Developing Healthy Lifestyle Behaviors in Early Age—An Intervention Study in Kindergartens
Abstract
:1. Introduction
Background and Purpose
- The quality of the children’s mid-morning snack and water consumption.
- Children’s ability to explain how they feel about their bodies following physical exercise.
- Indirectly, parent involvement through the children, indicated by changing the quality of the children’s mid-morning snack and water consumption—thus showing that the children were acting as “agents of change”.
2. Materials and Methods
2.1. Setting
2.1.1. For Kindergarten Teachers
- Adopting sensible eating and drinking habits through menu diversification towards the Mediterranean diet pattern, prudent food choices and promoting self-control [34,35]. Emphasis was placed on increasing fruit, vegetable and water consumption and improving the quality of the mid-morning snack brought to school [36,37,38].
- Encouraging physical exercise in line with the Physical Exercise Curriculum for Kindergartens, encouraging teachers to be active and develop basic motor skills in the children such as walking, running, twisting in different directions, at different speeds, jumping and landing, rolling and balancing the body, shooting at targets, ball control and dribbling [39].
- The use of logical-mathematical language skills related to measurements such as: counting, concepts, quantity, time, speed, strength, representations in diagrams and monitoring charts, classification processes, comparisons, cause-effect relationships, drawing relevant conclusions, reasoning, and problem solving [40,41]. The educational environment illustrated these topics through wall diagrams, charts and computer graphics. Teaching modules encouraged activity in an experiential manner such as: using food groups to build food pyramids, preparing salads, documenting the amount of vegetables, fruits, and water consumed, as well as encouraging more physical exercise by counting and measuring steps.
2.1.2. For Kindergarten Children
2.2. Participants and Assignment of Groups
2.3. Measurements
3. Results
3.1. Data Analysis
3.2. Results
3.2.1. Pupils’ Nutrition Habits (in Accordance with Previous Publication) [46]
3.2.2. Pupils’ Attitudes to Physical Activity
- (1)
- Physical aspects: e.g., heart function, breathing, sweating, thirst, fever, fatigue, difficulty. e.g., easy/not difficult, not tired.
- (2)
- A total of 80% of the children referred to the physical aspect (e.g., cardiac activity, perspiration, breathing, heat, fatigue) such as “My heart is beating a lot’’, “My body got hot”, “I felt tiredness in my heart”.Emotional aspects: e.g., positive—fun, competence, motivation; negative—not like (do not want/not good/annoying), difficult to manage.A total of 47% of the children expressed themselves in emotional terms. Most of them voiced enjoyment, fun and capability such as: “I can do more”.
- (3)
- Cognitive aspects: the use of language and concepts of mathematical logic (argument, reason, result), the use of images. A total of 47% of the children made cognitive references that included the use of mathematical-logical concepts and images such as “many times it was hard to go up and go down” or “my heart beats twice as fast”, sound arguments such as “I had fun because I jumped a lot” and cause–effect relationships such as “if I jump, then my feet hurt”.
- (4)
- Energy expenditure’ aspects: The responses were classified as follows: 1. Description—a non-scientific explanation, such as “I had a lot of fun”; 2. Scientific description—such as: “my heart is beating strongly:, “I felt heavy breathing”, “It was hard and I was sweating ‘‘, “My blood was flowing fast”, “My body becomes warm”; 3. Scientific description with additional information on enjoyment from the activity—such as: “my heart beats quickly and I want more”, “my body heats up and it was fun”, “I also enjoyed it and I was thirsty”, “I ran and jumped easily, but I’m really sweating”.
4. Discussion
- Principles of the Intervention Program—Nutrition
- Physical Activity
5. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Theme | Topics |
---|---|
Health Education and Promotion |
|
Nutrition |
|
Physical Activity |
|
Imparting skills for logical and mathematical thinking |
|
Kindergartens | Intervention Group (42) | Comparison Group (32) | |||
---|---|---|---|---|---|
Percent (SD) | Percent (SD) | ||||
Number of Children | 842 | 1048 | |||
Boys | 55.7 | NS * | 56.3 | 454 | 436 |
Girls | 44.3 | NS | 43.7 | 352 | 347 |
Number of children in class | (6.2) | NS | (7.5) | 26.3 | 25.0 |
Experience of the teachers (year) | (9.2) | NS | (9.7) | 14.0 | 14.5 |
Sector of Kindergarten | |||||
National—Secular | 47.6 | 75.0 | 24 | 20 | |
National—Religious | 52.4 | 25.0 | 8 | 22 | |
Socio-Economic Status of school population | |||||
Low—Low-Middle | 47.6 | 56.3 | 18 | 20 | |
High-middle—High | 52.4 | 43.8 | 14 | 22 |
Intervention Group | Comparison Group | |||||
---|---|---|---|---|---|---|
Sandwich Content | Difference in % | post N = 653 | pre N = 740 | Difference in % | post N = 730 | pre N = 734 |
Change% | N (%) | N (%) | Change % | N (%) | N (%) | |
Cheese | +6.1 ** | 273 * (41.8) | 264 (35.7) | +0.5 | 221 (30.3) | 219 (29.8) |
Chocolate Spread | −12.0 *** | 64 ** (9.8) | 161 (21.8) | +0.2 | (5.1) | (4.9) |
Humus | +3.6 ** | 102 * (15.6) | 89 (12.0) | +2.0 | 87 (11.9) | 73 (9.9) |
Egg | +0.5 | 53 (8.1) | 56 (7.6) | +0.8 | 58 (7.9) | 52 (7.1) |
Salami | +1.4 | 37 (5.7) | 32 (4.3) | −1.9 | 51 (7.0) | 65 (8.9) |
Tuna | +2.7 ** | 47 * (7.2) | 33 (4.5) | −1.2 | 36 (4.9) | 45 (6.1) |
Intervention Group | Comparison Group | |||||
---|---|---|---|---|---|---|
Difference % | post N = 648 | pre N = 728 | Difference% | post N = 719 | pre N = 722 | |
N (%) | N (%) | N (%) | N (%) | |||
Bread only—no filling | +0.7 | 31 (4.8) | 30 (4.1) | +0.7 | 35 (4.9) | 30 (4.2) |
Preferred (healthy) content | +14.1 *** | 517 (79.8) | 478 (65.7) | +0.4 | 460 (63.9) | 459 (63.5) |
Sweet spreads | −14.8 *** | 100 (15.4) | 220 (30.2) | −1.1 | 224 (31.2) | 233 (32.3) |
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Jakobovich, R.; Berry, E.M.; Levita, A.; Levin-Zamir, D. Developing Healthy Lifestyle Behaviors in Early Age—An Intervention Study in Kindergartens. Nutrients 2023, 15, 2615. https://doi.org/10.3390/nu15112615
Jakobovich R, Berry EM, Levita A, Levin-Zamir D. Developing Healthy Lifestyle Behaviors in Early Age—An Intervention Study in Kindergartens. Nutrients. 2023; 15(11):2615. https://doi.org/10.3390/nu15112615
Chicago/Turabian StyleJakobovich, Ronit, Elliot M. Berry, Asia Levita, and Diane Levin-Zamir. 2023. "Developing Healthy Lifestyle Behaviors in Early Age—An Intervention Study in Kindergartens" Nutrients 15, no. 11: 2615. https://doi.org/10.3390/nu15112615