1 / 27

Cognitive Ability and Breakfast:Collaborating with Parents to Promote Balanced Breakfasts

Cognitive Ability and Breakfast:Collaborating with Parents to Promote Balanced Breakfasts. Tanisha Hanley ED 702.22 Fall 2009. 1. Table of Contents. Statement of the Problem p.3 Review of Related Literature p.4 Statement of the Hypothesis p. 10 Methods p. 16 References p. 18

ula
Download Presentation

Cognitive Ability and Breakfast:Collaborating with Parents to Promote Balanced Breakfasts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cognitive Ability and Breakfast:Collaborating with Parents to Promote Balanced Breakfasts Tanisha Hanley ED 702.22 Fall 2009 1

  2. Table of Contents • Statement of the Problem p.3 • Review of Related Literature p.4 • Statement of the Hypothesis p. 10 • Methods p. 16 • References p. 18 • Appendices p. 22 2

  3. Statement of the Problem The School Breakfast Program (SBP) is considered underused in some schools which creates challenges for state funding. The rate of skipping breakfast in children and adolescents is on the rise. Students who do receive breakfast at home may not be receiving a nutritionally balanced breakfast as provided in schools. Many parents are unaware that balanced breakfast consumption provided at home or at school may provide benefits toward cognitive function and academic achievement. 3

  4. Review of Related Literature-ProsSupporting Effects on the Brain • Breakfast is the most important meal of the day (Matthews & Pollitt, 1998; Anand, 1999). • There are two possible biological mechanisms in which breakfast can affect brain function and cognitive test results (Matthews & Pollitt, 1998). • Deficiencies of micronutrients have been shown to have an impact on cognitive development (Malone, 2005). 4

  5. Review of Related Literature-Cons of the Effects on Cognition • Particular macronutrient compositions of a meal may be more relevant to cognitive function than the meal itself (Matthews & Pollitt, 1998). • Timing of the breakfast meal may play an important role (Matthews & Pollitt, 1998). • In some studies the effects on cognitive function are limited to “at risk” undernourished children (Bro, McLaughin, Shank & Williams, 1996; Chinen & Cueto, 2008). 5

  6. Review of Related Literature-Pros of Parental Involvement • Parental engagement in student’s learning at home makes the greatest difference to achievement (Goodall & Harris, 2008). • Children need to know their parents care if they eat breakfast (Cheng, Griffiths, Tse & Yu, 2008). 6

  7. Review of Related Literature-Cons of Parental Collaboration Parents must be nutritionally educated to be able to guide their children to make healthy choices. Parents need to be assessable and support learning in the home (Goodall & Harris, 2008). Many parents regardless of socioeconomic status are unaware of what a balanced breakfast consists of (Worobey & Worobey, 1999; Bhattacharya, Currie & Haider, 2006). 7

  8. Review of Related Literature-Cons of the Research • Various study designs account for mixed results and warrant future research (“Breakfast and Learning”, 1999; Taras, 2005). • The various ways that breakfast and breakfast consumption frequency are defined pose a challenge for studies. Another problem is how the breakfast eating occasion is defined (Taras, 2005). 8

  9. Review of Related Literature-Cons of the Research • Breakfast consumption has been associated with enhanced cognitive ability in some but not all short term clinical studies and longer term school based studies (Rampersaud, 2008). • There is a lack of research that identifies effective methods to promote breakfast consumption in various populations (Rampersaud, 2008). 9

  10. Review of Related Literature-Current Practices • The US Department of Agriculture’sSBP operates in 84,000 schools and provides students with breakfasts that are consistent with the federal Dietary Guidelines for Americans(“Evaluation of the School”, 2002; Rampersaud, 2008). • Many schools use March which is National Nutrition Month as a time to implement educational strategies on making healthy food choices(“In the House” 2009; “National School Breakfast Week”, 2009). 10

  11. Review of Related Literature-Current Practices Expanding breakfast service options and marketing prior success of the program are amongst several suggestions designed to increase SBP participation (“Breakfast & Learning”, 1999; Horishita & Sweeney, 2005; Glaser, Reynosa, Sweeney & Tucker, 2006; “Got Breakfast”, 2009; “There’s more than One”, 2009). School based ageappropriate nutrition education throughout childhood is critical. (Gregoire, Martin & Sneed, 1993; Bayerl & Stang, 2003; Melanson, 2008; Malone, 2005). 11

  12. Collaborating with parents to help children make “balanced breakfast” choices • Piaget’s Cognitive AdaptationTheory-Children have to construct their own knowledge and eventual understandings (Beichner & Dobey, 2004). • Bandura’s Social Learning Theory-Children can learn behaviors rapidly and efficiently by observing other people who model the behaviors (Berndt, 1997). Ex: Children make healthy food choices by watching their parents make them. 12

  13. Collaborating with parents to help children make “balanced breakfast” choices Dr. Ernesto Pollitt, a Professor of Human Development in the Department of Pediatrics at the University of California Davis: Urges the need for conclusive correlations between breakfast and distinct cognitive performance variables and parental education on the importance of the meal. (“Breakfast and Learning”, 1999). 13

  14. Statement of the Hypothesis HR1: Integrating parental involvement in balanced breakfast consumption will increase scores on a problem solving math quiz for 29 5th grade students at P.S. X over a 3 week period. HR2: Nutritionally educating both children and parents through a home to school educational partnership will promote better breakfast attitudes for 29 5th grade students at P.S. X over a 5 week period. 14

  15. So what does it look like? 15

  16. Method • Participants (N) • 29 5th grade students • 16 girls and 13 boys ages 10-11 • lower to middle socioeconomic status • attend Public School in Brooklyn, New York • The participants were approximately 45% white, 41% black, 7% Hispanic and 7% Asian. 16

  17. Method • Instrument (s) • 2 ten question problem solving quizzes (multiplication, addition, subtraction) • Parental consent form • Principal consent form • Balanced Breakfast Information Guideline-take home • Nutritional Neuroscience information packet for parents • Nutrition Lesson on Balanced Breakfast Choices • 1 Student Pre-survey • 1 Student Post-survey • 1 Inventory of Parental Influence • Experimental Design • Procedure 17

  18. References Anand, R. (1999, April 22). Breakfast and learning in children. Paper presented at the 1999 Symposium on Issues on Children’s Health and Nutrition. Abstract retrieved October 30, 2009, from http://www.usda.gov/cnpp/Seminars/symposium on breakfast and learn.htm Anand, R., Basiotis, P., & Lino, M. (1999). Eating breakfast greatly improves schoolchildren’s diet quality [Electronic Version]. Nutrition Insights, 15. Bayerl, C., & Stang, J. (2003). Position of the American Dietetic Association: Child and adolescent food and nutrition programs [Electronic Version]. Journal of the American Dietetic Association, 103(7), 887-893. Beichner, R., & Dobey, D. (2004). Essentials of elementary science. In K.E. Price (Eds.)The learner (pp. 25-45). Boston, MA: Pearson Education, Inc. Berndt, T. (1997) Child development. In G.G. Schiesl (Ed.), Theories of child development (pp.16-37). Dubuque, IA: Brown & Benchmark. Bhattacharya, J., Currie, J., & Haider, S. (2006). Breakfast of champions? The school breakfast program and the nutrition of children and families. Journal of Human Resources, 41(3), 445-466. Retrieved September 12, 2009, fromERIC database. (ERIC Document Reproduction Service No. EJ746513).

  19. References-continued Bro, R., McLaughlin, T., Shank, L., & Williams, R. (1996). Effects of a breakfast program on on-task behaviors of vocational high school students. The Journal of Educational Research, 90(2), 111-115. Retrieved September 19, 2009, from JSTOR database. Cheng, T., Griffiths, S., Tse, L., & Yu, I. (2008). Children's perceptions of parental attitude affecting breakfast skipping in primary sixth-grade students. Journal of School Health, 78 (4), 203-208. Retrieved September 12, 2009, fromERIC database. (ERIC Document Reproduction Service No. EJ811899). Chinen, M., & Cueto, S. (2008). Educationalimpact of a school breakfast program in ruralPeru. International Journal of Educational Development, 28(2),132-148. Retrieved October 12, 2009, fromERIC database. (ERIC Document Reproduction Service No.EJ782393). Glaser, D., Reynosa, B., Sweeney, N., & Tucker, J. (2006). Reducing hunger-associated symptoms: The midmorning nutrition break. The Journal of School Nursing, 22(1), 32-39. Retrieved November 17, 2009 from SAGE database. Goodall, J., & Harris, A. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research,50(3), 277-289.Retrieved September 23, 2009, from ERIC database. (ERIC Document Reproduction Service No. EJ809128). Gregoire, M., Martin, J., & Sneed, J. (1993). School foodservice: A look to the future. Hospitality Research Journal, 17(1),175-191. Retrieved October 2, 2009, from SAGE database.

  20. References-continued Horishita, Naomi., & Sweeney, N. (2005). The breakfast-eating habits of inner city high school students. The Journal of School Nursing, 21(5),100-105. Retrieved November 17, 2009 from SAGE database. Matthews, R., & Pollitt, E. (1998). Breakfast and cognition: An integrative summary [Electronic Version]. American Journal of Clinical Nutrition 67, 804S-13S. Malone, S. (2005). Improving the quality of student’s dietary intake in the school setting. The Journal of School Nursing 21(2), 70-76. Retrieved November 12, 2009, from SAGE database. Melanson, K. (2008). Back to school nutrition. American Journal of Lifestyle Medicine 2, 397-401.Retrieved October 2, 2009, from SAGE database. Melanson, K. (2008). Nutrition review: Lifestyle approaches to promoting healthy eating for children. American Journal of Lifestyle Medicine, 2(1), 26-29. Retrieved November 18, 2009, from SAGE database. Rampersaud, G. (2008). Benefits of breakfast for children and adolescents: Update and recommendations for practitioners. American Journal of Lifestyle Medicine,3(86), 86-103. Retrieved October 2, 2009, from SAGE database.

  21. References-continued School Nutrition Organization. (2009, April). National School Breakfast Week March 8-12, 2010. Retrieved November 11, 2009, from http://www.schoolnutrition.org/default.aspx Taras, H. (2005). Nutrition and student performance. Journal of the School Health,75(6), 199-213. Retrieved September 23, 2009, from ERIC database. (ERIC Document Reproduction Service No. EJ725323). There’s more than one way to serve breakfast. (n.d.). Retrieved November 11, 2009, from www.fns.usda.gov/cnd/BREAKFAST/toolkit/r27.ppt United Dairy Industry of Michigan (2007). Got Breakfast? Retrieved October 20, 2009, from http://www.udim.org/linked_files/nutrition_reports /Nutrition%20Reports%202007-2.pdf

  22. Appendix A-Consent Form Dear Parent/Guardian, I am currently a graduate student at Brooklyn College and I have had the pleasure of working with your children throughout my student teaching experience last fall. This semester I am in the process of completing an action research project as one of the requirements for our Research course. I would like to invite both you and your child to participate in a Research Study that will be conducted… If you decide to allow your child to participate, he/she may be required to complete questionnaires, demographic surveys and problem solving assessments. Throughout this study I hope to learn about the impact of balanced breakfast consumption provided at home or at school on cognitive problem solving abilities. I will additionally be providing a nutrition lesson in class on…thank you in advance for your support. Sincerely,Tanisha Hanley

  23. Appendix B-Consent Form Dear Principal, I am presently completing my graduate program at Brooklyn College. This semester I have been asked to conduct an action research project within a classroom…designed to study the impact of balanced breakfast consumption on cognitive problem solving ability…to promote nutritional awareness through a parental collaboration. The survey requires that I choose a class of students, and after acquiring parental permission, gather information from them. The chosen children and their parents will be given surveys and questionnaires. The children will partake in two mathematical assessments. The parents will be given a balanced breakfast pamphlet highlighting the importance of the balanced breakfast meal and its effect on the developing brain. I will present a (breakfast) nutrition lesson in the classroom and ask parents to continue the dialogue at home…Thank you in advance for your support in this endeavor. Sincerely, Tanisha Hanley

  24. Appendix C-IPI INVENTORY OF PARENTAL INFLUENCE (IPI) INTRODUCTION How much were you involved in your child’s breakfast consumption from grades K-4? Did you prepare breakfast meals at home? Did you discuss the importance of the breakfast meal with your child? Did you have her/him participate in the School Breakfast Program (SBP)? Did you expect your child to learn about nutrition at school? Did the nutritional neuroscience pamphlet and guidelines for a balanced breakfast educate you? Are both you and your child more conscious of making healthy breakfast choices? Have you participated in an active discussion about nutrition with your child? Part I AGREE/DISAGREE Directions: Fill in the number corresponding to your answer. Example: 1=Strongly Disagree 2=Disagree 3=Uncertain 4=Agree I was not satisfied with the nutrition education my child received at school (K-4)…

  25. Appendix C continued Part II FREQUENCIES Directions: Fill in the number corresponding to your answer. Example: 1=Never 2=Rarely 3=Sometimes 4=Usually 5=Always I prepared breakfast meals at home for my child from K-4. I currently prepare breakfast at home… Part III BACKGROUND INFORMATION (multiple choice) Sex of Parent Do both parents live with your child? Child’s Father’s education Child’ Mother’s Education Race

  26. Appendix D-Student Pre-Survey Directions: Fill in the blank corresponding to your answer. Example: 1=Strongly Disagree 2=Disagree 3=Uncertain 4=Agree • Breakfast should be eaten every morning. __ • Breakfast helps you to perform better in school. __ • Breakfast gives you the energy you need to complete your work. __ • Not all breakfasts’ are good for you. __ • School is the best place to have breakfast. __ • School breakfast is just for certain kids. __ • Breakfast on the go can be just as nutritious as breakfast at home. __ • My parent cares that I have breakfast. __ • I eat breakfast with my parent. __ • Breakfast is too expensive! __ • I ate a healthy breakfast today. __

  27. Appendix E-Student Post-Survey(Additional Questions) Directions: Fill in the blank corresponding to your answer. Example: 1=Strongly Disagree 2=Disagree 3=Uncertain 4=Agree • It is important that a breakfast be balanced. __ • I plan to make smart breakfast choices all of my __ life. • More kids should learn about balanced breakfasts’. __ • My parent and I have talked about making smart __ meal choices. • I did not know what a balanced breakfast was before this experiment. __ • I ate a balanced breakfast today. __

More Related