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KMID : 1011620200360060578
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Korean Journal of Food and Cookey Science
2020 Volume.36 No. 6 p.578 ~ p.588
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Study on Development and Evaluation of Nutrition Education Program Based on Social Cognitive Theory to Improve Preschoolers’ Vegetable Intake
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Baek Ji-Su
Heo Young-Ran
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Abstract
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Purpose: The purpose of this study was to develop and evaluate a nutrition education program based on social cognitive theory. Education topics focused on improving vegetable intake in preschoolers.
Methods: The program was developed based on social cognitive theory, which focuses on self-efficacy, teacher modeling, rewarding and sensory activity. Program development proceeded in five stages (draft development, social cognitive theory application, preliminary investigation, program revision, program implementation). A non-equivalent control group, pretest-posttest design was used in this study. Participants were recruited from one childcare facility; 35 preschoolers (treatment group, n=15 and control group, n=20) participated. The treatment group received 3 lessons. Intake surveys were conducted for each group before and after the nutrition education program. The data were analyzed using a t-test, paired t-test, chi Square-test (Fisher's exact test) and ANOVA.
Results: In the treatment group, post-education, there was significantly higher intake in side dishes (vegetable dishes) by children aged between four and five (p<0.01). Among the vegetable dishes, there was a significantly higher intake in broccoli and spinach (p<0.001).
Conclusion: This study showed that improving preschoolers' vegetable intake could be achieved via a nutrition education program based on social cognitive theory which focuses on behavior change. It is necessary to develop nutrition education program for teachers to increase the vegetables intake of children.
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KEYWORD
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Teacher Modeling, Social Cognitive Theory, Nutrition Education, Preschoolers, Vegetable Intake
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