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Title: A study of nutrition education in early years in England
Author: Gummadi, Aparna
ISNI:       0000 0004 7651 9976
Awarding Body: University of York
Current Institution: University of York
Date of Award: 2019
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The key objective of the current research was to study nutritional education in early years settings in England focusing on nutrition knowledge development. The objective was achieved by focusing on crucial components such as capturing the opinions of practitioners and management on nutrition education in the early years settings, the teaching, and learning techniques used to implement nutrition education, effects of such activities on children's learning outcomes, and assessment methods used by the staff. The data were collected in two phases using mixed methods. An online survey, interviews, nutrition knowledge test and 'Learning Journal' observations were the research methods used. The results showed that most of the practitioners mentioned parents were responsible for educating children about nutrition. Although most of them agreed early years was the correct age to start nutrition education to children, many of them limited it to making children try new foods. The nutrition-related topics suggested by the practitioners were not implemented at the settings. Managers focus was only on providing healthy diet at the settings. Practitioners mentioned there were opportunities to deal with nutrition education at the settings, but evidence could not be found on them being utilised for children's nutrition knowledge development. Evaluation of children's nutrition knowledge indicated that they have the cognitive ability to understand nutrition topics, but the source of their knowledge was not practitioners. This study concludes that early years professionals ascertain children's nutrition knowledge is important but need more support through training to enhance children's nutrition knowledge.
Supervisor: Airey, Jeremy Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available