Examining Nutritional Practices and Developmental Progress of Preschoolers

Barbara F. Hartigan, Joanna C. Macca

School of Education, University of Saint Joseph, West Hartford, USA.

DOI: 10.4236/ce.2015.63036                

Abstract

This teacher research was conducted to examine how nutrition is related to the developmental progress of preschool children. A quantitative correlational design was undertaken using researcher administered student, parent and teacher questionnaires to determine the strength of the relationship between healthy eating habits and achievement of appropriate developmental milestones of preschool children. Six students, who were four and five years old, were chosen to participate based on parental consent, researcher observation, and teacher recommendation. Three males and females were selected with varying racial backgrounds. Students completed an activity-based literacy assessment of knowledge about nutrition and “what it means to be healthy.” Parents and teachers completed a survey discussing the children’s eating habits. Teachers also completed a developmental checklist for four- and five-year-olds for each student. Students were then ranked by three different categories: knowledge of nutrition; personal health; and development. Results of the study were inconclusive; however, slight correlations were seen.

Keywords

Nutrition, Preschool, Developmental Milestones, Personal Health

Conflicts of Interest

The authors declare no conflicts of interest.

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