| Summary: | 碩士 === 靜宜大學 === 食品營養學系 === 107 === Early childhood is a critical period to construct food intake habits. Good and balanced eating habits are the first step in maintaining good health. Studies have shown that kindergartens are one of the important environments for developing young childrens food-related behaviors. If young children have a healthy and balanced diet, the body is also better at disease resistance and immunity, which will form a virtuous circle. The purpose of this study was to explore the effects of balanced diet nutrition education on young childrens cognition and behavior. The research subjects were 77 senior class young children from two kindergartens, kindergarten A and kindergarten B in Shalu District, Taichung City. During the study period, the data of body height, weight, and head circumference of the young children were collected. The experimental period was fifteen weeks. Young children were divided into the control group for cultural education (Kindergarten A or B, Cultural education; AC, BC group) or the experimental group for nutrition education (Kindergarten A or B, nutrition education; AN, BN), twice a week, 20 minutes each time, a total of six courses, followed by three weeks for the wash period, then followed by a three-week crossover trial, and the thirteenth to fifteenth week for eating behavior observation. The results showed after nutrition education, the cognition score of the six categories of food and Myplate of the AN and the BN were significantly higher than the AC and the BC. After crossover, the cognition score of the AC and the BC were significantly higher than before the crossover. Dining time was significantly accelerated in the AN, BC and BN after nutrition education. At the end of the fifteenth week, the effect of the recognition of the six categories of food and Myplate could last for three months, and for young children who ate slowly, the meal time could be significantly reduced. In summary, nutrition education could significantly improve young childrens cognition and behavior, increased young childrens knowing of food, and more balanced selection for the six categories of food. The two kindergartens had consistent results, both achieved good results representing young children was educible.
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