İlköğretim Çocuklarında Ebeveyn Destekli Beslenme Eğitiminin Beslenme Bilgisi ve Yeme Davranışı Üzerine Etkisi

Year 2025, Volume: 35 Issue: 4, 704 - 713, 29.08.2025

Seyit Ramazan Karadoğan , Funda Pınar Çakıroğlu

https://doi.org/10.54005/geneltip.1691046

Abstract

Amaç: Ebeveyn destekli beslenme eğitiminin çocukların beslenme bilgisi ve yeme davranışlarına etkisini gözlemlemek çalışmanın amacını oluşturmuştur.
Gereç ve Yöntemler: Çalışmaya, Isparta’daki bir özel okulda öğrenim gören üçüncü, dördüncü ve beşinci sınıflardan toplam yüz yirmi bir öğrenci katılmıştır. Çocuklar, ebeveyn destekli eğitim verilen grup ve sadece çocuklara eğitim verilen grup olmak üzere iki gruba ayrılmıştır. Her iki gruba da çalışmaya başlamadan bir hafta önce ve eğitim programı sonrası beslenme bilgilerini ölçen test ve ebeveynlerine ise geçerliliği ve güvenirliği Yılmaz vd. (2011) tarafından yapılan Çocuklarda Yeme Davranışı Anketi uygulanarak çocukların yeme davranışındaki değişiklikler tespit edilmiştir. Veriler Wilcoxon Testi, Mann–Whitney U Testi ve Çoklu Doğrusal Regresyon Analizi ile analiz edilmiştir.
Bulgular: Ebeveyn desteğiyle beslenme eğitimi alan çocukların beslenme bilgi puanlarındaki artış, destek almayanlara göre anlamlı düzeyde daha yüksek bulunmuştur. Eğitim sonunda gıda heveslisi, duygusal aşırı yeme, içme tutkusu ve tokluk heveslisi yeme davranışı puanlarında azalma, seçici yeme davranışı puanlarında ise artış gözlenmiştir. Ebeveyn desteği alan grupta, beslenme bilgisi puanı arttıkça duygusal az yeme ve seçici yeme davranışı puanlarının azalacağı, ancak gıdadan keyif alma yeme davranışı puanlarının ise artacağı belirlenmiştir. Ancak eğitim sonrası yeme davranışı puanlarındaki değişimlerin ebeveyn desteği alan ve almayan çocuklar arasında istatistiksel olarak anlamlı bir fark görülmemiştir.
Sonuç: Ebeveyn destekli verilen beslenme eğitiminin ebeveyn desteği olmaksızın verilen beslenme eğitimine göre çocuklarda beslenme bilgisini daha fazla arttırdığı tespit edilmiş olup, beslenme eğitiminin daha olumlu yeme davranışları göstermede etkili olduğu görülmüştür. Özellikle ilkokul çocuklarında beslenme eğitimine ebeveyn katılımının eğitimin etkinliğini arttırmada önemli olduğu gösterilmiştir.

Keywords

Yeme davranışları , beslenme eğitimi , ebeveyn desteği , ilkokul çocukları

The Effect of Parent-Supported Educatıon on Nutrıtıonal Knowledge and Eatıng Behavıors in Prımary School Chıldren

Abstract

Background/Aims: This study aims to investigate the effect of parent-supported nutrition education on children's nutritional knowledge and eating behaviors.
Materials and Methods: A total of one hundred and twenty one students from the third, fourth and fifth grades at a private school in Isparta, Turkey were selected for the study. The participating children were divided into two groups: one receiving parent-supported nutrition education, and the other receiving nutrition education targeted only at the children. A nutrition knowledge test was administered to both groups one week prior to the intervention and again following the completion of the education program. In order to evaluate changes in the children's eating behaviors, the Children’s Eating Behavior Questionnaire, whose validity and reliability were established by Yılmaz et al. (2011), was completed by the parents. Data were analyzed using the Wilcoxon Test, Man Whitney U Test and Multiple Linear Regression Analysis.
Results: The increase in nutritional knowledge scores of children supported by their parents compared to before the education was significantly greater than that of children without support. At the end of the education; food enthusiasm, emotional overeating, passion for drinking and enthusiasm for satiety eating behavior scores reduced, while food selectivity eating behavior scores increased. The increase in higher nutritional information score is estimated to be less enthusiasm for satiety and food selectivity scores, whereas higher enjoying food scores for children in the group supported by parents. However, it was observed that the changes in eating behaviors were similar between children with parental support and children without parental support after the education.
Conclusion: It was found that parent-supported nutrition education led to a greater improvement in children's nutritional knowledge compared to education provided without parental involvement. Furthermore, nutrition education was shown to be effective in promoting more positive eating behaviors among children. In particular, parental involvement in nutrition education was found to play a significant role in enhancing the effectiveness of the program, especially among primary school children.

Keywords

Eating behaviors , nutrition education , parent support , primary school children

References

• 1. Dos Santos Leal K, Da Costa MP, Vilela S. Socioeconomic and household frame working influences in school-aged children's eating habits: Understanding the parental roles. Appetite 2024;201:107605-107613.
• 2. Hu H, Yang C, Tan F, Zhao X, Du X, Liang J, et al. Parental influence in forming preschool children’s eating behaviors—A Cross-Sectional Survey in Chongqing, China. Healthcare 2019;7(4):140-156.
• 3. Costa A, Oliveira A. Parental feeding practices and children’s eating behaviors: An overview of their complex relationship. Healthcare 2023;11(3):400-414.
• 4. Haines J, Haycraft E, Lytle L, Nicklaus S, Kok FJ, Merdji M, et al. Nurturing children's healthy eating: position statement. Appetite 2019;137:124-133.
• 5. Verplanken B, Orbell S. Attitudes, habits and behavior change. Annu Rev Psychol 2022;73(1):327-352.
• 6. Dollahite J, Hosig KW, White KA, Rodibaugh R, Holmes TM. Impact of a school-based community intervention program on nutrition knowledge and food choices in elementary school children in the rural Arkansas Delta. J Nutr Educ 1998;30(5):289-301.
• 7. Wadolowska L, Hamulka J, Kowalkowska J, Ulewicz N, Hoffmann M, Gornicka M, et al. Changes in sedentary and active lifestyle, diet quality, and body composition nine months after an education program in Polish students aged 11–12 years: report from the ABC of Healthy Eating Study. Nutrients 2019;11(2):331-346.
• 8. Antwi J, Ohemeng A, Boateng L, Quaidoo E, Bannerman B. Primary school-based nutrition education intervention on nutrition knowledge, attitude, and practices among school-age children in Ghana. Glob Health Promot 2020;27(4):114-122.
• 9. Rimbawan R, Nurdiani R, Rachman PH, Kawamata Y, Nozawa Y. School lunch programs and nutritional education improve knowledge, attitudes, and practices and reduce the prevalence of anemia: a pre-post intervention study in an Indonesian Islamic boarding school. Nutrients 2023;15(4):1055-1069.
• 10. Gortmaker SL, Cheung LW, Peterson KE, Chomitz G, Cradle JH, Dart H, et al. Impact of a school-based interdisciplinary intervention on diet and physical activity among urban primary school children: Eat Well and keep moving. Arch Pediatr Adolesc Med 1999;153(9):975-983.
• 11. Mahmudiono T, Nindya TS, Rachmah Q, Segalita C, Wiradnyani LAA. Nutrition education intervention increases fish consumption among school children in Indonesia: results from a behavior-based randomized control trial. Int J Environ Res Public Health 2020;17(19):6970-6983.
• 12. Davis JN, Perez A, Asigbee FM, Landry MJ, Vandyousefi S, Ghaddar R, et al. School-based gardening, cooking, and nutrition intervention increased vegetable intake but did not reduce BMI: Texas Sprouts - A cluster randomized controlled trial. Int J Environ Res Public Health 2021;18(1):18-31.
• 13. Kobel S, Wartha O, Dreyhaupt J, Feather KE, Steinacker JM. Intervention effects of a school-based health promotion programme on children’s nutrition behaviour. J Public Health 2023;31(10):1747-1757.
• 14. Verdonschot A, Follong BM, Collins CE, De Vet E, Haveman-Nies A, Bucher T. Effectiveness of school-based nutrition intervention components on fruit and vegetable intake and nutrition knowledge in children aged 4–12 years old: An umbrella review. Nutr Rev 2023;81(3):304-321.
• 15. Taşdemir A. A study on nutrition education in primary school students. Health Acad Kastamonu 2019;4(1):34-52.
• 16. Yılmaz R, Esmeray H, Erkorkmaz Ü. Turkish adaptation study of the children's eating behavior questionnaire. Anatolian J Psychiatry 2011;12(4):287-294.
• 17. Wardle J, Guthrie CA, Sanderson S, Rapoport L. Development of the Children's Eating Behaviour Questionnaire. J Child Psychol Psychiatry 2001;42(7):963–970.
• 18. Pamungkas RA, Chamroonsawasdi K. Home-based interventions to treat and prevent childhood obesity: A systematic review and meta-analysis. Behav Sci 2019;9(4):38-57.
• 19. Gomes AI, Barros L, Pereira AI, Roberto MS. Effectiveness of a parental school-based intervention to improve young children's eating patterns: a pilot study. Public Health Nutr 2018;21(13):2485–2496.
• 20. Vardanjani AE, Reisi M, Javadzade H, Pour ZG, Tavassoli E. The effect of nutrition education on knowledge, attitude, and performance about junk food consumption among students of female primary schools. J Educ Health Promot 2015;4:53-57.
• 21. Angeles-Agdeppa I, Monville-Oro E, Gonsalves JF, Capanzana MV. An integrated school-based nutrition programme improved the knowledge of mothers and school children. Matern Child Nutr 2019;15:12794-12802.
• 22. Schmitt SA, Bryant LM, Korucu I, Kırkham L, Katare B, Benjamin T. The effects of a nutrition education curriculum on improving young children’s fruit and vegetable preferences and nutrition and health knowledge. Public Health Nutr 2019;22(1):28-34.
• 23. Saha S, Dawson J, Murimi M, Dodd S, Oldewage-Theron W. Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children. Health Educ J 2020;79(8):963-973.
• 24. Kim SO, Park SA. Garden-based integrated intervention for improving children’s eating behavior for vegetables. Int J Environ Res Public Health 2020;17(4):1257-1270.
• 25. Sirasa F, Mitchell LJ, Rigby R, Harris N. Family and community factors shaping the eating behaviour of preschool-aged children in low and middle-income countries: A systematic review of interventions. Prev Med 2019;129:105827-105839.
• 26. Gayoso L, De Tomas I, Tellez R, Maiz E, Etxeberria U. Mindfulness-based eating intervention in children: effects on food intake and food-related behaviour during a mid-morning snack. Mindfulness 2021;12(5):1185–1194.
• 27. Pierson S, Goto K, Giampaoli J, Hart S, Wylie A. Impacts of a mindful eating intervention on healthy food-related behaviors and mindful eating practices among elementary school children. Calif J Health Promot 2019;17(2):41-50.
• 28. Magarey A, Mauch C, Mallan K, Perry R, Elovaris R, Meedeniya J, et al. Child dietary and eating behavior outcomes up to 3.5 years after an early feeding intervention: The NOURISH RCT. Obesity 2016;24(7):1537-1545.
• 29. Brantley C, Knol LL, Douglas JW. Parental mindful eating practices and mindful eating interventions are associated with child emotional eating. Nutr Res 2023;111:34-43.
• 30. Skouteris H, Hill B, McCabe M, Swinburn B, Busija L. A parent‐based intervention to promote healthy eating and active behaviours in pre‐school children: evaluation of the MEND 2–4 randomized controlled trial. Pediatr Obes 2016;11(1):4-10.
• 31. Garcia AL, Brown E, Goodale T, McLachlan M, Parett A. A nursery-based cooking skills programme with parents and children reduced food fussiness and increased willingness to try vegetables: a quasi-experimental study. Nutrients 2020;12(9):2623-2635.
• 32. Kamarudin MS, Shahril MR, Haron H, Kadar M, Safii NS, Hamzaid NH. Interventions for picky eaters among typically developed children—a scoping review. Nutrients 2023;15(1):242-259.
• 33. Murimi MW, Moyeda-Carabaza AF, Nguyen B, Saha S, Amin R, Njike V. Factors that contribute to effective nutrition education interventions in children: a systematic review. Nutr Rew 2018;76(8):553-580.
• 34. Jadgal MS, Sayedrajabizadeh S, Sadeghi S, Nakhaei-Moghaddam T. Effectiveness of nutrition education for elementary school children based on the theory of planned behavior. Curr Res Nutr Food Sci 2020;8(1):308-317.
• 35. Shah P, Misra A, Gupta N, Hazra DK, Gupta R, Seth P, et al. 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 healthy aging’(MARG) intervention study. Br J Nutr 2010;104(3):427-436.
• 36. Lin W, Yang HC, Hang CM, Pan WH. Nutrition knowledge, attitude, and behavior of Taiwanese elementary school children. Asia Pac J Clin Nutr 2007;16(S2):534-546.
• 37. Won HR. Relationships among eating behavior, dietary self-efficacy, and nutrition knowledge of elementary school students in Gangwon province. Korean J Community Living Sci 2008;19(1):11-19.
• 38. Lee JW, Lee HS, Chang N, Kim JM. The relationship between nutrition knowledge scores and dietary behavior, dietary intakes, and anthropometric parameters among primary school children participating in a nutrition education program. Korean J Nutr 2009;42(4):338-349.
• 39. Shirin A, Joveini H, Hashemian M, Kooshki A, Rakhshani MH, Sharifi N, et al. The effects of an educational intervention based on poetry, games, and problem-solving skills on promoting nutritional knowledge and behavior in Iranian primary school students. J Nutr Food Secur 2022;7(4):484-495.
• 40. Pyo SH, Kang HJ. A study on the actual state of nutrition knowledge, dietary attitude, eating behavior, physical ability, and locomotion of children aged 5 years in Siheung City. Korean J Food&Nutr 2014;27(5):760-770.
• 41. De Villiers A, Steyn NP, Draper CE, Hill J, Gwebushe N, Lambert EV, et al. Primary school children's nutrition knowledge, self-efficacy, and behavior after a three-year healthy lifestyle intervention (Health Kick). Ethn Dis 2016;26(2):171–180.