Ann A. Hertzler

Parental influence on the child's food preference

Summary Forty-six families were studied by questionnaire to determine the influence of each parent on the kindergarten childs food preferences. Results of the study indicate that mother and father influence the childs food preferences equally. Fathers and mothers similar influence may in part be explained by the high priority given to “fathers food likes” in family menus, even though the mother is the principal menu planner. The results from the population studied suggest that nutrition education efforts may be more successful if they are geared to the total family.

A dietary calcium rapid assessment method (RAM)

A rapid assessment method (RAM) for dietary calcium was designed to accomplish three goals: (1) to be user friendly to those with at least an eighth grade education level for self-report and calculation by limiting the number of functional digits and food items for mathematical manipulation; (2) to

Relationship of Diet-Health Attitudes and Nutrition Knowledge of Household Meal Planners to the Fat and Fiber Intakes of Meal Planners and Preschoolers

Abstract The relationship of household meal planners’ diet-health attitudes and nutrition knowledge to their fat and fiber intakes and to the intakes of 2- to 5-year-old children in the households was examined using data from the 1989–91 Continuing Survey of Food Intake by Individuals and Diet Health Knowledge Survey (CSFII/DHKS). Selected households (n = 478) provided 24-hour diet recalls and the households’ main meal planners responded to the DHKS. Meal planner attitude variables were defined according to the Health Belief Model and selected CSFII/DHKS questions served as proxy measures. The relationship of meal planners’ attitudes and knowledge to meal planners’ and childrens fat and fiber consumption at home and in the total diet was analyzed using multiple regression. Several diet-health attitude variables were significantly related to meal planners’ fat and fiber intakes and relationships were similar for foods eaten at home and for foods eaten in the total diet. Knowledge was significantly related to meal planners’ and childrens home fat intake (p

Virginia EFNEP homemakers' dietary improvement and relation to selected family factors

Abstract Dietary improvement was assessed using a 24-hour food recall in a sample of 180 homemakers who had completed six to eighteen months of instruction in the Virginia Expanded Food and Nutrition Education Program (EFNEP), to determine whether or not they had maintained dietary improvement for a six to thirty-six month period after leaving the program. Family factors that were believed to be related to dietary change were explored; these included family composition, family support and family diet control. Average diet scores increased significantly from entry to exit from the program, and from entry to follow-up, with a slight decline from exit to follow-up. Greatest improvements were found in average servings from the milk and fruit-vegetable groups. While family factors were not significantly related to dietary improvement, several relationships emerged that suggested a possible role for family support in influencing dietary outcome.

Over consumption of fat by college students: the fast food connection

College students (416) in an introductory nutrition class were surveyed to determine how college students categorize foods and to establish the relationships between fat intake (3‐day diet record), everyday food choices and fat practices (frequency survey), and fast‐food use (attendance and food consumption). Factor analysis of everyday food choices resulted in five groupings, three high‐fat and two low‐fat. Males averaged 84 g fat/day (range 26–212); women 61 g fat/day (range 25–201). Fat intake was almost double for students with the highest fast‐food attendance (97 g) compared to the lowest (50 g). Fast‐food intake does not necessarily contribute a great amount of fat to the overall diet, but is predictive of a certain type of high‐fat dietary pattern.

The development of a simple dietary assessment and education tool for use by individuals and nutrition educators

Abstract Many of the major food guidance systems in use in western countries are based primarily on minimal nutrient requirement standards. In the last decade, increasing knowledge about the nutritional correlates of chronic disease have refocussed the nutrition debate to include concerns related to dietary excesses. The purpose of the research outlined in this paper was to develop a quantified and nutritionally-assessed food guidance system that was in line not only with current recommended minimal intake standards but also with the more recently developed national dietary guidelines designed to improve chronic disease risk profile. The system was devised using a computer simulation and analysis process. Foods and portion sizes used in modeling the diets were based on extensive nutrient intake data sets from random samples of the population. The system has been termed the 12345(+) nutrition plan, the numeric descriptor refering to the recommended servings or portions per day from the various food groups. The system is adaptable to varying energy and nutrient needs, and educational materials are being developed to detail its use in individual counselling and group settings with subjects of varying social and ethnic backgrounds.

Iron Status and Family Structure of Teenage Girls in a Low-Income Area

A study of 257 teenage girls in a low-income area of Missouri included dietary status (Iron Intake and Iron Frequency Scores), nutrition knowledge (Iron Knowledge Score), nutri tional status (hematocrit), and family structure measures. Varying correlations occurred among the indicators of dietary status, knowledge level, and nutritional status. Few of these indicators were directly associated with family structure. Since family structure was con sidered an important variable in understanding food habits, associations between these iron measures were studied by controlling for low and high family structure scores. For girls with low family structure scores, hematocrit was negatively correlated with the two dietary measures of iron; but girls who ranked in the upper portion had hematocrits that had little correlation with the two dietary iron measures. The negative correlation between hematocrit and dietary measures with girls receiving low family structure scores suggests the importance of including nutrition as well as some aspect of group dynamics in educa tion programs.

Preschoolers' food handling skills — Motor development

Although many curriculum gUides and recipe books contain food activities for young children, few report on the development of related manipulative/psychomotor skills (13). The following suggestions were developed to teach caregivers (e.g. , parents, teachers) ways to involve preschoolers in food preparation activities. Food handling skills need to be tailored to the level of muscular development of the preschooler. Food handling teaches preschoolers lifetime skills on taking responsibility, figuring things out, making decisions, and getting along with others (talking, listening, taking turns). At the same time preschoolers are learning vocabulary about food and nutrition, and gaining valuable skills in making food choices and in learning to prepare meals. Three basic rules are: 1. Plan experiences at the childs level of development; 2. Plan food experiences as a part of the total days food plan of meals and snacks, avoiding rich desserts and sweet snacks; and 3. Keep adult participation in the activities at a minimum. Adults should be prepared to give positive directions, to provide hints on how to get the job done, and to handle hot, heavy, or sharp objects.

College Students' Nutrition Information Networks.

Nutrition information networks accessible to or being accessed by college students were studied. Data were collected on the types of networks, the extent of their use, and the relationship of use tofood behavior. Undergraduate students (179 men, 300 women) in an introductory nutrition class rated their perceived use of nutrition information networks; provided frequency-of-use responses to a survey offood choicesfat practices, andfast-food practices; and estimated nutrient intakes from 3-day diet records for iron, calcium, folacin, Vitamin C, and fat. Five nutrition information network categories were established through factor analysis: consumer market, media, authorityfamily, and teenage educational. Factor-related scores reflected each subjects perceived frequency of use for each category. None of the vitamin or mineral intake measures was related to any of the nutrition information network factor-related scores. However, use frequencyfor media andfor consumer market were related to food behavior indicators reflecting low-fat practices, especially for women.

Preschoolers' developmentally appropriate food and nutrition skills

Too often preschoolers are simply entertained because they are assumed to be unable to learn.! Effective food and nutrition experiences for young children must be tailored to their development skills to their level of muscular development and to their math and language readiness level. 3.4 As children combine words and ideas, they communicate with others and develop socialization skills. Nutrition and early childhood specialists designed and tested four lessons for appropriate developmental food and nutrition skills for preschoolers: (1) Cart Smart Food Choices; (2) Health Wealth; (3) Germ Squirm; and (4) Hurts and Hazards.