The Experts below are selected from a list of 138579 Experts worldwide ranked by ideXlab platform
Outi Nuutinen - One of the best experts on this subject based on the ideXlab platform.
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Sensory-based Food Education in early childhood Education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal Education and Food neophobia
Public health nutrition, 2018Co-Authors: Kaisa Kähkönen, Arja Lyytikäinen, Anna Rönkä, Mika Hujo, Outi NuutinenAbstract:Objective To investigate the association between sensory-based Food Education implemented in early childhood Education and care (ECEC) centres and children’s willingness to choose and eat vegetables, berries and fruit, and whether the mother’s Education level and children’s Food neophobia moderate the linkage. Design The cross-sectional study involved six ECEC centres that provide sensory-based Food Education and three reference centres. A snack buffet containing eleven different vegetables, berries and fruit was used to assess children’s willingness to choose and eat the Food items. The children’s parents completed the Food Neophobia Scale questionnaire to assess their children’s Food neophobia. Setting ECEC centres that provide sensory-based Food Education and reference ECEC centres in Finland. Subjects Children aged 3–5 years in ECEC ( n 130) and their parents. Results Sensory-based Food Education was associated with children’s willingness to choose and eat vegetables, berries and fruit. This association was stronger among the children of mothers with a low Education level. A high average level of neophobia in the child group reduced the children’s willingness to choose vegetables, berries and fruit. No similar tendency was observed in the group that had received sensory-based Food Education. Children’s individual Food neophobia had a negative association with their willingness to choose and eat the vegetables, berries and fruit. Conclusions Child-oriented sensory-based Food Education seems to provide a promising method for promoting children’s adoption of vegetables, berries and fruit in their diets. In future sensory Food Education research, more focus should be placed on the effects of the Education at the group level.
Kaisa Kähkönen - One of the best experts on this subject based on the ideXlab platform.
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Sensory-based Food Education in early childhood Education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal Education and Food neophobia
Public health nutrition, 2018Co-Authors: Kaisa Kähkönen, Arja Lyytikäinen, Anna Rönkä, Mika Hujo, Outi NuutinenAbstract:Objective To investigate the association between sensory-based Food Education implemented in early childhood Education and care (ECEC) centres and children’s willingness to choose and eat vegetables, berries and fruit, and whether the mother’s Education level and children’s Food neophobia moderate the linkage. Design The cross-sectional study involved six ECEC centres that provide sensory-based Food Education and three reference centres. A snack buffet containing eleven different vegetables, berries and fruit was used to assess children’s willingness to choose and eat the Food items. The children’s parents completed the Food Neophobia Scale questionnaire to assess their children’s Food neophobia. Setting ECEC centres that provide sensory-based Food Education and reference ECEC centres in Finland. Subjects Children aged 3–5 years in ECEC ( n 130) and their parents. Results Sensory-based Food Education was associated with children’s willingness to choose and eat vegetables, berries and fruit. This association was stronger among the children of mothers with a low Education level. A high average level of neophobia in the child group reduced the children’s willingness to choose vegetables, berries and fruit. No similar tendency was observed in the group that had received sensory-based Food Education. Children’s individual Food neophobia had a negative association with their willingness to choose and eat the vegetables, berries and fruit. Conclusions Child-oriented sensory-based Food Education seems to provide a promising method for promoting children’s adoption of vegetables, berries and fruit in their diets. In future sensory Food Education research, more focus should be placed on the effects of the Education at the group level.
Arja Lyytikäinen - One of the best experts on this subject based on the ideXlab platform.
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Sensory-based Food Education in early childhood Education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal Education and Food neophobia
Public health nutrition, 2018Co-Authors: Kaisa Kähkönen, Arja Lyytikäinen, Anna Rönkä, Mika Hujo, Outi NuutinenAbstract:Objective To investigate the association between sensory-based Food Education implemented in early childhood Education and care (ECEC) centres and children’s willingness to choose and eat vegetables, berries and fruit, and whether the mother’s Education level and children’s Food neophobia moderate the linkage. Design The cross-sectional study involved six ECEC centres that provide sensory-based Food Education and three reference centres. A snack buffet containing eleven different vegetables, berries and fruit was used to assess children’s willingness to choose and eat the Food items. The children’s parents completed the Food Neophobia Scale questionnaire to assess their children’s Food neophobia. Setting ECEC centres that provide sensory-based Food Education and reference ECEC centres in Finland. Subjects Children aged 3–5 years in ECEC ( n 130) and their parents. Results Sensory-based Food Education was associated with children’s willingness to choose and eat vegetables, berries and fruit. This association was stronger among the children of mothers with a low Education level. A high average level of neophobia in the child group reduced the children’s willingness to choose vegetables, berries and fruit. No similar tendency was observed in the group that had received sensory-based Food Education. Children’s individual Food neophobia had a negative association with their willingness to choose and eat the vegetables, berries and fruit. Conclusions Child-oriented sensory-based Food Education seems to provide a promising method for promoting children’s adoption of vegetables, berries and fruit in their diets. In future sensory Food Education research, more focus should be placed on the effects of the Education at the group level.
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Future for Food Education of children
Futures, 2016Co-Authors: Mari Sandell, Bent Egberg Mikkelsen, Arja Lyytikäinen, Pauliina Ojansivu, Ulla Hoppu, Anna Hillgrén, Hanna LagströmAbstract:Abstract Food plays an important role in the daily life and wellbeing of children. Childhood Food experiences are important guides to eating behaviour in adults. Food is full of properties that we perceive with our senses of smell, touch, hearing, sight and taste. We live in individual sensory worlds, and our Food perception processes are also individual. Children actively investigate Food during eating and cooking. By encouraging their excursion into the world of Food culture and Food activities, we support them in expanding their Food preferences. This paper is based on the “Future for Food Education” workshop in the Future for Food Conference and focuses on the knowledge applied to the sensory-based Food Education for children. Examples of Food Education practices from Finland and Denmark are presented. The learning cafe method was used for the workshop attendees to outline the Food Education possibilities. The key issues were discussed in groups and included such topics as: “Who should perform the Food Education activities?” and “Who will benefit in the future from Food Education?” The workshop presentations and discussions indicate that there is a need for the advancement and research of Food Education for children.
Ling-fang Yan - One of the best experts on this subject based on the ideXlab platform.
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Development of School Food Education: Teachers’ Teaching Interventions in Urban Middle Schools of Northern Taiwan:
Education and Urban Society, 2020Co-Authors: Nai-ying Whang, Ling-fang YanAbstract:This research explores current teaching interventions in the development of school Food Education in urban schools of northern Taiwan, focusing on the relationship between teachers’ teaching attitu...
Judith Wilks - One of the best experts on this subject based on the ideXlab platform.
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A place for Food in Australian schools: a socio-historical review of Food Education
International Journal of Technology and Design Education, 2018Co-Authors: Angela Turner, Judith WilksAbstract:The historical development of Food Education in secondary schools in New South Wales Australia is a compelling yet under-researched area of interest. This review starts by exploring how Food curricula have evolved since the 1700s to the present day juxtaposed on socio-economic and political factors. This review is interested in the role secondary Food Education may play in ‘supplying’ people into professional studies towards a career as a Food technologist. Accordingly this review compares contemporary secondary Food curriculum with related curricula in the higher Education sector and establishes a marked dissonance between the two. The implications of this are then put forward. The drive to empower students to be enterprising and innovative twenty first century problem solvers in relation to Food design through the interdisciplinary nature of Food science is discussed, despite the uncertainty as to what degree Food Technology in schools is currently promoting these life-long and life-wide abilities in students. The authors suggest the lack of a theoretical underpinning may be holding the subject back from becoming a robust discipline. For this reason this review puts forward a conceptual framework for the study of Food. The following review is relevant to secondary and higher Education Food Education stakeholders (teachers, academics, curriculum developers, professional Food industry) and higher Education providers nationally and internationally, as the way in which Food Education is presented in secondary schooling is not contained to the Australian context alone.