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MONDAY, NOVEMBER 8

POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH

Television Program’s Effect on Nutrition Cognitions andntended Behaviors of 9-and 10-Year-Old Girls

uthor(s): S. Grenci1, V. Quick2, C. Byrd-Bredbenner2; 1SEBS-amily & Consumer Sciences, Rutgers University, New Brunswick,J, 2Nutritional Sciences, Rutgers University, New Brunswick, NJ

earning Outcome: To describe the impact of a television programn children’s nutrition cognitions and intended behaviors.

elevision plays a constant and major role in the daily lives ofhildren throughout the world. However, the impact of televisionrograms on nutrition cognitions and behaviors remains largelynexplored. Thus, this study examined the effect of nutrition-related

nformation in the Lisa the Vegetarian episode from the televisioneries The Simpsons on nutrition cognitions and intended behaviorsf girls 9- and 10-years-old. This episode was chosen because its storyine is rich in nutrition-related information. At baseline, girls in thereatment (n�34) and control (n�37) group completed a self-dministered questionnaire measuring nutrition cognitionsknowledge, outcome expectations, attitude, and perceived norms)onveyed in the program and intended behaviors related toegetarianism. At posttest, administered 7 to 14 days later, theontrol group again completed the questionnaire. The treatmentroup viewed the episode and then completed the questionnaire. Atollow-up, administered 7 to 14 days after the posttest, both groupsgain completed the questionnaire. Analysis of covariance, withretest score as the covariate, revealed that the treatment group’sean posttest and follow-up knowledge scores were significantlyigher and attitude scores were significantly lower than the controlroup (p�0.05). Similarly, treatment group posttest intendedehavior scores were significantly higher than control group scores.his study is among the first to investigate the effect of nutrition-elated information in a television program on children. In additiono commercials, television programs must be recognized as anmportant vehicle for conveying nutrition-related information thatffects children’s nutrition cognitions and intended behaviors.

unding Disclosure: None

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se of a Food Camp to Build Self-Efficacy in Children forealthful Food Choices

uthor(s): S. H. Byrd1, A. L. Hill2, J. Wilson1; 1Food Science,utrition, and Health Promotion Department, Mississippi Stateniversity, Mississippi State, MS, 2Food and Nutrition Services,aptist Memorial Hospital - Golden Triangle, Columbus, MS

earning Outcome: To evaluate the effect a week long food campas on eating behaviors and self efficacy of participants.

aste preferences and eating habits learned in childhood can carrynto adulthood; therefore early intervention is important innfluencing healthful food choices. The objective of this study was to

easure the effect of participating in farm to table experiences touild self-efficacy in children for healthful food choices. A week longun with Food summer day camp was developed for childrenntering grades third through sixth. Different food groups weremphasized each day and included a farm and/or industry tour andulinary highlight. Math, reading, writing, and time managementctivities were used to introduce new foods and flavors to children.RB approval was obtained. A survey (28 questions) was given tovaluate eating behaviors and self-efficacy in reference to foodreparation and selection of healthful food choices. An integral partf the curriculum was instruction and preparing foods featured thatay. Recipes were age appropriate and allowed children to practiceeading a recipe, measuring ingredients, use of knife skills,ournaling, and kitchen safety. At six months a post survey was sento campers. A total of 33 children participated in the study. Thereas a significant positive change (p � 0.05) in the responses

oncerning vegetable and whole grain consumption. This study foundhat participation in camp significantly increased children’s self-fficacy toward food preparation and selection of healthful foodhoices related to whole grains and vegetables. The use of hands-onreparation of foods, farm and industry tours and instruction inealthful eating was proven to improve food choices in children.

unding Disclosure: Mississippi Agricultural and Forestryxperiment Station

utrition Literacy Bags to Promote Literacy and Nutritionducation in Pre-K Students

uthor(s): B. Senne-Duff, M. Olovson; Nutrition, University of thencarnate Word, San Antonio, TX

earning Outcome: Describe how to develop and implement autrition themed literacy bag program.

ackground: Literacy bags are used to promote literacy throughamily involvement with young students. Thematic bags can extendurriculum.

urpose: The purpose of the nutrition literacy bags was to promoteutrition knowledge and literacy among pre-K students via increased

nvolvement of parents reading nutrition themed books, doingctivities and preparing food.

ethods: Two pre-kindergarten classes from an urban predominatelyexican-American elementary school participated in the study. Five

utrition themed literacy bags were rotated and sent home over a fiveeek period. Bags contained activities, a book, and two recipes, crayons,nd an evaluation form to be completed by parent and child. Baghemes included farm to home, food safety, trying new foods, healthynacks, and physical activity. The bags included activities in math,cience, motor control, and physical activity. A nutrition class withctivities was taught at the school for each theme.

esults: Most parents (90%) agreed that the bags increased themount of time they spent with their child. Most parents (90%) andhildren (97%) agreed that they liked the activities. Most parents97 %) liked the literacy bag overall. Children agreed (90 %) theyiked the book and the bag. Most parents (77%) reported making oneecipe while no parent reported making both recipes. The teachershought the program was beneficial to the education of the students.

iscussion: Some bags, recipes and books were more favorably ratedhan others. The main problem with implementation was getting thehildren to return the bag with the book and evaluation.

unding Disclosure: None

evelopment of a Nutrition Education Program to Introducehildren to Exotic Fruits Targeted at Head Start Rural Westernassachusetts Preschools

uthor(s): R. Smith1, C. Foley1, A. White1, C. Rogers1, S. Severin2,. Sheldon,3 S. Kannan1; 1Nutrition, University of Massachusettsmherst, Amherst, MA, 2National Head Start Association, Amherst, MA,

Public Health, University of Massachusetts Amherst, Amherst, MA

earning Outcome: This presentation describes the progression of autrition education program according to teacher and student feedbacklong with observations about children’s willingness to taste novel foods.

his presentation describes the progression of a nutrition educationrogram according to teacher and student feedback along withbservations about children’s willingness to taste novel foods. TheruitZotic nutrition education program was developed to introduce Headtart preschoolers, ages 3-5, to new unfamiliar fruits. Initially constructed

n Spring 2008, as a one-lesson program for six classrooms and targetingerries (strawberries, blueberries, raspberries and blackberries)., itvolved into a three-lesson series implemented in six classrooms over a-week period using exotic and less familiar fruits. Lessons included bookeading, sensory exploration and fruit tasting. In fall 2008, new fruitscoconut, pineapple, kiwi) were selected under the theme “Fruits withair.” Book reading was retained from the original program for concept

einforcement. Tastings, initially conducted in groups became acircletime” activity to create a positive “tasting environment.” Recognizinghe importance of parent participation, a parent letter supporting programdeals was distributed in spring 2009. Additionally, family night wasonducted. In fall 2009, the series FruitZotic expanded with “Fruits fromfar” (mango, pomegranate, papaya, starfruit) and culminated in “Fruitxpo” for parents, teachers and preschoolers. Inclusion of craft activitiesdded value to the program for teachers and students. A rating scale [0-5,ot willing to taste, willing to lick etc.] tracked changes in each individualhild’s tasting progress over the course of the series. Baseline willingnessas established by evaluating classroom breakfast (cantaloupe) prior to

he initiation of the series and at the end of the program.

unding Disclosure: University of Massachusetts Commonwealthonors Grant

Journal of the AMERICAN DIETETIC ASSOCIATION / A-61