Evaluation of nutrition education in public nursery \ Schools in Kisumu municipality, Kenya

Abstract

Knowledge about nutrition and health is gained throughout childhood, yet little is known about the nutrition knowledge of nursery school children in Kenya.Much of the research assessing nutrition practices in early childhood programs has focused on the adequacy of foods that are served and growth monitoring of children. Teachers have regular contact with the students; they potentially have a great influence on children's dietary practices. Literature on teachers' nutrition knowledge and dissemination of that knowledge in public nursery schools is scarce in Kenya. The objectives of this study are to: assess teacher knowledge and perceptions about nutrition; assess nutrition knowledge of nursery school children; and identify resources and strategies used to teach nutrition in nursery schools. The study adopted a cross sectional study design. The study population consisted of public nursery school teachers and children aged, 3-5 year old from Kisumu municipality. From 109 public nursery schools, a total of 36 schools were selected using systematic sampling technique. From the 36 sampled schools, 146 teachers were selected using cluster sampling, and 365 children selected using stratified random sampling. Data was collected using questionnaires. The data was analyzed descriptively using Statistical Package for Social Sciences (SPSS) version 11.0. ANOV A was used for analysis. Results showed that 79% of the children were able to correctly name the foods, and about 62.7% correctly identified fruits. Few children (39.2%) were aware of the foods that should be eaten more frequently by them. The difference between mean scores of female and male children was not significant (F=1.59, p> 0.05). There were significant differences between the children's mean scores by their age (F=96.46, p<0.05). The mean score of children who were taught by teachers who had training in early childhood development was higher (mean=4.47) than those children who were taught by teachers with no training in early childhood development (mean=3.86). Most (65%) teachers were aware of the sources of proteins and carbohydrates. Only 22.6% of teachers were aware that goiter is caused by iodine deficiency while 46.6% were aware of foods rich in vitamin C and A. The difference between the teachers' mean scores of the trained teachers and untrained teachers was found to be significant (F=33.66, p<0.05). Majority (95%) of teachers strongly agreed or agreed that nutrition education is necessary for nursery school children. Only 49.3% of teachers reported availability of teaching and learning materials on nutrition in their schools. More than 90% of teachers reported use of poems and songs for teaching nutrition in schools. In conclusion, teachers' mean scores are higher for trained teachers than untrained teachers. The difference between teachers' mean scores and education level is not significant. The mean score of children who are taught by trained teachers is higher than those who are taught by teachers who are not trained. The difference between children's mean scores by their age is significant. Nutrition education resources are inadequate "in public nursery schools. The government should keep on updating the teachers' knowledge by tnounting training programs through workshops and seminars. The government should also develop and avail appropriate teaching and learning materials in the schools. As expressed by the teachers, nutrition education programmes for younger children should not only include children but their parents as well, since this can enhance the initiation of behavioural change.