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A school‐based intervention’s influence on food knowledge, food preference and gross motor skills among preschoolers (252.5)
Author(s) -
Fitzgerald Nurgul,
Mueller Carolina,
Willems Cynthia,
Zhang Youjie
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.252.5
Subject(s) - gross motor skill , mcnemar's test , psychology , preference , ethnic group , food preference , intervention (counseling) , motor skill , childhood obesity , obesity , head start , medicine , environmental health , demography , overweight , developmental psychology , food science , statistics , chemistry , mathematics , psychiatry , sociology , anthropology , economics , microeconomics
Food intake and physical activity are important factors in obesity prevention. Snack foods provide more than 27% of daily energy intake among children, and gross motor skills during preschool years has been linked to physical activity levels in later years. This study examined the impact of a school‐based intervention (All 4 Kids©) on snack food recognition, food preference, and gross motor skills among preschool age children from minority and low‐income families in New Brunswick, NJ. Forty‐five children (3‐5yr; 20 boys and 25 girls; 32 Hispanic, 11 Black, 2 mixed race/ethnicity) participated in the 24‐lesson intervention (implemented 3 times per week). The 30‐45 minute lessons included age‐appropriate songs, dances and games. Weekly information packets were sent to families, and 3 family events were held at the preschool. Pre‐ and post‐program scores were summed for identifying 18 snack foods, identifying the 9 healthy options, and for stated preference for eating the healthy foods. A gross motor skill scale was calculated based on the measured skills. Pre vs. post differences were analyzed using paired samples t‐ and McNemar tests. After (versus before) the program, mean sum scores significantly increased for identifying foods, identifying healthy foods, and for preference for healthy foods (10.6 vs. 14.3, 4.4. vs. 6.6, and 3.2 vs. 4.9, respectively; p<.0001). Mean gross motor skill scale was significantly higher after the program (20.4 vs. 25.3 p<.0001; possible range: 0‐36). The program was perceived positively by the school and families and was sustained as a part of the school curriculum. The results suggest that the program was effective, and similar approaches can be sustained for a school‐wide influence on lifestyle behaviors among children. Grant Funding Source : Supported by USDA Award No. 2010‐85215‐20662