Nutrition Education on Early Childhood

However, since mal comestible often exists concurrently with a number of social conditions such as poverty, chaotic family structure, piteous housing, ignorance and despair, the authors note that parcelling out the effects of these fixingss from the feed factor is not always easily done. Clarke-Stewart et al. do note that in countries handle Sweden where both poor and rich consider admission price to food and social services, the link between social factors like income and mal livelihood has been broken.

Nutrition Education programs are needed because many parents do not know their children's alimental needs and/or do not monitor their youngsters' intake of low-nutrition foods with the results being that there children get illness, failure to thrive physically and/or slow convalescence from common physical illnesses. This point is made by Dickenson-Hazard (1994) who as well as informs that nutrition education not only helps children to learn more than about good nutrition, it helps them to replace eating habits detrimental to wellness with habits that promote health. Further, Dickenson-Hazard points out that when parents are involved in nutritional education programs, they are provided with information and techniques that they can use to speed not only their children's health but the health of the immaculate family.

In summary then, there are some(prenominal) reasons wherefore nutrition education is needed in early childhood. These

As can be seen from the forgo review of programs, there are many different types and kinds of nutrition education programs. Some are more successful than others. This leads to the interrogation of what makes such a program successful? One practicable answer might be found in an one-time(a) study conducted by Konior (1980). This author examined various components of a nutrition education program in a rural area. The primal program goal was said to be improving the dietetic patterns of young children.

According to Konior, the program was highly successful. She identified several factors which contributed to the success. First, the program was highly innovative.

Second the nutrition education leaders in the school had gotten together and worked to obtain a monotone grant through which the program was funded. The categorical grant provided the silver for purchase of services and materials for nutrition education that would not have otherwise been available in a district that operated on a very limited budget.

Sunseri (1984) also examined parent/family pastime nutrition education; specifically, he studied the Chicago nubble Health Curriculum Program was implemented in a large urban school. Sunseri compared the differential involvement of four extend/ethnic groups in family intervention evaluated the program's impact on students' nutrition knowledge. Results were said to indicate success in conducting family intervention with an educationally and racially diverse population.

Friedman, A.G., Green, P.G. & Stokes, T. (1990). Improving dietary habits of children: Effects of nutrition education and correspondence training. Journal of Behavior Therapy and Experimental Psychiatry, 21(4), 263-268.

Sunseri, A.J. (1984). Ingredients in nutrition education: Family involvement, reading and race. Journal of School Health, 54(5), 193-196.

Luepker, R.V., Perry, C.L., Murray, D.M. & Mullis, R. (1988). hypertension prevention through nutrition education in yout
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