| dc.description.abstract | Knowledge about nutrition and health is gained throughout childhood, yet little is known
about the nutrition knowledge of nursery school children in Kenya.Much of the research
assessing nutrition practices in early childhood programs has focused on the adequacy of
foods that are served and growth monitoring of children. Teachers have regular contact
with the students; they potentially have a great influence on children's dietary practices.
Literature on teachers' nutrition knowledge and dissemination of that knowledge in
public nursery schools is scarce in Kenya. The objectives of this study are to: assess
teacher knowledge and perceptions about nutrition; assess nutrition knowledge of nursery
school children; and identify resources and strategies used to teach nutrition in nursery
schools. The study adopted a cross sectional study design. The study population consisted
of public nursery school teachers and children aged, 3-5 year old from Kisumu
municipality. From 109 public nursery schools, a total of 36 schools were selected using
systematic sampling technique. From the 36 sampled schools, 146 teachers were selected
using cluster sampling, and 365 children selected using stratified random sampling. Data
was collected using questionnaires. The data was analyzed descriptively using Statistical
Package for Social Sciences (SPSS) version 11.0. ANOV A was used for analysis. Results
showed that 79% of the children were able to correctly name the foods, and about 62.7%
correctly identified fruits. Few children (39.2%) were aware of the foods that should be
eaten more frequently by them. The difference between mean scores of female and male
children was not significant (F=1.59, p> 0.05). There were significant differences
between the children's mean scores by their age (F=96.46, p<0.05). The mean score of
children who were taught by teachers who had training in early childhood development
was higher (mean=4.47) than those children who were taught by teachers with no training
in early childhood development (mean=3.86). Most (65%) teachers were aware of the
sources of proteins and carbohydrates. Only 22.6% of teachers were aware that goiter is
caused by iodine deficiency while 46.6% were aware of foods rich in vitamin C and A.
The difference between the teachers' mean scores of the trained teachers and untrained
teachers was found to be significant (F=33.66, p<0.05). Majority (95%) of teachers
strongly agreed or agreed that nutrition education is necessary for nursery school
children. Only 49.3% of teachers reported availability of teaching and learning materials
on nutrition in their schools. More than 90% of teachers reported use of poems and songs
for teaching nutrition in schools. In conclusion, teachers' mean scores are higher for
trained teachers than untrained teachers. The difference between teachers' mean scores
and education level is not significant. The mean score of children who are taught by
trained teachers is higher than those who are taught by teachers who are not trained. The
difference between children's mean scores by their age is significant. Nutrition education
resources are inadequate "in public nursery schools. The government should keep on
updating the teachers' knowledge by tnounting training programs through workshops and
seminars. The government should also develop and avail appropriate teaching and
learning materials in the schools. As expressed by the teachers, nutrition education
programmes for younger children should not only include children but their parents as
well, since this can enhance the initiation of behavioural change. | en_US |
