. and A.D. Scoma. Food habits of low-income children in Northern New York. Journal of Nutrition Education 3:85-95, 1971. 37 Sundberg, J.A. and J. Endres. Assessing food preferences: A quick procedure. Early Child Development and Care 13:213--223, 1984. 38 The Center for Vocational Education. The Ohio State University. Present infonnation with models, real objects and flannel boards. Athens, GA: AAVIM, 1977. 39 Holmes, A.C. Visual aids in nutrition education: A guide to their preparation and use. Rome, FAO: London, H.M.S.O., 1968.

RESUME L' objectif de cette etude etait d' examiner l' effet de deux strategies d' enseignement, l' une centree sur les benefices (strategie B) et l'autre centree sur les risques (strategie R), sur les connaissances, les attitudes et les comportements nutritionnels de 103 enfants d'age prescolaire. L'information nutritionnelle fut transmise en utilisant trois contes de fees traditionnels recrits pour qu'ils presentent des concepts nutritionnels de base. Les contes de fees modifies pour Ie groupe expose 11 la strategie B mettaient en valeur les resultats positifs

et favorables de la consommation d'une variete de legumes. Ceux modifies pour Ie groupe expose 11 la strategie R mettaient en valeur les risques nutritionnels et de sante provenant de ne pas consommer de legumes. Des classes d' enfants d'age prescolaire furent assignees de facon alleatoire au groupe de controle ou 11 l'un des groupes experimentaux (strategie B ou strategie R). Le chercheur a utilise un tableau de flanelle pour illustrer les contes de fees lors de leur presentation 11 chaque groupe experimental. Un conte de fees fut presente chaque jour pendant trois jours de classe consecutifs. Les enfants du groupe de controle n' ont entendu aucun des contes de fees modifies. Les connaissances, attitudes et comportements nutrition nels ont ete evalues avant et apres la presentation des histoires. Les resultats furent les suivants: 1. CONNAISSANCES: Ie score moyen ajuste post-experimental fut plus eleve chez Ie groupe expose 11 la strategie B que chez celui expose 11 la strategie R. Les scores ajustes postexperimentaux des deux groupes experimentaux furent significativement plus eleves que celui du groupe de controle. 2. ATTITUDES: les scores moyens ajustes des deux groupes experimentaux furent significativement plus eleves que celui du groupe de controle. Cependant, il n'y a pas eu de difference significative entre les deux groupes experimentaux. 3. COMPORTEMENTS ALIMENTAIRES: les resultats ont varie selon les choix de collations: les enfants du groupe expose 11 la strategie B ont obtenu des scores moyens ajustes significativement plus eleves que ceux du groupe de controle pour tous les choix de collations. Pour la moitie des choix de collations, les scores des enfants exposes 11 la strategie B etaient plus eleves que ceux du groupe expose 11 la strategie R. II en etait de meme pour les scores du groupe expose 11 la strategie R comparativement au groupe de controle. II sera necessaire d'effectuer plus de recherches, en utilisant un echantilIon de diversite demographique plus grande, pour valider l'effet positif de la strategie d' enseignement centree sur les benefices aupres des enfants d'age prescolaire. IJNE 22:117-123,1990) Translated by the National Institute of Nutrition (Canada)

RESUMEN EI prop6sito de este estudio es investigar el efecto de dos estrategias de ensenanza, la "apelaci6n al beneficio" y la "apelaci6n ala amenaza," en los conocimientos y actitudes sobre nutrici6n, asi como la conducta alimentaria de 103 ninos pre-escolares. Informaci6n nutricional fue ofrecida a los ninos a base de tres cuentos de hada tradicionales que fueron modillcados para presentar conceptos nutricionales basicos. Para el grupo de "apelaci6n al beneficio" los cuentos enfatizaron 10 positivo, los resultados favorables de comer una variedad de hortalizas, mientras que para el grupo de "apelaci6n ala amenaza" los cuentos enfocaban hacia los riesgos nutricionales y de salud que resultan por no comer hortalizas. Aleatoriamente se asignaron clases de ninos pre-escolares a un grupo de control o a uno de los dos grupos experimentales, el grupo de "apelaci6n al beneficio" 0 el grupo de "apelaci6n a la amenaza." Para ilustrar los cuentos de hada la investigadora utiliz6 un tabl6n de tela de franela. A los grupos experimentales Ie presentaron un cuento de hada diario por un periodo de tres dias. AI grupo de control no se Ie presentaron cuentos. Se midieron los conocimientos, las actitudes y la conducta hacia la nutrici6n antes y despues de presentar los cuentos. Los resultados muestran que el grupo de "apelaci6n al beneficio" tuvo un promedio ajustado significantemente mas alto despues de oir los cuentos que el grupo de "apelaci6n a la amenaza." Ambos grupos experimentales tuvieron un promedio ajustado signillcamente mas alto en la posprueba de conocimientos que el grupo de control. En la posprueba de actitudes los grupos experimentales no

J. ofNutr. Educ. Vol. 22, No.3 difirieron entre sl, pero ambos tuvieron un promedio significantemente mas alto que el grupo de control. Los resultados de conducta dependieron de las meriendas ofrecidas. La nota ajustada en la posprueba de meriendas de los niiios en el grupo de "apelacion al beneficio" fue significantemente mas alta para todos los alimentos que la del grupo control. Comparado con el grupo de "apelacion ala amenaza," el grupo de"apelacion

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al beneficio" tuvo una nota promedio ajustada significantemente mas alta para solamente la mitad de las meriendas. Se considera que hace falta mas investigacion con una muestra mas diversa demograficamente, para validar el efecto positivo de la apelacion al beneficio como una estrategia de enseiianza para los niiios pre-escolares. IJNE: 22: 117-123, 1990) Translated by Ann Macpherson de Sanchez

ENVIRONMENTAL HEALTH RISK EDUCATION FOR CHILDREN: CURRICULA CONCEPTS, STRATEGIES AND RESOURCES DATE AND LOCATION: September 12-14, 1990; Wednesday evening to Friday noon; Holiday Inn Crowne Plaza, Arlington, VA. PURPOSE: This workshop provides a forum for teachers, administrators, environmental health specialists, citizen's groups, and industry representatives. Sessions will focus on identifying resources and developing strategies to help infuse environmental health risk education into existing curricula. SPONSOR: The Interagency Task Force on Environmental Cancer and Heart and Lung Disease. CALL FOR POSTER PAPERS/EXHIBITORS: Poster paper abstracts are being solicited in 4 areas: analyzing the current status of environmental health risk education; teaching concepts and critical thinking skills in environmental health risk education; identifying and overcoming barriers to effective health risk education; and networking for disseminating instructional materials and implementing programs. Abstracts must be received at Eastern Research Group, 6 Whittemore Street, Arlington, MA 02174, no later than July 2, 1990. Exhibits on available resources for environmental health risk education (publications, curricula, etc.) are also being solicited. Deadline for application to exhibit is July 18, 1990. INFORMATION: Eastern Research Group (ERG), 6 Whittemore Street, Arlington, MA 02174, 617-641-5346.