Nutrition education as value transfer in school

Article Sidebar

PDF (Magyar)
Published: Feb 1, 2022
DOI: https://doi.org/10.14232/ISKKULT.2022.2.3
Keywords:
egészségnevelés, értékközvetítés, táplálkozási magatartás

Main Article Content

Anna Kiss
ELTE Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar
Sándor Soós
ELTE Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar
Zoltán Lakner
Magyar Agrár- és Élettudományi Egyetem, Agrár- és Élelmiszergazdasági Intézet, Mezőgazdasági és Élelmiszeripari Vállalati Gazdaságtan Tanszék
Orsolya Tompa
Magyar Agrár- és Élettudományi Egyetem, Agrár- és Élelmiszergazdasági Intézet, Mezőgazdasági és Élelmiszeripari Vállalati Gazdaságtan Tanszék
https://orcid.org/0000-0003-0831-5958

Abstract

The importance and characteristics of health education have been developed and described in detail in the field of education, but nutrition education as a part of health education has not been presented yet. The aim of the research is therefore to present the role and possibilities of nutrition education as a value transfer in school. Also, to describe the theoretical basis of nutrition education and the place of healthy nutrition in the value system. School education is the base for healthy eating behaviour and is the prerequisite for this behaviour’s development. Nutrition education in school is presented in two forms: school catering and related school reforms, and nutrition education interventions. School plays a prominent role in changing children’s eating behaviour as one of the most important socialization areas and helps to develop preventive health behaviour.

Downloads

Download data is not yet available.

Article Details

How to Cite
Kiss, A., Soós, S., Lakner, Z., & Tompa, O. (2022). Nutrition education as value transfer in school . Iskolakultúra, 32(2), 3–20. https://doi.org/10.14232/ISKKULT.2022.2.3
Issue
Vol. 32 No. 2 (2022)
Section
Study

References

Achterberg, C., & Miller, C. (2004). Is one theory better than another in nutrition education? A viewpoint: more is better. Journal of Nutrition Education and Behavior, 36(1), 40-42.

American Dietetic Association. (2009). International dietetics & [and] nutrition terminology (IDNT) reference manual: standardized language for the nutrition care process. American Dietetic Association.

Bábosik, I. (1999). A nevelés elmélete es gyakorlata: egyetemi-főiskolai tankönyv. Nemzeti Tankönyvkiadó.

Biesalski, H. K., Pirlich, M., Bischoff, S. C., & Weimann, A. (Eds.). (2017). Ernährungsmedizin: Nach dem Curriculum Ernährungsmedizin der Bundesärztekammer. Georg Thieme Verlag.

Brun, J. (1985). Nutrition education: a model for effectiveness a synthesis of research. Journal of Nutrition Education, 17(2), ii-S44.

Crockett, S. J., & Sims, L. S. (1995). Environmental influences on children's eating. Journal of Nutrition Education, 27(5), 235-249.

Meleg, Cs. (2002). Iskolai egészségnevelés: A feladat újrafogalmazása. Magyar Pedagógia, 102(1), 11-29.

Contento, I. R. (2008). Nutrition education: linking research, theory, and practice. Asia Pacific journal of clinical nutrition, 17.

Diep, C. S., Chen, T. A., Davies, V. F., Baranowski, J. C., & Baranowski, T. (2014). Influence of behavioral theory on fruit and vegetable intervention effectiveness among children: a meta-analysis. Journal of nutrition education and behavior, 46(6), 506-546.

Dobewall, H., Tark, R., & Aavik, T. (2018). Health as a value and its association with health-related quality of life, mental health, physical health, and subjective well-being. Applied Research in Quality of Life, 13(4), 859-872.

Dunton, G. F., Liao, Y., Grana, R., Lagloire, R., Riggs, N., Chou, C. P., & Robertson, T. (2014). State-wide dissemination of a school-based nutrition education programme: a RE-AIM (Reach, Efficacy, Adoption, Implementation, Maintenance) analysis. Public health nutrition, 17(2), 422-430.

Gallotta, M. C., Iazzoni, S., Emerenziani, G. P., Meucci, M., Migliaccio, S., Guidetti, L., & Baldari, C. (2016). Effects of combined physical education and nutritional programs on schoolchildren’s healthy habits. PeerJ, 4, e1880.

Grad, F. P. (2002). The preamble of the constitution of the World Health Organization. Bulletin of the World Health Organization. https://doi.org/10.1590/S0042-96862002001200014.

Hand, R. K., Abram, J. K., Brown, K., Ziegler, P. J., Parrott, J. S., & Steiber, A. L. (2015). Development and Validation of the Guide for Effective Nutrition Interventions and Education (GENIE): A tool for assessing the quality of proposed nutrition education programs. Journal of nutrition education and behavior, 47(4), 308-316.

Hawkins, M., Watts, E., Belson, S. I., & Snelling, A. (2020). Design and Implementation of a 5-Year School-Based Nutrition Education Intervention. Journal of Nutrition Education and Behavior.

Herbert, P. C., Lohrmann, D. K., Seo, D. C., Stright, A. D., & Kolbe, L. J. (2013). Effectiveness of the energize elementary school program to improve diet and exercise. Journal of school health, 83(11), 780-786.

Ho, M., Garnett, S. P., Baur, L., Burrows, T., Stewart, L., Neve, M., & Collins, C. (2012). Effectiveness of lifestyle interventions in child obesity: systematic review with meta-analysis. Pediatrics, 130(6), e1647-e1671.

Hu, C., Ye, D., Li, Y., Huang, Y., Li, L., Gao, Y., & Wang, S. (2010). Evaluation of a kindergarten-based nutrition education intervention for pre-school children in China. Public health nutrition, 13(2), 253-260.

Huang, R. C., Mori, T. A., Burke, V., Newnham, J., Stanley, F. J., Landau, L. I., ... & Beilin, L. J. (2009). Synergy between adiposity, insulin resistance, metabolic risk factors, and inflammation in adolescents. Diabetes Care, 32(4), 695-701.

Karácsony, I. (2018). Az intézményesült iskola-egészségügyi ellátás részvétele az iskolai egészséges életmódra nevelésben, a felvilágosítástól a teljes körű fejlesztésig. Karlovitz, János Tibor (szerk.) Elmélet és gyakorlat a neveléstudományok és szakmódszertanok köréből Komárno, Szlovákia: International Research Institute, 143-152.

Járomi, É., & Vitrai, J. (2017). Az iskolai egészségfejlesztés hazai és nemzetközi szemléletének bemutatása. Egészségfejlesztési Folyóirat, 58(1), 36-48.

Kapitány Á., & Kapitány, G. (1995) Bevezetés. Értékrendszerek. Értékvákuum. In: Zoltán, V. (szerk.) Értékátadási folyamatok és konfliktusok a pedagógiában.

Keihner, A. J., Meigs, R., Sugerman, S., Backman, D., Garbolino, T., & Mitchell, P. (2011). The Power Play! Campaign’s School Idea & Resource Kits improve determinants of fruit and vegetable intake and physical activity among fourth-and fifth-grade children. Journal of nutrition education and behavior, 43(4), S122-S129.

Lake, A. A., Rugg-Gunn, A. J., Hyland, R. M., Wood, C. E., Mathers, J. C., & Adamson, A. J. (2004). Longitudinal dietary change from adolescence to adulthood: perceptions, attributions and evidence. Appetite, 42(3), 255-263.

Lelovics, Zs. (2015). Az egészséges táplálkozásra nevelés mint nevelési feladat és értékközvetítés a középiskolás korosztályban (Doctoral dissertation).

Murimi, M. W., Moyeda-Carabaza, A. F., Nguyen, B., Saha, S., Amin, R., & Njike, V. (2018). Factors that contribute to effective nutrition education interventions in children: a systematic review. Nutrition reviews, 76(8), 553-580.

Muros, J. J., Zabala, M., Oliveras-López, M. J., Bouzas, P. R., Knox, E., Rufián-Henares, J. Á., & de la Serrana, H. L. G. (2015). Effect of physical activity, nutritional education, and consumption of extra virgin olive oil on lipid, physiological, and anthropometric profiles in a pediatric population. Journal of Physical Activity and Health, 12(9), 1245-1252.

Neeley, S. M. (2011). The influence of school eating environment on children's eating behaviors: An examination of the SNDA-III.

Nestlé Deutschland, A. G., & Studie, N. (2010). So is (s) t Schule. Chancen für das lernende Esszimmer. Nestlé Studie.

Oostindjer, M., Aschemann-Witzel, J., Wang, Q., Skuland, S. E., Egelandsdal, B., Amdam, G. V., ... & Van Kleef, E. (2017). Are school meals a viable and sustainable tool to improve the healthiness and sustainability of children´ s diet and food consumption? A cross-national comparative perspective. Critical reviews in food science and nutrition, 57(18), 3942-3958.

Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School gardens: an experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students. Journal of nutrition education and behavior, 41(3), 212-217.

Peñalvo, J. L., Sotos-Prieto, M., Santos-Beneit, G., Pocock, S., Redondo, J., & Fuster, V. (2013). The Program SI! intervention for enhancing a healthy lifestyle in preschoolers: first results from a cluster randomized trial. BMC public health, 13(1), 1208.

Saraf, D. S., Gupta, S. K., Pandav, C. S., Nongkinrih, B., Kapoor, S. K., Pradhan, S. K., & Krishnan, A. (2015). Effectiveness of a school based intervention for prevention of non-communicable diseases in middle school children of rural North India: a randomized controlled trial. The Indian Journal of Pediatrics, 82(4), 354-362.

Shah, P., Misra, A., Gupta, N., Hazra, D. K., Gupta, R., Seth, P., ... & Hazra, N. (2010). Improvement in nutrition-related knowledge and behaviour of urban Asian Indian school children: findings from the ‘Medical education for children/Adolescents for Realistic prevention of obesity and diabetes and for healthy aGeing’(MARG) intervention study. British Journal of Nutrition, 104(3), 427-436.

Singhal, N., Misra, A., Shah, P., & Gulati, S. (2010). Effects of controlled school-based multi-component model of nutrition and lifestyle interventions on behavior modification, anthropometry and metabolic risk profile of urban Asian Indian adolescents in North India. European journal of clinical nutrition, 64(4), 364-373.

Snelling, A. M., Ernst, J., & Belson, S. I. (2013). Teachers as role models in solving childhood obesity. Journal of Pediatric Biochemistry, 3(01), 055-060.

Story, M., Neumark-Sztainer, D., & French, S. (2002). Individual and environmental influences on adolescent eating behaviors. Journal of the American Dietetic association, 102(3), S40-S51.

Somsri, P., Satheannoppakao, W., Tipayamongkholgul, M., Vatanasomboon, P., & Kasemsup, R. (2016). A cosmetic content–based nutrition education program improves fruit and vegetable consumption among grade 11 Thai students. Journal of nutrition education and behavior, 48(3), 190-198.

Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., et al. (2012). Refining the theory of basic individual values. Journal of Personality and Social Psychology, 103(4), 663–688. https://doi.org/10.1037/a0029393.

Somhegyi, A. (2016). Teljeskörű iskolai egészségfejlesztés (TIE): jelen helyzet. Különleges Bánásmód, 2(4), 61-80.

Ware, J., & Young, J. (1977). Studies of the Value Placed on Health. RAND Corporation.

Weszely, Ö. (1994). Bevezetés a neveléstudományba: A pedagógia alapvető kérdései. OPKM.

WHO (2016). Report of the commission on Ending Childhood Obesity.

Witt, K. E., & Dunn, C. (2012). Increasing fruit and vegetable consumption among preschoolers: evaluation of Color Me Healthy. Journal of nutrition education and behavior, 44(2), 107-113.

Who, J., & Consultation, F. E. (2003). Diet, nutrition and the prevention of chronic diseases. World Health Organ Tech Rep Ser, 916(i-viii).

World Health Organization. (2009). Global health risks: mortality and burden of disease attributable to selected major risks. World Health Organization.