scholarly journals Influence of Food Education on the quality of snacks of middle school children

2020 ◽  
Vol 30 (Supplement_2) ◽  
Author(s):  
D Andrade

Abstract Introduction The window of opportunity for the creation of eating behaviours and preferences, occurs during the early years, and will be reflected throughout the rest of their lives. The school represents an ideal environment to apply behavioural shaping strategies and to create eating habits, but can also be negatively affected by unbalanced eating behaviours. Cognitive performance is influenced by their diet, and a deficit of important nutrients harms school productivity, enhancing the importance of creating habits of making healthy, balanced and complete snacks. Objectives To evaluate the quality of middle school children snacks, and to comprehend the influence of Food Education on the improvement of this same quality Methodology Make a detailed initial registration of the snacks composition (morning and afternoon snacks), for 5 consecutive days. Then, apply lectures of Food Education throughout the school year, enhancing what is the ideal composition of these snacks. Repeat the registration of the school snacks, at the end of the year, in order to compare the data gathered before and after the Food Education qualification. Results Through comparing the initial and final registration, it’s possible to see differences in the quantity of some food groups: grain bread (4% to 7%), even though refined bread also increased (51% to 53%); plain milk (29% to 37%), in detriment to flavoured milk (10% to 4%); sugared cakes and cookies, with or without filling (23% to 6%); industrial pastry shop products (27% to 7%). Conclusion Based on the results gathered, it is possible to conclude that a continuous Food Education, focused on improving school snacks, led to a significant improvement of the nutritional quality of food choices, enhancing the importance and need of instruct children during their early school years, involving the environment of their everyday lives.

2020 ◽  
Vol 15 (16) ◽  
pp. 57-61
Author(s):  
Zh. V. Sotnikova-Meleshkina ◽  
◽  
O. V. Martynenko ◽  

Introduction. The study was conducted to validate the developed by the team of authors «Methods for assessing the quality of life related to health in middle school children». Methods. As a starting point, a Ukrainian-language adapted version of the questionnaire «List of children’s symptoms» was used, which is used to identify psychosocial dysfunction of children in children’s (Y-PSC) and parental (PSC) versions. According to the results of a parallel survey of 228 middle school students (103 boys and 125 girls), statistical data processing was performed using cluster analysis K-means, discriminant, canonical analysis and reliability analysis (Alpha Cronbach) by the licensed statistical software package IBM SPSS Statistics 22. Results. Processing by the data clustering method according to the Y-PSC and PSC questionnaire showed the best distribution into 3 clusters (the value of the F-test is 1% less than the maximum, but the standard error of the method is reduced by 32% from the maximum), which was confirmed by the discriminant analysis (total accuracy 96,4%) and canonical analysis (p < 0,15). In the pro-posed method of determining the quality of life associated with health, the division into 3 clusters met the requirement of statistical significance at the level of p < 0,05, and its total accuracy is 98,7%. Both methods proved to be reliable and accurate in terms of internal consistency, as evidenced by Cronbach’s alpha evaluation. Thus, with the high degree of clustering based on the survey, according to the original and proposed methods, the method of assessing the quality of life associated with health in middle school children has statistical significance at the level of p < 0,05 and can be used in group and population-based studies to determine the physical, mental and social well-being of schoolchildren based on self-assessment. Key words: Quality of life related to health; Middle school age; Schoolchildren; Psychosocial dysfunction; Validation.


2019 ◽  
Vol 133 (6) ◽  
pp. 569-585 ◽  
Author(s):  
Clemens C. C. Bauer ◽  
Camila Caballero ◽  
Ethan Scherer ◽  
Martin R. West ◽  
Michael D. Mrazek ◽  
...  

2008 ◽  
Author(s):  
Peggy J. Cantrell ◽  
Beth Bailey ◽  
Christine L. Pearson ◽  
Chandni Patel

2006 ◽  
Author(s):  
L. Haerens ◽  
B. Deforche ◽  
L. Maes ◽  
G. Cardon ◽  
V. Stevens ◽  
...  

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