- Email: [email protected]
Ultimate Nutrition Game for Mexican American Preschoolers
G E M N O. 4 0 4
Ultimate Nutrition Game for Mexican American Preschoolers Nelda Mier, PhD,* Social and Behavioral Health Department, South Texas Center, School of Rural Public Health, Health Science Center,Texas A&M University System, 2101 McColl Road, Room 134, McAllen,TX 78503;Tel: (956) 6686326; Fax (956) 668-6302; E-mail: [email protected] Veronica Piziak, MD, PhD, Social and Behavioral Health Department, School of Rural Public Health, Health Science Center,Texas A&M University System, College Station,TX Lupita Valdez, LVN, Hidalgo County Head Start, Edinburg,TX (J Nutr Educ Behav. 2005;37:325-326.) *Author for correspondence
and the Food Guide Pyramid food groups (Figure). The cards contain rhymes in English and Spanish for teachers to read when playing the game. The game may be played by 2 or more and is composed of a deck of 71 cards and 17 boards with 9 pictures each.The classroom teacher calls out the picture on each card and recites the rhyme or gives other information about the food on the card. Each player is given 1 or more boards and markers to cover the pictures that have been called. For 3- to 5-year-old players, edible markers, such as cereal pieces, may be used to avoid a choking hazard.The first player to fill all of the adjacent squares in any direction (across, down, or diagonally) shouts “I won!” and is given a prize.The game may also be used to teach meal planning and portion sizes. PILOT PROGRAM
Obesity prevalence among children aged 2 to 6 years doubled between 1971 and 2000 and is correlated with hours of television viewing in which high-calorie food is advertised. 1-5 Childhood obesity may lead to adult obesity.6 Thus, early obesity prevention is imperative, and preschool settings are the ideal place to intervene before unhealthful eating habits are established. The Centers for Disease Control and Prevention suggest school nutrition education that is fun, participatory, and culturally relevant.7 Staff from a Head Start program in a South Texas border city and faculty from Texas A&M University System established a collaboration to design and pilot an intervention based on the play approach to learning8 to educate preschoolers about the importance of consuming more milk, water, fruits, and vegetables and fewer sodas. This GEM discusses the Ultimate Nutrition Game, a culturally appropriate nutrition game for Mexican American preschool children.
The intervention was implemented in a Head Start center located in a border town in south Texas with the collaboration of the Head Start manager, dietitian, and teachers. Eight teachers were trained to play the game in English and Spanish for 6 weeks with 148 Mexican American children ages 3 to 5 years. The end points of the pilot study were to improve recognition of foods, particularly healthful foods, to document the feasibility of the inter-
EVALUATION In a focus group at the end of the 6-week period, the teachers indicated that the game was a valuable nutrition education tool to increase recognition of healthful foods. Classroom observations showed that children were enthusiastic about the game and that pictures and layout were appropriate for this population. Classroom observations also showed that children should play the game for no more than 30 minutes and win at least once to maintain interest. Thus, the end points were realized.The teachers recommended that parents play the game at home to learn about nutrition with their children. Classroom observations showed a need for improved teacher training to emphasize the necessity of increased fruit and vegetable consumption. CONCLUSIONS AND NEXT STEP 1. A culturally appropriate play-oriented intervention is an efficient means to engage Mexican American preschoolers in a learning process to improve recognition of healthful foods to help prevent obesity.
INNOVATION DEVELOPMENT The game was designed after a Mexican popular game called Lotería, a pictorial form of bingo. In the Ultimate Nutrition Game (© 2004), the cards and boards show color images of foods that reflect the Texas-Mexico border diet
Figure. Game cards and board for the Ultimate Nutrition Game.
325
GEM
INTRODUCTION
vention in this age group, and to determine the satisfaction of teachers and preschoolers with the intervention.
326
Mier et al/GEM NO. 404 (J Nutr Educ Behav. 2005;37:325-326.)
2. Partnerships between researchers and Head Start personnel to address childhood obesity are achievable through the participatory approach when the team understands and shares the cultural traditions and values of the target population. 3. The next step is to conduct a randomized controlled tr ial with parental involvement.
2.
3.
NOTE This pilot study received approval from the Institutional Review Board from Scott & White Hospital and Texas A&M University. More information can be obtained from the authors.
4.
5.
REFERENCES 1. Nelson JA, Chiasson MA, Ford V. Childhood overweight in a New
6.
York City WIC population. Am J Public Health. 2004;94:458-462. Matheson DM, Killen JD, Wang Y, Varady A, Robinson TN. Children’s food consumption during television viewing. Am J Clin Nutr. 2004;79:1088-1094. Hedley AA, Ogden CL, Johnson CL, Carroll MD, Curtin LR, Flegal KM. Prevalence of overweight and obesity among US children, adolescents, and adults, 1999-2002. JAMA. 2004;291:2847-2850. Styne DM. Childhood and adolescent obesity. Prevalence and significance. Pediatr Clin North Am. 2001;48:823-854. Slyper AH. The pediatric obesity epidemic: causes and controversies. J Clin Endocrinol Metab. 2004;89: 2540-2547. Gyovai V, Gonzales J, Ferran KY, Wolf C. Family dietary and activity
behaviors associated with overweight risk among low-income preschool age children. Calif J Health Promotion. 2003;1:66-77. 7. Guidelines for school health programs to promote lifelong healthy eating: summary.Atlanta, GA: Centers for Disease Control and Prevention; 1996. MMWR Report No. RR-99. 8. Rickard KA, Gallahue DL, Gruen GE,Tridle M, Bewley N, Steele K. The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century. J Am Diet Assoc. 1995;95:1121-1126.
JNEB Has Moved! Please update your records for correspondence with JNEB. Stephanie Wallner, Managing Editor Journal of Nutrition Education and Behavior Colorado State University 502 W. Lake Street, Campus Delivery 1571 Fort Collins, CO 80523-1571 Phone: 970-491-3060 • Fax: 970-491-7252 e-mail: [email protected] website address: www.jneb.org
Send educational materials for review to: Dr. Barbara Lohse Associate Editor, GEMs and Educational Materials in Review Journal of Nutrition Education and Behavior 111 Sowers St., Suite 600 State College, PA 16801 Phone: 814-863-0074 • Fax: 814-865-9046 e-mail: [email protected]. Thank you!
Ultimate Nutrition Game for Mexican American Preschoolers Nelda Mier, PhD,* Social and Behavioral Health Department, South Texas Center, School of Rural Public Health, Health Science Center,Texas A&M University System, 2101 McColl Road, Room 134, McAllen,TX 78503;Tel: (956) 6686326; Fax (956) 668-6302; E-mail: [email protected] Veronica Piziak, MD, PhD, Social and Behavioral Health Department, School of Rural Public Health, Health Science Center,Texas A&M University System, College Station,TX Lupita Valdez, LVN, Hidalgo County Head Start, Edinburg,TX (J Nutr Educ Behav. 2005;37:325-326.) *Author for correspondence
and the Food Guide Pyramid food groups (Figure). The cards contain rhymes in English and Spanish for teachers to read when playing the game. The game may be played by 2 or more and is composed of a deck of 71 cards and 17 boards with 9 pictures each.The classroom teacher calls out the picture on each card and recites the rhyme or gives other information about the food on the card. Each player is given 1 or more boards and markers to cover the pictures that have been called. For 3- to 5-year-old players, edible markers, such as cereal pieces, may be used to avoid a choking hazard.The first player to fill all of the adjacent squares in any direction (across, down, or diagonally) shouts “I won!” and is given a prize.The game may also be used to teach meal planning and portion sizes. PILOT PROGRAM
Obesity prevalence among children aged 2 to 6 years doubled between 1971 and 2000 and is correlated with hours of television viewing in which high-calorie food is advertised. 1-5 Childhood obesity may lead to adult obesity.6 Thus, early obesity prevention is imperative, and preschool settings are the ideal place to intervene before unhealthful eating habits are established. The Centers for Disease Control and Prevention suggest school nutrition education that is fun, participatory, and culturally relevant.7 Staff from a Head Start program in a South Texas border city and faculty from Texas A&M University System established a collaboration to design and pilot an intervention based on the play approach to learning8 to educate preschoolers about the importance of consuming more milk, water, fruits, and vegetables and fewer sodas. This GEM discusses the Ultimate Nutrition Game, a culturally appropriate nutrition game for Mexican American preschool children.
The intervention was implemented in a Head Start center located in a border town in south Texas with the collaboration of the Head Start manager, dietitian, and teachers. Eight teachers were trained to play the game in English and Spanish for 6 weeks with 148 Mexican American children ages 3 to 5 years. The end points of the pilot study were to improve recognition of foods, particularly healthful foods, to document the feasibility of the inter-
EVALUATION In a focus group at the end of the 6-week period, the teachers indicated that the game was a valuable nutrition education tool to increase recognition of healthful foods. Classroom observations showed that children were enthusiastic about the game and that pictures and layout were appropriate for this population. Classroom observations also showed that children should play the game for no more than 30 minutes and win at least once to maintain interest. Thus, the end points were realized.The teachers recommended that parents play the game at home to learn about nutrition with their children. Classroom observations showed a need for improved teacher training to emphasize the necessity of increased fruit and vegetable consumption. CONCLUSIONS AND NEXT STEP 1. A culturally appropriate play-oriented intervention is an efficient means to engage Mexican American preschoolers in a learning process to improve recognition of healthful foods to help prevent obesity.
INNOVATION DEVELOPMENT The game was designed after a Mexican popular game called Lotería, a pictorial form of bingo. In the Ultimate Nutrition Game (© 2004), the cards and boards show color images of foods that reflect the Texas-Mexico border diet
Figure. Game cards and board for the Ultimate Nutrition Game.
325
GEM
INTRODUCTION
vention in this age group, and to determine the satisfaction of teachers and preschoolers with the intervention.
326
Mier et al/GEM NO. 404 (J Nutr Educ Behav. 2005;37:325-326.)
2. Partnerships between researchers and Head Start personnel to address childhood obesity are achievable through the participatory approach when the team understands and shares the cultural traditions and values of the target population. 3. The next step is to conduct a randomized controlled tr ial with parental involvement.
2.
3.
NOTE This pilot study received approval from the Institutional Review Board from Scott & White Hospital and Texas A&M University. More information can be obtained from the authors.
4.
5.
REFERENCES 1. Nelson JA, Chiasson MA, Ford V. Childhood overweight in a New
6.
York City WIC population. Am J Public Health. 2004;94:458-462. Matheson DM, Killen JD, Wang Y, Varady A, Robinson TN. Children’s food consumption during television viewing. Am J Clin Nutr. 2004;79:1088-1094. Hedley AA, Ogden CL, Johnson CL, Carroll MD, Curtin LR, Flegal KM. Prevalence of overweight and obesity among US children, adolescents, and adults, 1999-2002. JAMA. 2004;291:2847-2850. Styne DM. Childhood and adolescent obesity. Prevalence and significance. Pediatr Clin North Am. 2001;48:823-854. Slyper AH. The pediatric obesity epidemic: causes and controversies. J Clin Endocrinol Metab. 2004;89: 2540-2547. Gyovai V, Gonzales J, Ferran KY, Wolf C. Family dietary and activity
behaviors associated with overweight risk among low-income preschool age children. Calif J Health Promotion. 2003;1:66-77. 7. Guidelines for school health programs to promote lifelong healthy eating: summary.Atlanta, GA: Centers for Disease Control and Prevention; 1996. MMWR Report No. RR-99. 8. Rickard KA, Gallahue DL, Gruen GE,Tridle M, Bewley N, Steele K. The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century. J Am Diet Assoc. 1995;95:1121-1126.
JNEB Has Moved! Please update your records for correspondence with JNEB. Stephanie Wallner, Managing Editor Journal of Nutrition Education and Behavior Colorado State University 502 W. Lake Street, Campus Delivery 1571 Fort Collins, CO 80523-1571 Phone: 970-491-3060 • Fax: 970-491-7252 e-mail: [email protected] website address: www.jneb.org
Send educational materials for review to: Dr. Barbara Lohse Associate Editor, GEMs and Educational Materials in Review Journal of Nutrition Education and Behavior 111 Sowers St., Suite 600 State College, PA 16801 Phone: 814-863-0074 • Fax: 814-865-9046 e-mail: [email protected]. Thank you!