Chapter I INTRODUCTION
Background of the Study
In studying Nutrition, those children with age that ranges from 2 to 6 years old are considered preschoolers (Tanchoco, 2010). Preschool children are known to be objecting the food they want to eat based on its shape, color and texture. Sometimes, they also insist insist on eating the the same foods every meal (Baby Center, 2016). This common disorder is often known as picky eating and it may cause poor nutrition because the children may have less nutrient intake than necessary (Argas, Mascola & Bryson, Bryson, 2010). A picky eater is described by the toddler or or child eating food in a limited amount, restriction in intake especially of vegetables, lack of will to try new foods, and with strong food preferences often leading parents to provide their child a meal different from the rest of the family family (Carruth et al, 2004) Moreover, picky eating can involve excessive intake of beverages such as milk, fruit juice or sweets that can reduce a child’s appetite for food, displace more caloriecalorie- and nutrient-dense foods and, in some children, may lead to failure to move and participate in physical activities (Denninson, 1996). One of the domains of human development is physical development and preschool children of 3 – 5 years old are exercising their physical development. To determine if a child is physically developed their gross motor skills can be checked (Gromisch & Markusic, 2012). According to Children’s Therapy and Resource Center (2012), gross motor skills are the use of large muscles to be able to perform activities and
functions. Drummond (2012) categorized gross motor skills into balancing skills, jumping/hopping skills, eye-hand coordination, core strength and general strength. These skills are very important for survival; also delays in physical development will result to the child being physically awkward in shape and have low endurance for daily activities (Kid Sense Child Care Corporation, 2015).
Statement of the Problem and Objectives
There are many researches about the eating patterns of toddlers and preschoolers. However, there is a lack of research that specifically addresses nutritional adequacy, nutritional assessment and physical development of preschoolers. Children exposed to unhealthy foods, children not exposed to healthy foods or children who eat monotonous food daily may be at risk of delayed physical development. Moreover, there is a need to understand how nutritional assessments of weight for age, height for age and weight for height as well as rate of nutritional adequacy affects the elements of physical development (i.e. balancing, eye-hand coordination, jumping, general strength, and core strength) especially now that there is a great emergence of fast food chains, instant and processed foods that are addictive to kids. Also, there is a need to identify whether these effects are favorable or not. Thus, this study aimed to answer the following questions: 1. What is the nutritional assessment of the respondents? 2. What is the rate of the nutritional adequacy of the respondents? 3. What is the level of balancing skills, jumping skills, eye-hand coordination skills, core strength and general strength of the responden ts?
4. What is the association of the respondents’ nutritional adequacy rate to their nutritional assessment? 5. What is the association of the respondents’ nutritional adequacy rate to the elements of physical development (i.e. Balancing, Jumping, Eye-Hand Coordination, Core Strength and General Strength)? 6. What is the association of the respondents’ nutritional assessment of weight for age, height for age and weight for height to the elements of physical development (i.e. Balancing, Jumping, Eye-Hand Coordination, Core Strength and General Strength)?
This research study generally aims to determine the relationship of the kinds of food preschoolers eat to their physical development. Specifically, it aims to: 1.
determine the nutritional assessment of the preschoolers;
2. determine the rate of adequacy of preschoolers; 3. determine the level of balancing skills, jumping skills, eye-hand coordination skills, core strength and general strength of the respondents; 4. determine the association of the respondents’ nutritional adequacy rate to their nutritional assessment; 5. determine the association of the respondents’ nutritional adequacy rate to the elements of physical development (i.e. Balancing, Jumping, Eye-Hand Coordination, Core Strength and General Strength) and; 6. determine the the association of the respondents’ nutritional assessment of weight for age, height for age and weight for height to the elements of
physical development (i.e. Balancing, Jumping, Eye-Hand Coordination, Core Strength and General Strength)
Significance of the Study
This study may be beneficial for both parents and the children. Picky eating is a common problem especially nowadays that there is a great emergence of fast foods, instant and processed foods which are very appealing to kids. Not to mention chocolates and candies. This study will help inform concerned parents and guardians to the possible effects of the frequent kinds of food the preschoolers eat to their physical development. As said, proper physical development allow a child to perform daily functions easily and other functions as well, such as writing, dancin g, acting and then can fulfill his/her simple responsibilities and discover their potentials in life. There is a possibility that the kinds of food they eat affect their level in balancing skills, jumping skills, eye-hand coordination, core strength, general strength and overall gross motor skills.
Chapter II REVIEW OF RELATED LITERATURE
Characteristics of Preschoolers Usual Food Intake of Preschoolers
The diet for preschool children is designed to include a variety of foods with different textures and flavors provided throughout the day. The diet aims to promote optimal growth and to meet child’s developmental and behavioral needs. The food given should be nutrient-dense since child’s nutritional requirements for growth are great. In selection of foods, selection must focus on good sources of vitamin A and C, protein, iron and calcium. However, children of this age are prone to influences which affect their decision in food. These influences determine the likes and dislikes, habit and food intake of the child that can be brought about later in life. The major influences on food intake in developing years are family environment, social trends, media, illness and disease (Tanchoco, 2010).
Factors that Lead Children into Picky Eating
Another problem common to preschool children is picky eating. Picky eaters generally refuse to eat and exhibit a lack of interest in food and eat slowly and, in some cases, have a reduced appetite. Reason behind this picky eating may be associated with children experiencing a growing sense of independence. Refusing food can be a way of asserting themselves. Also, picky eating may be acquired when there is a big or sudden
change in a child’s life and environment, example of which is moving houses, starting a playgroup or the birth of a sibling (Vaswani, 2015). Nutritional Assessment of Preschoolers Nutritional Adequacy of Preschoolers Importance of Proper Nutrition to Preschoolers Physical Development of Preschoolers
The testing of gross motor skills of preschoolers is one way to test their physical development. According to Children’s Therapy and Resource Center (2011), gross motor skills involve the use of the larger and stronger muscle groups of the body to perform daily functions. Drummond (2012) stated that the gross motor skills have elements such as balancing skills, jumping/hopping skills, eye-hand coordination, core strength and general strength. Balancing skills involves the maintenance of the control of a certain body position without affecting the ability to perform a certain task. Balanceability (2015) stated that balancing can be categorized into either static or dynamic; static balancing are activities that involve the maintenance of the control of the position while being stationary on the other hand, dynamic balancing involves the maintenance of the control of the position while moving. Jumping/hopping skills involve the act of transferring weight from one or both feet to both feet. According to Sport New Zealand Organization (n.d.) jumping has can be divided into three divisions namely, taking-off, flying and landing. Eye-hand coordination skills involve the ability of the vision system to be in coordination to the information coming from the eyes to be able to control, guide and direct the hands to accomplish work (Laberg, 2015). Core strength involves the use of the deep muscles for
the provision of support to the head, neck and trunk (Frick & Kawar, 2004). Lastly, the general strength involves the ability to use overall body strength to be able to perform a certain activity or function (Yessiss, 2006). Effects of Poor Nutrition to the Physical Development of Preschoolers Importance of Proper Physical Development of Preschoolers
Poor physical development that started in the childhood years may remain and may result in a physically inactive adolescent and adulthood. The reason behind this is when a mover is competent in his/her movements, there will be an increase in engagement physical activities (Pica, 2008). It was also stated that a child who has awkward movements will cause incoordination and avoidance in physical activities that would help develop his or her gross motor skills further. This in turn may lead to different kinds of health hazards because of the state of being unfit. The health hazards include obesity, heart disease, diabetes, and other risks. Development of gross motor skills is indeed just as important as teaching language skills (Pica, 2008). Unlike underdevelopment of language, underdevelopment of gross motor skills is rare and can be difficult to detect. If a child is a bit awkward and uncoordinated in his movements compared with other children with the same age, it could be due to slight motor delays or poor motor coordination (Markusic & Gromisch, 2012) or to limited opportunities for active play.
Chapter III STUDY FRAMEWORK
This research would like to determine the association of nutritional adequacy rate and the nutritional assessment of the preschoolers; the association of nutritional adequacy rate and the elements of physical development and; the association of nutritional assessment and the elements of physical development.
FIGURE 2 Conceptual framework on the nutritional adequacy rate, nutritional assessment and physical development of preschoolers
Chapter IV Methodology
Research Design
The research will be descriptive-associative. The research will describe the nutritional adequacy rate, nutritional assessment (weight for age, height for age and weight for height) and the physical development of preschoolers such as their level in balancing skills, jumping skills, eye-hand coordination, core strength and general strength. The research will also determine the association of nutritional adequacy rate and nutritional assessment of the respondents. In addition to that, the correlation of nutritional adequacy rate and scores in balancing skills, jumping skills, eye-hand coordination, core strength and general strength as well as the correlation of nutritional assessment (weight for age, height for age and weight for height) and scores in balancing skills, jumping skills, eye-hand coordination, core strength and general strength will be correlated.
Concepts and Indicators/Variables and Measures
The nutritional adequacy rate of the respondents will be measured through the total calorie intake gathered from three (3) non-consecutive day 24-hour food recall (2 weekdays, 1 weekend) based from Daily Nutritional Guide Pyramid for Filipino Children of 1 – 6 years old (FNRI, DOST). The nutritional assessment will be measured through anthropomorphic assessment in weight, height and age of the respondents. The index that will be used for weight for age, height for age and weight for height is ______________.
Also, the research will use balancing skills, jumping skills, eye-hand coordination, core strength and general strength ratings of the children as indicators in determining the development of gross motor skills of preschoolers. The physical development survey will use a five-point Likert scale (5 – strongly agree, 2 – argee…) to measure a parent’s agreement on whether a child can perform the activities listed.
TABLE 1 Definitions table of the categories used to measure the level of gross motor skills of the respondents Category
Definition
Strongly Agree
This option means that the parent/guardian of the respondent strongly believes that the child can perform the activity. It can also mean that the parent/guardian of the respondent always sees the child perform the activity
Agree
This option means that the parent/guardian only partly believes that the child can perform the activity. It can also mean that the parent/guardian frequently sees the child perform the activity.
Neither Agree or Disagree
This option means that the parent/guardian of the respondent isn’t familiar with the given activity or doesn’t know whether the child can or cannot perform the activity.
Disagree
This option means that the parent/guardian of the respondent only partly believes that the child cannot perform the activity. It can also mean that the parent/guardian rarely sees the child do the activity.
Strongly Disagree
This option means that the parent/guardian strongly believes that the child cannot perform the activity. It can also mean that the parent/guardian never sees the child do the activity.
Research Instruments
In the nutritional adequacy the researcher will conduct a 24-hour food recall for three (3) non-consecutive days, 2 weekdays and 1 weekend to the respondents. And the adequacy score will be based from Daily Nutritional Guide Pyramid for Filipino Children of 1 – 6 years old (FNRI, DOST, 2000). On the other hand, in the nutritional assessment the researcher will conduct an anthropomorphic assessment to the respondents and will
use ________ index to interpret it. Lastly, the physical development of the respondents will be based from a secondary data from an undergraduate thesis entitled: Relationship of Violence-depicting Cartoons to the Development of Gross Motor Skills of Preschoolers by Napoles, 2015.
TABLE INTERPRETATION
Unit of Analysis and Sampling
The research will use complete enumeration of Kinder I – Prep students with ages 2 – 6 as respondents from Los Baños Faith Christian School: a total of 46 respondents. The student list will be categorized into grade level and age. Only those that satisfy the age of 2 – 6 and Kinder I – Prep school level will be chosen to participate in the study. The locations of the study are because their distances are strategic to the school of the researcher.
Data Gathering Procedure
A letter will be sent to the principal of Los Baños Faith Christian School. When approved, the 24-hour food recall and anthropomorphic assessment will be conducted. On the other hand, the physical activity questionnaire has been conducted from an undergraduate thesis entitled: Relationship of Violence-depicting Cartoons to the Development of Gross Motor Skills of Preschoolers by Napoles, 2015.
Data Analysis
The total calorie intake of the preschoolers will be recorded and will be based from the Daily Nutritional Guide Pyramid for Filipino Children of 1 – 6 years old (FNRI, DOST, 2000). The weight, height and age of the preschoolers will be recorded and plotted into WHO Anthro Software to determine the weight for age, height for age and weight for height of the preschoolers. Lastly, the researcher will determine the respondents’ level in balancing skills, jumping/hopping skills, eye-hand coordination, core strength, general strength and overall gross motor skills through a secondary data from an undergraduate thesis entitled: Relationship of Violence-depicting Cartoons to the Development of Gross Motor Skills of Preschoolers by Napoles, 2015. All of the variables used in the research such as nutritional adequacy rate and nutritional assessment will be correlated with balancing skills, jumping/hopping skills, eye-hand coordination, core strength, general strength and overall gross motor skills using Pearson Product Moment Correlation Analysis. The correlation coefficients will be interpreted using Guilford’s suggested interpretations for values of r (Table 2).
TABLE 2 Guilford’s Suggested Interpretations for Values of r r
Interpretation
< 0.20
slight; almost negligible relationship
0.20 – 0.40
low correlation; definite but small relationship
0.40 – 0.70
moderate correlation; substantial relationship
0.70 – 0.90
high correlation; marked relationship
> 0.90
very high correlation; very dependable relationship
Chapter V RESULTS AND DISCUSSIONS
Socio-demographic Characteristics of the Respondents Sex Profile FIGURE 2 Percentage of respondents by sex
Males 44% Females 56%
Age Profile FIGURE 3 Percentage of respondents by age
Aged 3 13%
Aged 4 23% Aged 5 64%
Nutritional Adequacy
Nutritional Assessment
Physical Development of Respondents Balancing Skills FIGURE 7 Histogram of the frequency of the balancing skill score of preschoolers
35 s t 30 n e d25 n o p s 20 e R f 15 o r e b10 m u N 5
0 < 33
34 - 36 37 - 39 40 - 42 43 - 45 46 - 48 49 -51 52 - 54 55 - 56 57- 59
60
Balancing Skill Score
Jumping/ Hopping Skills FIGURE 8 Histogram of the frequency of the jumping/hopping skill score of preschoolers
20 18 s t n16 e d n14 o p12 s e R10 f o 8 r e b 6 m 4 u N 2 0 < 33
34 - 36 37 - 39 40 - 42 43 - 45 46 - 48 49 -51 52 - 54 55 - 56 57- 59 Jumping/Hopping Skills Score
Eye-hand Coordination
FIGURE 9 Histogram of the frequency of the eye-hand coordination score of preschoolers
60
60 s t 50 n e d n40 o p s e R30 f o r e20 b m u N10
0 < 34
35 - 37
38 - 40
41 - 43
44 - 46
47 - 49
50 - 52
53 - 55
Eye-Hand Coordination Score
Core Strength FIGURE 10 Histogram of the frequency of the core strength score of preschoolers
30 s t n25 e d n o20 p s e R15 f o r 10 e b m 5 u N
0 < 33
34 - 36 37 - 39 40 - 42 43 - 45 46 - 48 49 -51 52 - 54 55 - 56 57- 59 Core Strength Score
General Strength FIGURE 11 Histogram of the frequency of the general strength score of preschoolers
60
60 s t n50 e d n o40 p s e R30 f o r 20 e b m u10 N
0 < 34
35 - 37
38 - 40
41 - 43
44 - 46
47 - 49
50 - 52
53 - 55
General Strength Score
Nutritional Adequacy and Nutritional Assessment Nutritional Adequacy and Physical Development
TABLE 3 Pearson’s Moment correlation of the intake of everyday-labeled foods to skills score of the respondents Skills
r
Balancing Skills
.22
Jumping/Hopping Skills
.10
Eye-hand Coordination
.07
Core Strength
.14
General Strength
.14
Overall Gross Motor Skills
.20
TABLE 6
Pearson’s Pearson’s Moment correlation of the intake of select carefully-labeled foods to skills score of the respondents
Skills
r
Balancing Skills
.22
Jumping/Hopping Skills
.10
Eye-hand Coordination
.07
Core Strength
.14
General Strength
.14
Overall Gross Motor Skills
.20
Occasionally-labeled Foods and Skills TABLE 6 Pearson’s Pearson’s Moment correlation of the intake of ocassionally-labeled foods to skills score of the respondents
Skills
r
Balancing Skills
.22
Jumping/Hopping Skills
.10
Eye-hand Coordination
.07
Core Strength
.14
General Strength
.14
Overall Gross Motor Skills
.20
References
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2943861/ http://www.eurekalert.org/pub_releases/2015-08/dumc-emp072815.php
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