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Promotion of Breakfast Consumption Patterns in Elementary School Children
MONDAY, OCTOBER 1
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Title: PROMOTION OF BREAKFAST CONSUMPTION PATTERNS IN ELEMENTARY SCHOOL CHILDREN Author(s): B. W. Henry, S. A. Saye, A. Timmons; School of Family, Consumer, and Nutrition Sciences, Northern Illinois University, DeKalb, IL Learning Outcome: To analyze the results of a health promotion strategy, aimed to improve fourth-grade students’ understanding of the importance of breakfast Text: The purpose of this study was to determine breakfast patterns of fourth-grade children before and after an educational intervention. Using pre-experimental design and pre- and posttest measures, a fourth-grade class (n⫽24) at a local elementary school received nutrition education promoting healthy breakfasts for two weeks. The “Start ‘Wright’ with Breakfast” program included five in-class lessons (one hour each), and several in-class and take-home activities requiring different skill sets. Lessons focused on making better food choices, especially for breakfast. Data from 22 students included three-day food records from parents, and breakfast recalls, pre/post test results, and children’s responses to the intervention activities. Chi-square analysis was completed to determine differences in child breakfast recalls, parental food records, and knowledge changes following nutrition education intervention. Food group consumption reported in breakfast recalls increased significantly (p⬍0.05). In food record data, significant improvements were found in the number of food groups consumed and calcium intake at breakfast (p⫽0.043, p⬍0.001, respectively). However, most students did not meet criteria for high-quality breakfast intakes and changes in knowledge were not statistically significant. Qualitative observations of intervention activities were positive, with high levels of participation. Children demonstrated improved knowledge regarding the importance of breakfast and how it related to healthy eating through in-class and out-of-class activities. These fourth-graders received nutrition education enthusiastically and improved on some indicators of breakfast quality. With further application of similar nutrition and educational concepts to this age group, nutrition knowledge and dietary behavior may be improved for long-lasting benefits.
Title: PARENTS’ FEEDING DECISIONS, PRACTICES AND PERCEIVED BARRIERS TO HEALTHFUL EATING FOR THEIR CHILDREN Author(s): E. Schwenk, N. Cotugna; Health, Nutrition & Exercise Sciences, University of Delaware, Newark, DE Learning Outcome: Identify a) whether parents or children were responsible for making decisions about what foods to eat, when to eat, where foods were eaten and how much to eat for meals and snacks; b) selected child feeding practices; c) racial differences in feeding decisions; d) the impact of time and finances Text: Eighty-three parents of children in two after school care programs were surveyed about their feeding decision practices regarding children’s meals and snacks. They were also questioned about selected feeding practices such as eating out, family meals, and barriers to healthful eating. Surveys were delivered to parents by the children with incentives offered for return. Response rate was 57% in this convenience sample. The majority of parents rather than children were deciding what foods were offered for meals (87%) and snacks (68%), when foods were offered for meals (89%) and snacks (75%) and where meals were eaten in the home( 89%). Rather than letting their children decide what portions to eat, 63% of parents made that decision for them. When their children were not hungry, 53% of parents made the decision as to whether or not the child had to eat. Seventy-five percent of the families always or almost always ate dinner together, although 28% indicated meals were eaten in front of the TV. Only 15% ate breakfast together regularly. Most families (79%) ate out 1-3 times weekly with 64% of those eating occasions being at a fast food establishment. Food was used as reward by 26% of parents and time and money were seen as barriers to healthful eating by 57% and 36% respectively. There were no significant racial differences on any variables. With rising child obesity rates, parents may need further education on letting children decide how much to eat, respecting hunger signals and using food as reward. Funding Disclosure: None
Funding Disclosure: None Title: PROMOTING HEATLHY SNACKING IN MINORITY, ELEMENTARY SCHOOL YOUTH USING A STUDENT-DRIVEN LEARNING MODEL
Title: TEACHING ON THE FOOD SYSTEM AND SUSTAINABILITY IN THE DIETETIC CURRICULUM: A SURVEY OF EDUCATORS
Author(s): M. C. Pflugh,1 Z. A. Del-Villar,1 M. Kelly2; 1PS 180, Healthy Schools Healthy Families, New York, NY, 2Hugo Newman College Preparatory School/PS 180, New York, NY
Author(s): A. H. Harmon; Health and Human Development, Montana State University, Bozeman, MT
Learning Outcome: To understand the effectiveness of using a student-driven learning model to promote healthy snacking in minority youth
Learning Outcome: To understand the current level of teaching about food systems and sustainability in the dietetic curriculum, related educator attitudes and educational resource needs.
Text: There are currently 24 million US children that are overweight or at-risk-for overweight. Barriers to healthy eating in minority youth include cultural acceptance of healthy foods and access to healthy foods in low-income neighborhoods. This program tested the ability of a student-driven learning model to facilitate a small group of minority youth to create a healthy snacking promotion to reach 254 students (50% of student population). Fourteen first and second grade students signed up to attend the Healthy Snack Cluster. Students identified two barriers to healthy snacking: negative perception of healthy foods and limited access to healthy foods. Students received background instruction on nutrition, environmental health, food assessments, and community service. Students were then prompted to use this new knowledge to brainstorm solutions to the previously identified healthy snacking barriers. Students decided to hold a healthy snack sale to expose their peers to kid-friendly, healthy snacks. The sale reached 189 youth (37% of student population). Students also completed a community food assessment and distributed their “Healthy Snack Map” to 508 youth (100% of student population). The “Healthy Snack Map” was also distributed at two school-wide events attended by parents and the community and is posted in two locations in the school. Minority youth can be guided to promote healthy eating behaviors among their peers. The student-driven learning model warrants further evaluation as a public health initiative for health promotion and disease prevention in minority youth.
Text: The purpose of this survey research was to assess the extent to which concepts related to the food system and sustainability are taught in current dietetic curricula, to assess related attitudes among dietetic educators, and to determine the needs of educators for expanding teaching in this area. A survey was developed by the Sustainable Agriculture and Food Systems Committee of the ADA Hunger and Environmental Nutrition Practice Group (HEN). An electronic invitation to participate in the on-line survey was sent to all directors of didactic programs in dietetics and coordinated programs. Directors were instructed to forward the invitation to the dietetic educators at their institutions. 145 educators participated in the survey. Respondents indicated that community nutrition is the course most likely to include content related to the food system and sustainability. From a list of potential food system topics, educators felt the following were the most important to include in undergraduate dietetic education: community food security, genetic engineering, contamination of fish and food safety, water quality, and seasonally available foods. The type of resource most desired by educators is curriculum guidance, and specifically guidance on student projects, class activities that promote discussion, and recommended reading. On-line training was the most desired format. Inadequate time in the curriculum appears to be the most significant perceived barrier to expanding teaching on the food system and sustainability. Survey results will be used by a joint committee of HEN and Dietetic Educators of Practitioners (DEP) members to develop needed resources for educators.
Funding Disclosure: None
Funding Disclosure: None
A-62 / August 2007 Suppl 3—Abstracts Volume 107 Number 8
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Title: PROMOTION OF BREAKFAST CONSUMPTION PATTERNS IN ELEMENTARY SCHOOL CHILDREN Author(s): B. W. Henry, S. A. Saye, A. Timmons; School of Family, Consumer, and Nutrition Sciences, Northern Illinois University, DeKalb, IL Learning Outcome: To analyze the results of a health promotion strategy, aimed to improve fourth-grade students’ understanding of the importance of breakfast Text: The purpose of this study was to determine breakfast patterns of fourth-grade children before and after an educational intervention. Using pre-experimental design and pre- and posttest measures, a fourth-grade class (n⫽24) at a local elementary school received nutrition education promoting healthy breakfasts for two weeks. The “Start ‘Wright’ with Breakfast” program included five in-class lessons (one hour each), and several in-class and take-home activities requiring different skill sets. Lessons focused on making better food choices, especially for breakfast. Data from 22 students included three-day food records from parents, and breakfast recalls, pre/post test results, and children’s responses to the intervention activities. Chi-square analysis was completed to determine differences in child breakfast recalls, parental food records, and knowledge changes following nutrition education intervention. Food group consumption reported in breakfast recalls increased significantly (p⬍0.05). In food record data, significant improvements were found in the number of food groups consumed and calcium intake at breakfast (p⫽0.043, p⬍0.001, respectively). However, most students did not meet criteria for high-quality breakfast intakes and changes in knowledge were not statistically significant. Qualitative observations of intervention activities were positive, with high levels of participation. Children demonstrated improved knowledge regarding the importance of breakfast and how it related to healthy eating through in-class and out-of-class activities. These fourth-graders received nutrition education enthusiastically and improved on some indicators of breakfast quality. With further application of similar nutrition and educational concepts to this age group, nutrition knowledge and dietary behavior may be improved for long-lasting benefits.
Title: PARENTS’ FEEDING DECISIONS, PRACTICES AND PERCEIVED BARRIERS TO HEALTHFUL EATING FOR THEIR CHILDREN Author(s): E. Schwenk, N. Cotugna; Health, Nutrition & Exercise Sciences, University of Delaware, Newark, DE Learning Outcome: Identify a) whether parents or children were responsible for making decisions about what foods to eat, when to eat, where foods were eaten and how much to eat for meals and snacks; b) selected child feeding practices; c) racial differences in feeding decisions; d) the impact of time and finances Text: Eighty-three parents of children in two after school care programs were surveyed about their feeding decision practices regarding children’s meals and snacks. They were also questioned about selected feeding practices such as eating out, family meals, and barriers to healthful eating. Surveys were delivered to parents by the children with incentives offered for return. Response rate was 57% in this convenience sample. The majority of parents rather than children were deciding what foods were offered for meals (87%) and snacks (68%), when foods were offered for meals (89%) and snacks (75%) and where meals were eaten in the home( 89%). Rather than letting their children decide what portions to eat, 63% of parents made that decision for them. When their children were not hungry, 53% of parents made the decision as to whether or not the child had to eat. Seventy-five percent of the families always or almost always ate dinner together, although 28% indicated meals were eaten in front of the TV. Only 15% ate breakfast together regularly. Most families (79%) ate out 1-3 times weekly with 64% of those eating occasions being at a fast food establishment. Food was used as reward by 26% of parents and time and money were seen as barriers to healthful eating by 57% and 36% respectively. There were no significant racial differences on any variables. With rising child obesity rates, parents may need further education on letting children decide how much to eat, respecting hunger signals and using food as reward. Funding Disclosure: None
Funding Disclosure: None Title: PROMOTING HEATLHY SNACKING IN MINORITY, ELEMENTARY SCHOOL YOUTH USING A STUDENT-DRIVEN LEARNING MODEL
Title: TEACHING ON THE FOOD SYSTEM AND SUSTAINABILITY IN THE DIETETIC CURRICULUM: A SURVEY OF EDUCATORS
Author(s): M. C. Pflugh,1 Z. A. Del-Villar,1 M. Kelly2; 1PS 180, Healthy Schools Healthy Families, New York, NY, 2Hugo Newman College Preparatory School/PS 180, New York, NY
Author(s): A. H. Harmon; Health and Human Development, Montana State University, Bozeman, MT
Learning Outcome: To understand the effectiveness of using a student-driven learning model to promote healthy snacking in minority youth
Learning Outcome: To understand the current level of teaching about food systems and sustainability in the dietetic curriculum, related educator attitudes and educational resource needs.
Text: There are currently 24 million US children that are overweight or at-risk-for overweight. Barriers to healthy eating in minority youth include cultural acceptance of healthy foods and access to healthy foods in low-income neighborhoods. This program tested the ability of a student-driven learning model to facilitate a small group of minority youth to create a healthy snacking promotion to reach 254 students (50% of student population). Fourteen first and second grade students signed up to attend the Healthy Snack Cluster. Students identified two barriers to healthy snacking: negative perception of healthy foods and limited access to healthy foods. Students received background instruction on nutrition, environmental health, food assessments, and community service. Students were then prompted to use this new knowledge to brainstorm solutions to the previously identified healthy snacking barriers. Students decided to hold a healthy snack sale to expose their peers to kid-friendly, healthy snacks. The sale reached 189 youth (37% of student population). Students also completed a community food assessment and distributed their “Healthy Snack Map” to 508 youth (100% of student population). The “Healthy Snack Map” was also distributed at two school-wide events attended by parents and the community and is posted in two locations in the school. Minority youth can be guided to promote healthy eating behaviors among their peers. The student-driven learning model warrants further evaluation as a public health initiative for health promotion and disease prevention in minority youth.
Text: The purpose of this survey research was to assess the extent to which concepts related to the food system and sustainability are taught in current dietetic curricula, to assess related attitudes among dietetic educators, and to determine the needs of educators for expanding teaching in this area. A survey was developed by the Sustainable Agriculture and Food Systems Committee of the ADA Hunger and Environmental Nutrition Practice Group (HEN). An electronic invitation to participate in the on-line survey was sent to all directors of didactic programs in dietetics and coordinated programs. Directors were instructed to forward the invitation to the dietetic educators at their institutions. 145 educators participated in the survey. Respondents indicated that community nutrition is the course most likely to include content related to the food system and sustainability. From a list of potential food system topics, educators felt the following were the most important to include in undergraduate dietetic education: community food security, genetic engineering, contamination of fish and food safety, water quality, and seasonally available foods. The type of resource most desired by educators is curriculum guidance, and specifically guidance on student projects, class activities that promote discussion, and recommended reading. On-line training was the most desired format. Inadequate time in the curriculum appears to be the most significant perceived barrier to expanding teaching on the food system and sustainability. Survey results will be used by a joint committee of HEN and Dietetic Educators of Practitioners (DEP) members to develop needed resources for educators.
Funding Disclosure: None
Funding Disclosure: None
A-62 / August 2007 Suppl 3—Abstracts Volume 107 Number 8