Examining Second Graders' Healthy Food Choices: Through Literacy and Active Learning

Area of Science:

• Pediatric Nutrition
• Health Education
• Literacy-Based Learning

Background:

• Childhood nutrition is critical for development.
• Effective health education strategies are needed for young learners.
• Integrating nutrition into literacy environments can enhance engagement.

Purpose of the Study:

• To evaluate the implementation of a nutrition module using the Go, Slow, Whoa framework.
• To assess the impact of active learning and literacy integration on children's nutrition knowledge.
• To measure changes in second graders' perceptions of healthy food choices.

Main Methods:

• A 12-week program involving second graders (N=85) from diverse socioeconomic backgrounds.
• Utilized Coordinated Approach to Child Health (CATCH) nutrition module lessons and Go, Slow, Whoa activities.
• Assessed healthy food choice recognition using the Food Fury Quiz pre- and post-intervention.

Main Results:

• Statistically significant improvement in distinguishing healthy from unhealthy foods (p=.000).
• Pretest mean score was 19.06 (SD=3.13), posttest mean score was 23.34 (SD=0.48).
• The active learning and literacy approach positively impacted nutrition knowledge.

Conclusions:

• A nutrition curriculum delivered through literacy and active learning is an effective alternative approach.
• This method successfully improved health knowledge in second-grade students.
• The Go, Slow, Whoa program shows promise for enhancing pediatric nutrition education.