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Toying with Healthy Eating: Developi...

Lynch, Meghan.

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Toying with Healthy Eating: Developing a Play-Based Nutrition Education Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toying with Healthy Eating: Developing a Play-Based Nutrition Education Program./
作者:	Lynch, Meghan.
面頁冊數:	369 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: B.
Contained By:	Dissertation Abstracts International77-06B(E).
標題:	Nutrition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3743339
ISBN:	9781339360096

Toying with Healthy Eating: Developing a Play-Based Nutrition Education Program.
Lynch, Meghan.

Toying with Healthy Eating: Developing a Play-Based Nutrition Education Program. - 369 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2015.

Kindergarten-aged children are a key group for establishing lifelong healthy eating behaviours. However, current school-based nutrition education programs have reported little success in achieving this important goal. Though a number of different reasons account for programs' limited success, I focused on creating a kindergarten nutrition education program rooted in theory that also considered the needs and preferences of the teachers who implement such programs in their classes. Consequently, the present thesis describes the process of developing a preliminary draft of a kindergarten play-based nutrition education program, Sociodramatic Nutrition Activities for Kindergartens (SNAK).

ISBN: 9781339360096Subjects--Topical Terms:

517777
Nutrition.

Toying with Healthy Eating: Developing a Play-Based Nutrition Education Program.
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500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: B.
500 $a Adviser: Daniel Sellen.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2015.
520 $a Kindergarten-aged children are a key group for establishing lifelong healthy eating behaviours. However, current school-based nutrition education programs have reported little success in achieving this important goal. Though a number of different reasons account for programs' limited success, I focused on creating a kindergarten nutrition education program rooted in theory that also considered the needs and preferences of the teachers who implement such programs in their classes. Consequently, the present thesis describes the process of developing a preliminary draft of a kindergarten play-based nutrition education program, Sociodramatic Nutrition Activities for Kindergartens (SNAK).
520 $a With the overarching goal of developing SNAK, I drew upon traditional and innovative data in order to learn about play-based teaching and healthy eating in kindergartens through a two phase process: 1. Program Landscaping, where I analyzed provincial and territorial ministry of education healthy eating kindergarten curricula and conducted a netnography (comprised of analyzing kindergarten teachers' social media discussions and interviewing a sample of kindergarten teachers). 2. Program Development, where I developed SNAK based upon findings derived from phase one.
520 $a Analysis of the curricula, social media discussions, and teacher interviews revealed a myriad of factors that influence teachers when they implement play-based teaching and healthy eating in kindergarten classes. Findings both replicate and suggest new research questions for the nutrition and education literature. These findings also greatly benefited the development of SNAK. Future SNAK research includes further development and pilot testing to determine if kindergarten children (and teachers) can benefit from the program. Furthermore, I also describe how I combined traditional and innovative data and the insights obtained through netnography. Opportunities for developing programs and forming hypotheses can be found through examining the vast amount of teacher social media discussions, and I encourage other researchers to seek out innovative data.
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