Nutrition Education Intervention to Promote Nutrition Knowledge in Preschool Children at District of Leiria, Portugal
Cátia Braga-Pontes1,2*
, Eunice Pratas1, Ângela Novo1, Bianca Domingues1, Rebeca Miguens1, Sara Simões-Dias1,2
1School of Health Sciences, Polytechnic of Leiria, Leiria, Portugal
2CITechCare- Center for Innovative Care and Health Technology, Polytechnic of Leiria, Leiria, Portugal
Corresponding Author Email: catia.pontes@ipleiria.pt
Abstract:
Several factors can influence children’s food choices and preferences. Food and nutrition education at school can therefore be the key to improving children’s nutrition knowledge, and consequently their eating behavior. To this end, several strategies seem effective, and the current difficulty lies in choosing the best methodology to implement.
To determine which intervention has the greatest impact on preschool children’s nutrition knowledge about vegetables: serious game, children’s story, children’s story associated with stickers, or food wheel.
This experimental study had the participation of 162 children, aged between 3 to 6 years, attending four public school institutions in the district of Leiria, Portugal. To increase children’s nutrition knowledge about vegetables, four interventions were carried out: digital game, children’s story, children’s story associated with stickers, and a food wheel. To assess the recognition of foods, identification of vegetables, and the functions of five vegetables (lettuce, tomato, carrot, cucumber, and red cabbage), two instruments were applied at three different times (at the start, conclusion, and 6 months after the intervention). The collected data were analyzed using IBM SPSS software.
There was an increase in nutrition knowledge both post-intervention and 6 months follow-up, compared to the initial moment. This increase was statistically significant when evaluated overall. The intervention with the digital game “Veggies4myheart”, compared to the children’s story associated with stickers, proved to be more effective in increasing nutrition knowledge related to the vegetable's functions, 6 months after the intervention.
The four interventions were effective to promote nutrition knowledge about vegetables in preschool children. The interventions with the digital game or with the child’s story with stickers seem to be the most appropriate to increase knowledge about vegetable functions.
Keywords:
Children; Education; Knowledge; Preschool; Serious Games; Vegetables
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