Cason K L
Department of Food Science, College of Agricultural Sciences,The Pennsylvania State University, University Park, Pennsylvania 16802-2504, USA.
J Nutr Educ. 2001 May-Jun;33(3):161-4. doi: 10.1016/s1499-4046(06)60186-3.
This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.
本报告描述了一项基于多元智能理论的学前营养教育项目评估。46名营养教育工作者为6102名学龄前儿童提供了一系列共12节课程。该项目采用前测/后测设计进行评估，以评估在水果和蔬菜识别、健康零食选择、品尝食物的意愿以及饮食行为方面的差异。受试者在食物识别与认知、健康零食识别、品尝食物的意愿以及水果、蔬菜、肉类和奶制品的消费频率方面均有显著改善。评估表明，该项目是教育学龄前儿童营养知识的有效方法。
