METHODS OF TEACHING NUTRITION TO CHILDREN
Nutrition education is important in the preschool and the primary school, because life time food habits are established during childhood. Teaching good nutrition at this stage influence children permanently.
One of the most favourable situations for imparting education in nutrition is the school lunch programme. Good eating habits can be fostered through attractive meals served in adequate quantities in a school lunch room where a cheerful atmosphere is maintained with appropriate seating arrangements and suitable plates and dishes. Nutrition education measures will be effective if the meal time is made comfortable and happy by helping children get rest and relaxation before eating and also by stimulating pleasant and interesting conversations.
The following are some of the methods available to teach nutrition in the primary school:-
1. Integrated curriculum
2. Use of audio-visual aids
3. Animal experiments
4. Recreation-music, dance and stories
5. Dramatisation
6. School garden
7. School lunch
8. Field trips
9. Scoring diets
10. Discussions on planning menus and
11. Keeping records of weights and heights.
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1. Integrated curriculum : Nutrition education should be an integral part of classroom instruction throughout the primary school period. Nutrition education should not remain an isolated subject in the school curriculum but should become one of the threads of the fabric of the curriculum. Hence efforts were taken in Sri Avinashilingam Primary School to incorporate nutrition concepts in all the subjects of the school curriculum.
Lesson plans incorporating nutrition and health concepts wherever possible were first developed. Language, Science, History, Geography, Mathematics and Crafts are the subjects into which nutrition concepts have been incorporated easily. In English classes, nouns, verbs, singular and plural concepts are taught using foods and food preparations. In the Science area, the classification of foods and nutrients, importance of each nutrient in the human body, food spoilage, food preservation and dental care are included. In History, a study of the life of the kings, warriors, labourers and other people of ancient and modern times, the foods they had eaten and comparison of the diet of the early pioneers with the foods consumed by people today are built-in. In Geography, areas where different foods are produced and their importance in nutrition are considered. The different ways in which foods are transported, packaged and marketed are also included. In Arithmetic, multiplication and division are taught by using foods and the different nutrients each food contains. In Arts and Crafts classes, children draw pictures of various foods and write on their importance for the human body. Some detailed lesson plans for III, IV and Vth standards incorporating nutrition education are given in Appendix F.
2. Use of audio-visual aids Use of audio-visual aids in teaching has been recognised as an effective method for children and grown-ups. Audio-visual aids are tools and devices which facilitate communication of ideas between persons and groups in various teaching and training situations. Audio-visual aids help to make teaching vivid and learning pleasant and, bring about concomitant changes in the behaviour of pupils.
The audio-visual aids used to impart nutrition education to children in Sri Avinashilingam Primary School are:
(a) Flannel graphs;
(b) Flash cards;
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(c) Filmstrips and slides;
(d) Models;
(e) Puppets;
(f) Exhibits; and
(g) Demonstration.
These aids have helped to create interest and also sustain it and make an emotional impact for motivating change.
(a) Flannel graphs Flannel graphs are visual aids, the operation of which, is based on the fact that materials with rough surface tend to adhere to each other. A flannel graph consists of pictures, words or other illustrations backed with coarse featured cloth or similar material. When pressed on to a sloping board covered with rough material they will not slide off (Figure 13). Flannel graphs are used in the following ways for imparting nutrition education to children.
(i) Bar graph or other symbols of magnitude;
(ii) Pictures of family members with the pictures of the foods they require, placed opposite; and
(iii) Symbols for body building, protective and fuel foods against which the audience can place the appropriate food picture.
(b) Flash cards Flash cards are a series of cards with drawings or photographs which are shown to the viewers one at a time in their logical order. They are best suited for showing to a small group of not more than 30 pupils at a time. Several stories conveying different themes on nutrition education have been formulated and shown with the help of flash cards.
(c) Filmstrips and slides A filmstrip is a series of pictures joined together on a film to illustrate a story or a lesson. It differs from a moving film in that each picture is projected one at a time, and there is no motion. Several filmstrips and colour slides have been prepared and used in the primary school.
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(d) Models Models hold some fascination for young and old alike because of their strong visual appeal. They are made with clay and other materials by the children themselves. During Durga Pooja and Navarathri seasons traditions of foods are used in educating the children in nutrition.
(e) Puppets Puppetry is well known as a medium of entertainment. Puppets have proved to be effective teaching devices (Figure 14). They are powerful motivational forces also. The messages conveyed through this medium have been well accepted by the children.
(f) Exhibits Exhibition is a systematic display of models, specimens, charts, information, pictures and posters in a sequence to effect learning
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or create interest in the participating members. Children of Sri Avinashilingam primary school have organised several nutrition exhibits for their parents (Figure 15).
(g) Demonstrations Demonstrations offer opportunities for nutrition educationists to explain concretely ideas and terms. They provide children experience to see, some tunes take part, and then identify themselves with the learning situation (Figure 16).
3. Animal experiments Children want to grow well and be healthy. Therefore they are always interested in growing animals. Animal feeding experiments provide an opportunity for children to observe the growth of animals when fed different combinations of foods. Furthermore when children themselves, observe their weights and growth periodically, they develop an interest, to learn about the different foods and their effects on, growth (Figure 17). Once children are convinced that food influences their growth, they become vitally interested in consuming the right types of foods and adequate diets.
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4. Recreation: music, dance and stories Music, dance and stories have been found helpful in teaching nutrition. Two songs stressing the need for keeping the hands clean and eating good foods are given below.
Clean Hands
Hands are meant for working
Hands are meant for play
Hands are used a hundred times
On every simple day
Hands get dirty
As every one can tell-
So don't forget, before you eat
Be sure to wash them well.
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Healthy Foods
Carrots are good for eyes
So we eat them daily
Tomatoes are good for gums
So we eat them happily
Greens are good for blood
So we eat them daily
Milk is good for bones
So we drink it happily.
Songs and dances related to subjects of foods and nutrition give enjoyment and nutritional knowledge to children (Figure 18). Stories create lively interest amongst the spectators. Children are very fond of stories. Stories of animals or other children of their own age appeal to them greatly. In such narratives, children often identify themselves with the main characters in the story. This is used to advantage to communicate information on good food habits.
5. Dramatisation Children love to act. Their innate trait of love for dramatics helps them to learn through dramatisation of a theme. Dramatisation catches the eye and leaves a lasting impact on the minds of the learners. Dramatisation of stories impart enjoyment with nutrition education. Hence dramatisation is used generously in Sri Avinashilingam Primary School (Figure 19). An example for dramatisation is given below.
Food Makes Health Smt. Lakshmi and Smt. Seetha are very good friends from their childhood. When they got married they went to different cities and settled there with two kids each. For a long time they could not meet each other. One day Lakshmi happened to come down to Seetha's place and she happily visits Seetha. They start chatting about everything and discuss about all the matters. While talking, Lakshmi notices Seetha's children and starts thinking why the children are looking so dull, thin and restless. She diverts her conversation about this matter.
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SCENE I Lakshmi: Seethal why are your children looking very tired and restless? Didn't they sleep well yesterday during the journey?
Seetha: No! No! They are like this always. I have tried my best to improve their health. But nothing seems to be working.
Lakshmi: How did you try to improve your children's health?
Seetha: I have done a lot for this! I have spent a lot of money in the form of doctor's fees, poojas, medicines, tonics etc.
Lakshmi: We must take proper care of our children Seethal Poor health in childhood, spoils their entire future. (Noting Rama's eyes) If you do not take serious action on Rama's eye sight it may become permanently destroyed.
Seetha: Is it so? Would you be kind enough to tell me what I should do?
Lakshmi : Listen Seetha! For a happy life we need healthy food. For good food you need not go in for costly foodstuffs. You see, the cheapest green leafy vegetables are very rich in nutrients and they are good for health. They provide an important mineral namely iron which is necessary for our blood For good eye sight we need vitamin A which is abundantly present in greens as well as in carrots, mangoes, papaya and other green and yellow vegetables and fruits. They are rich in other vitamins and minerals too!
Seetha: You mean to say that if we eat all these vegetables we will be healthy.
Lakshmi: Yes! Not only vegetables but also fruits, cereals, pulses, milk and milk products, nuts and oil seeds should be consumed every day in adequate quantities to maintain health.
Seetha: O. K. Should we eat all these every day? How much should we consume? Please tell me clearly.
Lakshmi: Every day we should include one or more items from each of these food groups.
(She shows a chart and explains the quantities of foods to be given to children every day).
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Seetha: (Surprisingly) Oh! really you seem to know a lot Lakshmi!
Lakshmi: It is not enough if you know quantities of foods to be given to children, you must also follow some good principles while cooking. You should not cut the vegetables into very small pieces and you should not discard the cooking water. By discarding the water, you waste all the nutrients present in the food. Above all your surroundings should be clean and tidy. That will give a mental piece and better health to all the family members. For more information please read this book and understand the principles of nutrition (Lakshmi gives a book to Seetha).
Seetha: Thank you so much Lakshmi! I shall go through this book and write to you. It is getting late now. I am leaving tonight to Madras. I shall see you after five months when I come for holidays.
Lakshmi: O.K. Bye!
(Screen)
SCENE II Lakshmi and Seetha meet after five months. Seetha goes to Lakshmi's house with her children. There is much improvement in her childrens' health.
Lakshmi: Hello Seetha! How are you! When did you come?
Seetha: Just this morning. Since I wanted to see you without any delay I have come immediately after arriving.
Lakshmi: Welcome! Anything special Seetha?
Seetha: I am following your advise very carefully and it has helped me a lot. I thank you very much for making me understand the principles of nutrition. My children are now protected from diseases and are hale and healthy.
(The children run out to play happily) the friends go inside happily chatting on other matters.
Screen
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6. School garden The school garden and school lunch room are the twin laboratories for practical application of the nutrition lessons taught in the class room. School garden affords another opportunity for children to observe growth in living organisms-the plants. Teaching children to eat and like foods that are essential for healthy growth assumes reality when they plant, care for and later eat the vegetables from their own school garden and drink the milk provided through their supplementary feeding programmes.
A well planned garden, as shown in figure 20, is an asset to Sri Avinashilingam Primary School. Vegetables such as tomatoes, beans, drumstick and papaya are grown in the school garden and help to teach children the basic principle of agriculture and nutrition. The selection of vegetables and plants grown in the school garden help children to learn the nature of plants and develop a taste for mixed diets, thus familiarising them with and translating the lessons in nutrition into actual practices. Furthermore, raising a school garden serves as an incentive to have gardens at home and thus promotes the consumption of fresh, raw vegetables and fruits by the families.
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7. School lunch School lunch is a good teaching medium. Practical feeding programmes in the school are forceful tools of nutrition education. They also make substantial contribution to the learning capability of the child. The school meal is planned to supply not only good nutrition, but also education in table manners and desirable social habits. The school feeding programme has helped pupils develop a liking for nutritious foods and to overcome food prejudices. By participating in the good school lunch programme, children have been guided in food selection and familiarized with the essentials of an adequate diet.
8. Field trips Field trips are very helpful in teaching nutrition. A trip to the dairy to observe the milking of cows, and the subsequent pas- teurization and bottling of the milk has been a very informative
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nutrition lesson for young children. Similar visits to centres like food preservation units, poultry farms and the like influence favour- able attitudes in the pupils towards food and eating (Figure 21). The thrill of observing the various processes involved in cooking food and of participation in some aspects of the cooking procedures have helped to arouse the interest of children to look forward to enjoy eating the food they had cooked or observed being cooked.
Visits to the food markets have enabled children to become familiar with a variety of foods available and created in them curiosity to know how the different foods would taste. These ex- periences make the introduction of new foods in the school lunch easy.
9. Scoring diets Children's existing food habits, needs and problems could be studied through questionnaires and dietary surveys and scored. Whether or not they include the important food items in their diets were elicited and scored. Every child is deeply interested in the score she/he has obtained. Thereafter, discussion on the different menus, their nutritive value, marketing for food and planning meals could follow.