FACULTY OF SCIENCE

BACHELOR OF SCIENCE (HONOURS) DIETETICS

UDDN 2104 NUTRITION AND HEALTH PROMOTION

GROUP ASSIGNMENT

STUDENT NAME : Tan Yong Shen, Goh Hui Ying, Yap Jia Lou,
Ang Kit Loong, Lim Qi Fan, Tan Chun Ze

STUDENTS ID : 2106438, 2105814,2300047, 1904730,

2105298 , 2105600

LECTURER : Dr Farzana Athirah Binti Abdul Latif

Table of content
1.0 Abstract/ the summary of entire report------------------------------------------------------------1
2.0 Introduction--------------------------------------------------------------------------------------------
1
3.0 Literature review----------------------------------------------------------------------------------2-3
4.0 Body section
4.1 Program overview-----------------------------------------------------------------------3-4
4.2 Objective of the program---------------------------------------------------------------4-5
4.3 Type of theoretical framework that was used----------------------------------------5-6
4.4 Assessment method use-----------------------------------------------------------------6-7
4.5 How the program was carried out----------------------------------------------------7-12
4.6 Educational material proposal--------------------------------------------------------12-16
4.7 Interactive activities proposal------------------------------------------------------------16
4.8 Evaluation and sustainability plan
4.9 Strengths of the proposed program
5.0 Terminal section
5.1 Summarize
5.2 Recommendations
6.0 References
7.0 Appendix
Abstract/ the summary of entire report:

This report mainly focuses on the details of the nutritional and health promotion
program that was conducted at 3Q MRC Junior Kampar by six university (UTAR) students.
The goal is to promote healthy eating habits among young children. This activity successfully
involved 10 students, promoting improved understandings of basic health concepts. This
program held on 16 August 2024, 9 a.m. to 10.30 a.m., involved two interactive games
designed to teach them healthy eating habits, followed by an educational session on the food
pyramid. Following the activities, we conducted a post-test to evaluate the children's
comprehension of the topics discussed. The nutrition needs assessment method used was
dietary intake data. This program strengthens collaboration between university students and
the kindergarten, establishing a foundation for ongoing health education. The positive
response from the kindergarten children, teachers, and our lecturer highlights the significance
of early health education in influencing lifelong wellness lifestyle.

Introduction

A child's early years are crucial for arising dietary and health habits that will last a
lifetime. Children are quite receptive during this stage, so it's a great opportunity to educate
important ideas regarding diet and general health. Considering this, a nutritional and health
promotion program was conducted at 3Q MRC Junior Kampar on 16 August 2024, 9 a.m. to
10.30 a.m., to teach young children on the significance of a nutritious diet and physical
activity. This program involved 10 students, who are 4 to 6 years old. This program was
planned and carried out by six UTAR students from the dietetics course and accompanied by
two lecturers. This program mainly emphasizes the benefits of a balanced diet and
encouraged all the kids to consume more vegetables and fruits. To persuade them on eating
more vegetables and fruits, we designed an interactive game to help them recognize more
vegetables and fruits. While, to encourage them on eating balanced and healthy, we designed
another interactive game, which was “Food Jump,” by showing them some healthy and
unhealthy foods and conducting a simple food pyramid education session. By carrying out all
these interesting activities, we hoped this program could hit our program objectives.

The program's structure, the needs assessment method resulted, and the outcomes
noted are all covered in detail in this report. The importance of early health education and its
possible long-term benefits for the children involved will also be highlighted.
Literature review

According to the research, some specific challenges were faced by the parents when
they introduced healthy eating habits to their children. The report highlights that nearly seven
out of ten parents stated at least one contest to healthy eating for their children. Nowadays,
children are mostly faced with obesity or overweight problems due to a high intake of
unhealthy fats, sugar, and sodium. The five common challenges that were faced by the
parents were time for sit-down family meals, the cost of the healthy foods, time taken to
prepare the healthy foods, the convenience of fast foods, and food advertising. The parents
mentioned that it is difficult for them to sit down and take meals with their children as they
are busy with their work. Children that take meals with family members are more likely
healthy and have shown good mental health. Besides, parents feel that the cost of healthy
eating habits is too heavy for them as they come from low- or middle-income families. Those
parents that have a busy lifestyle and lack nutritional knowledge will let their child consume
fast food (Challenges to Healthy Eating for Kids, n.d.).

The purpose of this investigation is to find out how kids perceive barriers to eating a
balanced diet. Researchers have investigated the methods by which a healthy diet is
influenced by both environmental (social, economic, and cultural) and individual
(knowledge-related) factors. The aim of the current study was to examine these aspects'
effects on youngsters' eating habits in more detail. The Six C's model offered a useful
theoretical framework for figuring out these consequences. The Six C's Model is an
ecological and developmental model that reports a broad quantity of research on variables
that may contribute to childhood obesity, such as eating behaviour parameters. The dietary
intake was the most common barrier. For example, kids mainly consume some specific foods,
such as high-calorie foods, juices, lollipops, cakes, and snacks. Drinking too much
carbonated drinks indicated the children lack self-regulation skills to help them make choices
about healthy eating diets. Besides, young children that are lacking motivation can also be a
barrier to healthy living. They do want to follow the true eating methods and lack of physical
activity. Food advertising that always shows the processed foods on the social media can also
be one of the barriers. Children mentioned that excessive screen time could influence their
eating preferences. Nowadays, children spend more time on the mobile phone and computer,
which makes them too lazy to carry out physical activity (Magalhães et al., 2022).
 Furthermore, the peer food choices also influenced the food choices of the children.
For example, when friends invite them to go for the fast food, they are shy to reject the
invitation, or they cannot control themselves when watching friends consume fast food. The
food commercials encourage people to consume unhealthy foods with many attractive
advertisements. Besides, they stated that the price of the unhealthy foods is cheaper than
health food, making them prefer unhealthy diets. An example of the cultural norms that
related to the unhealthy food consumption was that children must have a sweet or salty
popcorn when going to the cinema. For the environmental factor, children stated that they
cannot control themselves when passing through the fast-food restaurant or the bakery. This
is due to the lack of motivation in controlling their eating habits. The current findings
demonstrated that children mostly perceive community- and clan-related variables, such as
self-control and foods abundantly available at home, as obstacles to eating a balanced diet
(Magalhães et al., 2022).

Program overview

At 8:30 a.m., we arrived at 3Q MRC Junior Kampar and started preparing for the
program. Our team organized materials prepared the venue for the event and coordinated with
the home to confirm the number of children expected to attend today. Program and
coordinated with the home to confirm the number of children expected to attend today. We
also checked the program schedule to ensure all resources were ready for the planned
activities.

At 9:00 a.m., the program officially began with a warm welcome. We introduced
ourselves, our lecturer and teachers to the children. After introductions, we explained the
goals of the day's activities and set a positive tone for the event. The children were divided
into two groups to ensure closer involvement and more straightforward observation during
the program. This grouping also helped manage the children better, allowing for more
personalized interactions.

At 9:20 a.m., we began our first game, “Vegetables vs. Fruits.” In this interactive
activity, we encouraged the children to identify pictures of different vegetables and fruits and
to discriminate between them. This game was fun and educational and deepened the
children's understanding of various vegetables and fruits. After the game, we spent a few
minutes discussing with the children the key benefits of eating fruits and vegetables,
including their role in keeping the body healthy and the differences between the two food
groups.

At 9:50 a.m., we started our second game, “Healthy or Unhealthy Foods”. In this
game, we showed the children pictures of different foods, and they had to decide if each food
was healthy or unhealthy and choose whether to take a step to the left of the unhealthy choice
or to the right of the healthy option. After the game, we discussed with the children how to
make healthier food choices. We explained which foods should be eaten regularly, in
moderation, or occasionally to help them understand how to maintain a balanced diet.

At 10:10 a.m., we explained the food pyramid, using visual aids and a simplified
approach to make it easy for children to understand. We emphasized the different food
groups, the importance of each food, and the daily intake of each food. After the presentation,
we administered a post-test to assess the children's understanding of the information provided
on healthy eating habits. After the post-test, a simple Food Frequency Questionnaire (FFQ)
was administered to determine how often the children ingested these foods to understand the
children's food preferences.

At 10:25 am., at the end, we presented small gifts to the children to thank them for
participating. Then, we gathered everyone for a group photo to record the beautiful moments
of the event.

At 10:30 a.m., after the program, we thanked the children for their participation and
said goodbye. Our team then conducted a post-event wrap-up, discussing what went well and
what could be improved. Our lecturer and teachers also gave us feedback on the program we
organized to identify areas for improvement or adjustment for future events.

At 10:50 a.m., the event ended, and all participants were dismissed to go home.

The objective of the program

1. Educating Children on Basic Nutrition:

We introduce the principles of healthy eating and help young children differentiate
between various food types through two interactive games. Additionally, we teach
them about the food pyramid to enhance their understanding of nutritious foods.
2. Encouraging Physical Activity:
 All the games are designed to include running and jumping, emphasizing the
importance of physical activity in maintaining a strong immune system and a healthy
mind.
3. Assessing Knowledge Retention:
A post-test was administered following the food pyramid session to evaluate how well
the children understood and retained the nutrition concepts taught during the
activities.
4. Applying Knowledge and Skills in Real-World Settings:
This activity presents unique challenges, especially in a kindergarten setting where
unpredictable situations often arise. It helps us develop quick-thinking and problem-
solving skills that cannot be fully cultivated in a structured academic environment.

Theoretical framework

An integrated methodology for methodically planning, carrying out, and assessing

behavior modification initiatives for health promotion is the PRECEDE-PROCEED
framework. It starts with a list of the environmental, social, and economic variables that
affect kindergarten-age children's health. This entails being aware of how the social
environment in which children grow up—their family customs, local resources, and
socioeconomic standing may affect the way they behave in terms of their health.
The goal of the second stage, known as epidemiologic evaluation, is to determine the
most prevalent health issues that kindergarteners face. This can be accomplished by gathering
information on common health issues, such as nutritional deficits and growth issues, and by
looking at growth charts to identify common health concerns.
The third stage is the educational and ecological assessment, which analyzes the
capacity of kindergartens to provide effective health education and promotion. This involves
assessing the ability of the kindergarten to provide health programs, the level of parental
involvement, curriculum adaptation and staff training so that children can grow in knowledge
and skills in a healthy environment. Additionally behavioral and environmental assessment
are used to assess environmental factors, physical activity levels, and eating habits of
kindergarten children. Factors affecting their health status are assessed through their daily
habits, exposure to healthy foods and opportunities for physical activity. It also includes the
identification of variables that influence how health services are provided and accessed in the
kindergarten environment.
 Stage four is the administrative and policy assessment, which aims to develop policies
to support health promotion. This includes investigating health-related kindergarten
regulations, such as emergency preparedness, physical activity, and snack guidelines.
After that, focused measures are put into place to deal with health problems found in
the environment. Enhancing physical education curricula, parent involvement initiatives, and
nutrition education curricula are a few examples. Evaluate the implementation of health
promotion initiatives and monitor implementation and collect feedback from staff and
parents. The program can then be enhanced more effectively from there. In addition, assess
the direct influence of the curriculum on the knowledge, attitudes, behaviours, and
environment of kindergarten children and staff. This includes assessing alterations in kids'
eating patterns, levels of physical exercise, or behaviours that support good health. In order to
make sure the program's objectives are being fulfilled, the outcomes and impact of the
kindergarten-based health promotion program will lastly be assessed.

Describe the assessment method use

We used the Food Frequency Questionnaire (FFQ) as the assessment method. FFQ is
one of the methods of Nutritional assessment. We chose FFQ as the assessment method
because it responds to the specific foods or food types consumed related to the frequency.
This method represents normal intake and can be used to assess the frequency of food type
consumption in the population (Welch, 2005). Our primary objective is to identify the
differences in the data on calcium and vitamin D intake compared to 2020. Additionally, we
aimed to evaluate the risk of vitamin D and calcium deficiency in kids. This is because we
found that there had close to one-third of children under 12 years old have vitamin D and
calcium deficiency according to the SEANUTS II research (Murugesan, 2022).
We performed an FFQ that focused on the sources of these nutrients found in fruits
and vegetables. We chose calcium-rich fruits like papaya, oranges, and strawberries, while
vitamin D-rich fruits and vegetables like bananas, sweet potatoes, and broccoli. The result
allowed us to assess the frequency of fruit and vegetable consumption among the children.
We compared the results between FFQ and SEANUTS II to identify the differences. The FFQ
results showed that the children did not meet the recommended dietary intake for calcium
(13.3 %) and vitamin D (23.3 %). While the SEANUT II results showed that most children
did not meet the recommended dietary intake for Ca (79.4 %) and vitamin D (94.8 %) (Poh et
al., 2023).
 There are greater differences between the FFQ results and SEANUTS II results. The
possible explanations are differences in survey method, survey time, and increased
awareness. The first factor is the differences in the survey method. SEANUTS II may use a
different method or stricter standard to evaluate the intake of vitamin D and calcium in
children such as calcium blood test. Precise and accurate data can be obtained by using
professional methods and equipment. We only had a conclusion through the food frequency
intake. FFQ depends greatly on respondents' self-reporting, which might contribute to bias.
Therefore, the SEANUTS II results will be more accurate than the FFQ results. Moreover, the
second factor is the differences in the survey time. The SEANUTS II results were collected
from 2019 to 2020 whereas FFQ is present the current dietary habits. The dietary habits and
nutritional status may be changed during this duration especially since more parents are
concerned about improving the nutritional status of their children. Hence, the FFQ results are
more reflect the current nutritional condition. Additionally, the increased awareness of
parents can also affect the greater differences in results. The development of technology
makes nutritional knowledge more rapid and widespread. Parents can get more nutrition
information through social media like Facebook. This information can cause parents to pay
more attention to their children's dietary health, especially the importance of vitamin D and
calcium. As a result, parents may prepare these vitamin D and calcium-rich foods for their
children including orange, strawberry and broccoli. It may be the reason for the higher intake
of these two nutrients among children in FFQ results.

Describe how the program were carried out

We had a group discussion to determine our target population and objective. We

considered a few points including feasibility and realism. Clear and precise goals can provide
us with a good direction to reach the desired outcome. There are two aspects we have
considered regarding feasibility. Firstly, resource availability is fundamental to the success
plan because it ensures all resources like financial are accessible for achieving the goals.
Adequate resources can make sure the plan can be ongoing and minimize the risk of delays.
For example, we had a well-defined budget and made a budget list for accessing the materials
needed. Setting a resource availability is beneficial in the planning and allocation of
resources. Moreover, we also considered the time feasibility. We estimated and evaluated the
time required for every task to ensure a realistic deadline and prevent delays in the plan.
However, these deadlines are flexible and we can adjust them according to the current
progress. The another point we considered is realism. We considered our members' abilities
and experiences to ensure the outcome could be achieved. By matching these characteristics,
we can improve the overall quality of the project and reach the expected results. We also
assessed the acceptance of our targets. It can increase their motivation in activity by
resonating with them, enhancing the likelihood of success. The project's overall effectiveness
may increase as a result of this alignment between the participants and the objectives.

We began by breaking down and listing out all the tasks. This step can ensure each
step is clear and helps in resource allocation and time management. The plan can be easier to
manage by detailing each task. Next, we clearly defined the manpower and skills required for
each task and distributed the tasks according to these two factors. This is because this
distribution method is key to increasing the efficiency and quality of the overall projects. In
addition to that, we arranged the activity plan based on the time estimation, importance and
urgency. We considered the complexity of the tasks and estimated the time required for each
task. We allocated extra time for each task to reduce the risk of delays and solve unforeseen
problems. This buffer period is designed to ensure the project always stays on track.
Consideration of prioritization can ensure that important work can be completed on time and
prevent delays due to focus on the less important tasks. This strategic approach can make sure
the complex and critical task is addressed first. Furthermore, we also had to write clearly
about the job scopes, responsible members and set the due date for each task. It can ensure
the members are clear in their tasks and cause the efficiency can be improved.

Activity plan and job scopes

Activity Date Members Due date

involved

Meeting 1 26/7/2024 (Friday) All members

- Planning

Meet with the 29/7/2024 (Monday) All members

principal of 3Q
kindergarten
Meeting 2 31/7/2024 (Saturday) All members

- Review and
modify plan
- Details the
activities
- List the materials
needed
- Assign the tasks

Preparation of script - Ang Kit Loong 7/8/2024

- Goh Hui Ying (Wednesday)

Preparation of games - Ang Kit Loong 7/8/2024

- Lim Qi Fan (Wednesday)
- Tan Yong Shen

Preparation of - Goh Hui Ying 7/8/2024

teaching materials - Tan Chun Ze (Wednesday)
- Yap Jia Lou

Preparation of post- - Tan Chun Ze 7/8/2024

test - Yap Jia Lou (Wednesday)

Preparation of Food - Lim Qi Fan 7/8/2024

Frequency - Tan Yong Shen (Wednesday)
Questionnaire (FFQ)

Revisit 1/8/2024 (Thursday) All members

kindergarten

- Hand in the letter

- Ask for resources

Meeting 3 7/8/2024 All members

 - Review and (Wednesday)
evaluate script,
games, teaching
materials, post-test
and FFQ

Purchasing the 8/8/2024 (Thursday) All members

materials needed
Prepared the 9/8/2024 (Friday) All members
materials for
teaching and games

Activities test run 1 12/8/2024 (Monday) All members

Activities test run 2 15/8/2024 (Thursday) All members

Distribution of tasks
Emcee Ang Kit Loong, Goh Hui Ying
Games Ang Kit Loong, Lim Qi Fan, Tan Yong
Shen
Teaching materials Goh Hui Ying, Tan Chun Ze, Yap Jia Lou
Post-test Tan Chun Ze, Yap Jia Lou
Food Frequency Questionnaire (FFQ) Lim Qi Fan, Tan Yong Shen
Purchasing materials All members

Program flow
Activity Details Members involved
Warm greeting

Introduce ourselves & briefly the

Ice breaking session reason of visitation All members
 Divide children in 2 groups

Explain game rules in English & Ang Kit Loong,

Chinese Goh Hui Ying

Demonstrate the game rules Tan Chun Ze

Record the time and marks Tan Chun Ze

Fruit and vegetable Guide for group 1 Tan Yong Shen

activity
(Fruits vs vegetables) Guide for group 2 Yap Jia Lou

Motivate and encourage children Ang Kit Loong,

Goh Hui Ying,
Lim Qi Fan

Give some information of fruits Ang Kit Loong,

and vegetables Goh Hui Ying

Explain game rules in English & Ang Kit Loong,

Chinese Goh Hui Ying

Guide the children Lim Qi Fan,

Tan Chun Ze,
Healthy or unhealthy Tan Yong Shen
food game
(Food Jump) Motivate and encourage children Ang Kit Loong,
Goh Hui Ying,
Yap Jia Lou

Give some information of healthy Ang Kit Loong,

 and unhealthy food Goh Hui Ying

Explain the concept of food Tan Chun Ze,

Food pyramid pyramid Yap Jia Lou
(educational
materials)

Post test Guide the children stick in the All members

table
Food Frequency Collect data & give some Lim Qi Fan,
Questionnaire (FFQ) information of calcium and Tan Yong Shen
vitamin D
Give the gifts to children &
Gift-given session & principal of 3Q kindergarten
photo session All members
Photo session

Educational material proposal

DIY 3D Food Pyramid

We create a DIY 3d food pyramid model to educate the kids of 3Q MRC JUNIOR
Kampar. The materials that we use are a cardboard, coloured manila card, ruler, glue and
tape, small images of foods that draw by ourselves, colour pencils and marker pens. First, we
cut out cardboard box into 5 same sized square pieces. We retain one of the square pieces and
cut the other 4 pieces into triangles. The retain square pieces will be the base of the pyramid.
Then, we join the 4 sides of the triangles and attach all together using tape. After the building
the pyramid, we decorate the pyramid by cover it using the manila card.

We construct the pyramid layers by draw lines and divide the sides into 4 parts using
ruler and pencil. We draw some images of foods like eggs, apple, broccoli and more on a
plain paper. Colour and cut them out. Then, we arrange and stick the pictures of the foods on
the pyramid in different layers accordingly. For the bottom layer is fruits and vegetables,
second layer is cereals and cereal based foods, third layer is proteins like fish, meat, poultry
and egg, milk and milk products, the top layer is fats. We use marker pen to name each food
group clearly on the second side of pyramid. We also include the serving sizes on the third
side of the pyramid. For example, 2 servings of vegetables and 2 servings of fruit daily, 3
servings of cereals and cereal based foods, ½ servings of meat or poultry, a serving of fish, 2
servings of milk and milk products, and limit fat intake ‌(Ministry of Health Malaysia, 2013).
For the last side of pyramid, we draw a plain water and recommend the kids drink 6 to 8
glasses of water daily.

The purpose of the food pyramid is to teach the kids about healthy eating habits early
on, encouraging children to eat more fruits, vegetables, whole grains, and lean proteins while
limit the intake of sugars and unhealthy fats. The food pyramid shows the types and amounts
of different food groups that children should consume daily. This is to ensure they get all the
essential nutrients they need for healthy growth and development.

Food Pyramid card

We made another type of food pyramid. This food pyramid we decide give as a gift
for the kindergarten. The food pyramid can be displayed prominently in the classroom as a
daily reminder of healthy eating habits. Teachers can refer to it during snack time or lunch to
reinforce what foods belong to each category and can use the food pyramid as a central part
of a lesson plan on nutrition.

The materials that we use are a corrugated card, a printed food pyramid, food stickers
and glue. First, we prepare a corrugated card and a printed high-quality food pyramid. We
stick the food pyramid at the center of the card, leaving space at the top for the title and
around the edges for decorative elements. Besides, we print out bold letters of “FOOD
PYRAMID”, stick at the top of the card. We consider using a different colour for the title to
make it pop against the background.

Interactive activities proposal

Ice breaking

First, we have an ice breaking session. The ice breaking session can help children feel
comfortable and reduce anxiety. Ice breaking can help to create a relaxed and friendly
environment, making them feel more comfortable. We start the ice breaking session at 9am.
We start with a warm greeting to the children and introduce ourselves with simple and
friendly explanations of the reason that we visit the kindergarten. Then, we divide the kids
into 2 groups for game sessions.

Fruit and Vegetable Activity’ （Fruits VS Vegetables）

The first activity is Fruits vs Vegetables. This able to help the children differentiate
between fruits and vegetables and understand their nutritional value. The materials that we
prepare are printed pictures of various fruits and vegetables, two paper plates labeled “Fruits”
and “Vegetables”, and stickers as a reward for participation. We print the pictures of various
fruits and vegetables and cut out each picture neatly. We divide the colour paper in two
sections, one half for the instructions and another half for the correct answers of this game.
For the instruction section, have clear instructions for the game and for answer section, we
have the pictures to the correct answers. Before the game, we gather the children at the
starting point, introduce and explain the instruction of the game to the children. There will be
a table at the starting point and another table at the endpoint. When the game starts, they will
pick up a picture and run to the endpoint tables. They will place the picture on the correct
paper plate labeled "Fruits" or "Vegetables." They need to make quick decisions based on
their knowledge of fruits and vegetables. End the session by reviewing what they learned,
reinforcing the difference between fruits and vegetables, and encouraging them to eat a
variety of both. This activity not only teaches the children about fruits and vegetables but also
promotes teamwork, critical thinking, and healthy eating habit.

‘Healthy or Unhealthy Food Game’ (Food Jump)

The goal of the “Healthy or Unhealthy Food Game” (Food Jump) is to teach children
about healthy and unhealthy food choices in a fun and active way. This game promotes
physical activity, quick thinking, and an understanding of nutrition which can help the
children recognize foods that contribute to a balanced diet. The materials that we prepare are
colour paper with game instruction, and various of healthy and unhealthy food pictures. We
conduct this game at the outdoor. We divide the area into two sections as “Healthy” and
“Unhealthy” and start with a brief introduce on how to play this activity. We gather the
children and explain that we will hold up a food picture, and they need to decide if it is
healthy or unhealthy. If they think the food is healthy, they should jump to the “Healthy”
zone. If it’s unhealthy, they should jump to the “Unhealthy” zone. When the game starts, one
of us hold up each food picture one at a time. After the children jump to their chosen side, we
briefly discuss the food and why this food is healthy or unhealthy. We continue with the next
food pictures until all foods have been categorized. After the game, we reinforce the
important of choosing more healthy foods and limit unhealthy ones. We also discuss the
nutritional benefits of healthy foods, talk about why some foods are considered unhealthy.
For example, contain high sugar content, and excessive fats. We encourage the children to
keep practicing making healthy choices in their daily lives.

Food pyramid

The goal of this session is to introduce the concept of the food pyramid to the
children, helping them understand the importance of balanced eating. Through this activity
and visual aids, children will learn about different food groups and how to make healthy
choices. We begin with a simple explanation of what the food pyramid is by using a DIY 3D
food pyramid to introduce the concept. This visual aid will help children understand the
structure of the pyramid and the idea that different food groups are represented by different
sections. We introduce the four main food groups, which are fruits and vegetables,
carbohydrates, proteins, and fats. We go through each layer of the food pyramid and explain
the different food groups with the aid of food pictures that we draw. We also encourage
children to name some of their favourite foods and discuss which part of the pyramid they
belong to. We introduce what foods include in carbohydrates, proteins, and fats. Then, we
teach them about the serving size of each category of foods they should consume daily. We
will tell them to have 2 servings of vegetables and 2 servings of fruit daily, 3 servings of
cereals and cereal-based foods, ½ a serving of meat or poultry, 1 serving of fish, 2 servings of
milk and milk products, and to limit fat intake. If they do not understand, we will explain that
the wider sections of the food pyramid represent foods we should eat more of, while the
narrower sections represent foods to consume in moderation. We will encourage the children
to eat more fruits and vegetables.

Post test for food pyramid

Post test is to assess the children’s understanding of the food pyramid and the
different food groups. We provide a manila card by showing various foods, for example,
apple, bread, chicken, cheese, milk, and candy to represent each layer of the food pyramid.
We will provide them with stickers to stick onto the correct serving size for each of the four
main food groups. We will guide them through this activity, ensuring they understand where
each food group belongs and how much of each they should eat.

Food Frequency Questionnaire (FFQ)

 According to research, most children did not meet the recommended dietary intake for
Calcium and vitamin D (Poh Bee Koon et al., 2023). Therefore, we conduct a food frequency
questionnaire that focus on fruits and vegetables that are sources of these nutrients. This FFQ
helps determine the frequency of eating fruits that contribute to calcium and vitamin D intake
of the children. The common fruits that contain calcium are papaya, orange, and strawberries,
while the fruits that contain vitamin D are banana, sweet potato, and broccoli (MedicineNet,
n.d.). The collected data will be analysed to determine the frequency of fruit and vegetable
consumption among the children.

Gift-given to children

We provide milks and cereal bars to the children as a gift for participant. This ensure
that the gifts provide happiness to children and nutritional support to promote healthy growth.
Milk is a rich source of calcium, vitamin D, and protein, which are important for bone health
and overall development. Cereal bars can provide energy and essential vitamins and minerals,
making them a nutritious snack. We ensure that all children receive essential nutrients
through milk and cereal bars. We encourage the children to consume more milk to reduce the
risk of nutrient deficiencies. We also prepare some gifts for the kindergarten principal to
express our gratitude. Finally, we have a photo session with the children and the principal.

Evaluation and Sustainability Plan

We carried out a test after the educational session on food pyramid to find out whether the
children receive the information or not. The test is modified, we changed the servings to
frequency rating from 1 to 5 to ease the children. Most of the children are able to understand
the concept of Malaysian Food Pyramid, they got correct or really close to the answer except
for protein and dairy products. This may be due to the low exposure of dairy and protein
products to the children in an Asian family.

The small gifts we sent to the children are chocolate milks which we aim to expose milk
products to them. Milk is important for growth and development for those who are
malnourished. (Pietrangelo, 2024) Children nowadays are picky and pampered by their
parents, which causes their diet to be imbalanced so milk will be helpful for their growth.
Next, we prepared a poster of Malaysian Food Pyramid for the kindergarten, for the children
to refer and recall the knowledge we shared.
Strength of Proposed Program

In our program, the first game was about fruits and vegetables, the children can learn to
differentiate the fruits and vegetables,at the same time, exposed to more fruits and vegetables.
The second game was about healthy and unhealthy food,this game taught them to
differentiate healthy and unhealthy food,by this game they will be able to select food by
healthiness other than preferences.

Next, the educational session was on Malaysian Food Pyramid which provides them a basic
concept of balanced diet which is important for children’s growth.

For dietetic students, we gained great experiences in this program. First was on the material
and activity preparation, we learned on the selection and modification of materials and
activities to suit the children.

Next is on communication skills, verbal and non-verbal communication skills with children,
the combination of body language and voice tone are effective to engage them. These
experiences may help us when we deal with young patients in the future.

Summarize

The first of our program's main results at 3Q Kindergarten is that the kids are now
more conscious of the need of eating healthily. Through engaging activities and a lecture on
the food pyramid, the program effectively taught kids the fundamentals of a balanced diet,
emphasizing the value of fruits, vegetables, and other nutritious foods. Children increased
physical activity comes in second. The purpose of the activities was to highlight the
importance of physical activity in upholding a healthy lifestyle. Retaining knowledge
effectively comes in third. Post-test results indicated that while there were significant
knowledge gaps in dairy and protein intake, the majority of kids grasped the fundamentals of
the food pyramid and good eating practices. The university students' real-world application
comes in fourth. We gained invaluable experience from the program, which improved our
ability to communicate, think creatively, and solve problems in a real-world environment.
The creation of interesting instructional resources comes in fifth. For younger students, the
usage of homemade 3D food pyramids and food pyramid cards enhanced the visual
reinforcement of good eating principles. The sixth is the fruitful cooperation and encouraging
comments. The initiative promoted cooperation between college students and the
kindergarten, garnering favourable comments from kids, instructors, and the lecturer—a
testament to the significance of early health education. The basis for upcoming health
education is last but certainly not least. With plans to reinforce the skills gained via additional
educational materials and activities, the program laid the groundwork for ongoing health
education initiatives at the kindergarten.

All things considered, the program was effective in reaching its goals of encouraging
young children to engage in physical exercise and a nutritious diet, showing the value of early
health education in creating lifelong healthy habits.

Recommendation

The first recommendation is we need to provide a wider range of instructional

resources. To improve nutritional knowledge of the children, we need to consider using more
interactive digital games, films, or augmented reality apps as teaching resources. These
resources can accommodate various learning styles and increase student engagement. The
ability to communicate with the children will be the second recommendation. As a result of
our very formal communication style with the children, most of them will find this program
unappealing and unpleasant. Since kindergarteners are our target audience, we may utilize
simpler language instead of formal terminology. The method of conveying the information
will be the third recommendation. As youngsters will readily comprehend and find the new
information, they acquire interesting, we may communicate knowledge in a more
straightforward manner rather than a convoluted one. Finally, it promotes peer participation
and learning. Encourage youngsters to learn in a peer-to-peer setting so they may impart their
knowledge to one another. This might be conversations in groups or cooperative initiatives
that strengthen the teaching material and promote collaboration.
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