Relationship between learning and healthy habits in Early Childhood Education
DOI:
https://doi.org/10.47197/retos.v48.96658Keywords:
Hábitos saludables, Salud, Aprendizaje, Conductas de aprendizaje, Educación InfantilAbstract
Health and learning are, among others, elements on which to structure the teaching-learning process of Early Childhood Education students, in this sense a study is proposed with the objectives of describing and comparing the sociodemographic levels, of healthy habits and learning of schoolchildren in the second stage of Early Childhood Education. 95 Students, from the second cycle of Early Childhood Education, from the capital of Granada, have participated in this work. A sociodemographic questionnaire, the Mediterranean Diet Adherence Questionnaire (KIDMED) and the Preschool Learning Behavior Scale (PLBS) were used for data collection. As main results, it is obtained that an optimal diet appears in most of the participants and similar figures in the three dimensions of learning behaviours. Regarding gender, girls obtained lower values in optimal diet, as opposed to learning behaviours where their data are higher. No relationships were found between the Mediterranean Diet and learning.
Keywords: Healthy habits; Health; learning; learning behaviours; Childhood Education.
References
Abelairas, C., Charlín, M. y Rico, J. (2019). Sobrepeso y obesidad: un estudio descriptivo en colegios de Santiago de Com-postela. Journal of Sport and Health Research. 11(1), 95-104. http://hdl.handle.net/10347/21307
Adelantado, M., Gordo, M. y Sánchez, M. (2019). Promoción de la salud en educación infantil: Una aplicación práctica para el fomento de la actividad física y la alimentación saludable. Quaderns digitals: Revista de Nuevas Tecnologías y Sociedad, 89, 113-130. http://hdl.handle.net/10234/185364
Alliaume, J. (2015). Educación en la primera infancia: una cuestión de derechos. Revista Latinoamericana de Educación Infantil, 4(2), 135-144. https://revistas.usc.es/index.php/reladei/article/view/4886
Álvarez, C., Guzmán, I. P., Latorre, P. Á., Párraga, J., Palomino, C., Reyes, F. A., Paredes, L., Leal, M., Obando, I., Cresp, M., Machuca, C., Peña, S., Jerez, D. y Delgado, P. (2021). Association between the Sociodemographic Charac-teristics of Parents with Health-Related and Lifestyle Markers of Children in Three Different Spanish-Speaking Coun-tries: An Inter-Continental Study at OECD Country Level. Nutrients, 13(8), 2672. https://doi.org/10.3390/nu13082672
Angelo, L. E. (2006). Child-centered examination of preschool learning behavior: A typological investigation. https://repository.upenn.edu/dissertations/AAI3225426
Arufe, V. (2020). ¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? Retos, 37(37), 588-596. https://doi.org/10.47197/retos.v37i37.74177
Bánfai-Csonka, H., Betlehem, J., Deutsch, K., Derzsi-Horváth, M., Bánfai, B., Fináncz, J., Podráczky, J., & Csima, M. (2022). Health Literacy in Early Childhood: A Systematic Review of Empirical Studies. Children, 9(8), 1131. http://dx.doi.org/10.3390/children9081131
Bröder, J., Okan, O., Bauer, U., Bruland, D., Schlupp, S., Bollweg, T. M., Saboga-Nunes, L., Bond, E., Sørensen, K., Bitzer, E., Jordan, S., Domanska, O., Firnges, C., Carvalho, G. S., Bittlingmayer, U. H., Levin-Zamir, D., Pelikan, J., Sahrai, D., Lenz, A., Wahl, P., Thomas, M., Kessl, F., & Pinheiro, P. (2017). Health literacy in childhood and youth: a systematic review of definitions and models. BMC Public Health 17, 361. https://doi.org/10.1186/s12889-017-4267-y
Campos, A. Y., Romero, J. A., Hall-López, J. A., & Ochoa, P. Y. (2021). Overview of overweight and obesity in Latin American schools. Retos, 39, 863-869. https://doi.org/10.47197/retos.v0i39.78426
Chacón-Cuberos, R.; Padial-Ruz, R.; González-Valero, G.; Zurita-Ortega, F.; Puertas-Molero, P. (2019). Motivación y estrategias de aprendizaje en estudiantes de grado en Educación Primaria: análisis según factores académicos y hábitos saludables. Sportis Sci J, 5(3), 469-483. https://doi.org/10.17979/sportis.2019.5.3.5465
Díaz, G., Muñoz, I. y Torres G. (2021). Adherencia a la dieta mediterránea y su influencia en la condición física en niños de 3 a 6 años. Retos, 41, 609-615. https://doi.org/10.47197/retos.v41i0.78382
Díaz-Quesada, G., Muñoz-Galiano, I. & Torres-Luque, G. (2021). Adherence to the mediterranean diet and how it can influence in the physical fitness of 3 to 6-year-old children. Retos, 41, 609-615. https://doi.org/10.47197/retos.v41i0.78382
Dinu, M., Lotti, S., Pagliai, G., Pisciotta, L., Zavatarelli, M., Borriello, M., Solinas, R., Galuffo, R., Clavarino, A., Acerra, E. y Sofi, F. (2021). Mediterranean Diet Adherence in a Sample of Italian Adolescents Attending Secondary School: the “#facciamoComunicAzione” Project. Nutrients 13(8), 2806. https://doi.org/10.3390/nu13082806
Duque, C. y Vera, Á. (2010). Exploración de la comprensión inferencial de textos narrativos en niños de pre escolar. Revista Colombiana de Psicología, 19(1), 21-35. https://repositorio.unal.edu.co/handle/unal/24397
Garcia, L., Villodres, G. C., Molina, F. J., Sanchez, E. M. y Muros, J. J. (2021). Adherencia a la dieta mediterránea, activi-dad física y su relación con el nivel socioeconómico en escolares de primaria de la capital de Granada. Retos: nuevas ten-dencias en educación física, deporte y recreación, (41), 485-491. https://doi.org/10.47197/retos.v0i41.86166
Gordillo, M. D., Sánchez, S. y Bermejo, M. L. (2019). La obesidad infantil: análisis de los hábitos alimentarios y actividad física. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology., 2(1), 331–344. https://doi.org/10.17060/ijodaep.2019.n1.v2.1460
Johnson, C. L. (2017). Learning behaviors and academic readiness among preschool children in a private school. [Theses and Dissertations. Rowan University]. https://rdw.rowan.edu/etd/2409
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340, de 30 de diciembre de 2020, 122868-122953. https://www.boe.es/boe/dias/2020/12/30/pdfs/BOE-A-2020-17264.pdf
Li T., Bindels J.G., Zhang S., Bronceado Z., Jia N., Liu A., Zhu Z. and Dai Y. (2018). A dietary and nutritional status sur-vey among young children in five big cities of China. Asia Pacific Journal of Clinical Nutrition, 27(5), 1095-1105. http://doi.org/10.6133/apjcn.122017.01
Lirola, M. J. y Hernández, A. I. (2020). Intervention program in childhood education for physical fitness work. Publicacio-nes, 50(1), 385-394. https://doi.org/10.30827/publicaciones.v50i1.15993
López-Gil, J. F., Renato, F., & Yuste, J. L. (2020). Intervention programs for the promotion of healthy eating habits in Spanish schoolchildren practicing Physical Education: a systematic review. Retos, 37, 786–792. https://doi.org/10.47197/retos.v37i37.69931
Luciañez, G., Solé-Llussà, A. y Valls, C. (2021). La obesidad. Un enfoque multidisciplinar como paradigma para enseñar en el aula. Retos, 42, 353-364. https://doi.org/10.47197/retos.v42i0.87153
Määttä, S., Kaukonen, R., Vepsäläinen, H., Lehto, E., Ylönen, A., Ray, C., Erkkola, M. and Roos, E. (2017). The mediat-ing role of the home environment in relation to parental educational level and preschool children’s screen time: a cross-sectional study. BMC Public Health 17, 688. https://doi.org/10.1186/s12889-017-4694
Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M.R., and Graz-zani, I. (2022). Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations. Front. Psychol. 12, 6403. doi: 10.3389/fpsyg.2021.760782
McDermott, P. A., Green, L. F., Francis, J. M., y Stott, D. H. (2000). PLBS; Escala de conductas de aprendizaje en prees-colar. Philadelphia: Edumetric & Clinical Science.
Melguizo, E., Zurita, F., Ubago, J. y González, G. (2020). Niveles de adherencia a la dieta mediterránea e inteligencia emo-cional en estudiantes del tercer ciclo de educación primaria de la provincia de Granada. Retos, 40, 264-271. https://doi.org/10.47197/retos.v1i40.82997
Méndez-Venegas, O., & Merellano-Navarro, E. N. (2021). Physical fitness levels in relation to nutritional status in Chilean preschools. Retos, 41, 589–595. https://doi.org/10.47197/retos.v0i41.82897
Merino, I., Mora, J. Cadenas, C., Borras, P. A., Benito, P. J., Chiva, O., Torrijos, C., Samaniego, C., Quesada, J.J., Sán-chez, A., Dorado, C., García, J.M., Vicente, G., Labayen, I., Ortega, F. y PREFIT project group. (2019). Higher soci-oeconomic status is related to healthier levels of fatness and fitness already at 3 to 5 years of age: The PREFIT project: Relation between socioeconomic status, fatness and fitness in preschoolers. Journal of sports sciences, 37(12), 1327-1337. https://doi.org/10.1080/02640414.2018.1558509
Mero, M., Morán, D., Espinoza, E., Cabrera, D., y Sánchez, O. (2018). El potenciamiento de las capacidades humanas: Los Centros Infantiles del Buen Vivir en el Ecuador. Espacios, 39(32), 1-8. https://www.revistaespacios.com/a18v39n32/a18v39n32p32.pdf
Ministerio de Sanidad, Consumo y Bienestar Social. (2019). Prevalencia de sobrepeso y obesidad en España en el informe «The heavy burden of obesity». (OCDE) 2019 y otras fuentes de datos. https://www.aesan.gob.es/AECOSAN/docs/documentos/nutricion/observatorio/Resumen_resultados_informe_OCD-NAOS.pdf
Nelson, K. (2014). El camino desde la primera infancia a la comunidad de mentes compartidas. Infancia y Aprendizaje, 37(1), 1-24. https://doi.org/10.1080/02103702.2014.881654
OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en.
Padial, R. y Sáenz-López, P. (2017). Experiencia de educación para la salud y el consumo a través del juego y la motricidad en Infantil. E-Motion: Revista de Educación, Motricidad e Investigación, 0(7), 55-65. http://dx.doi.org/10.33776/remo.v0i7.3138
Ruiz, Á. y Abad, J. (2016). Lugares de juego y encuentro para la infancia. Revista Iberoamérica de Educación, 71(1), 37-62. https://doi.org/10.35362/rie7103
Sáez, M. B., Gil, P. y Martínez, M. (2021). Desarrollo psicomotor y su vinculación con la motivación hacia el aprendizaje y el rendimiento académico en Educación Infantil. Revista de educación. 392, 177-203. https://hdl.handle.net/11162/205984
Schaefer, B. A., Shur, K. F., Macri-Summers, M., & MacDonald, S. L. (2004). Preschool Children’s Learning Behaviors, Concept Attainment, Social Skills, and Problem Behaviors: Validity Evidence for Preschool Learning Behaviors Scale Scores. Journal of Psychoeducational Assessment, 22(1), 15–32. https://doi.org/10.1177/073428290402200102
Serrá-Majem, L., Ribas, L., Ngo, J., Ortega, R. M., García, A., Pérez-Rodrigo, C. y Aranceta, J. (2004). Food, youth and the Mediterranean diet in Spain. Development of KIDMED, Mediterranean diet quality index in children and adoles-cents. Public Health Nutrition, 7(7), 931-935. https://doi.org/10.1079/PHN2004556
Tambalis, K.D., Panagiotakos, D.B., Moraiti, I. Glykeria Psarra, G. and Sidossis, L.S. (2018). Poor dietary habits in Greek schoolchildren are strongly associated with screen time: results from the EYZHN (National Action for Children’s Health) Program. Eur J Clin Nutr 72, 572–580 (2018). https://doi.org/10.1038/s41430-018-0119-9
Valiente, C., Martínez, M., Cabal, P. y Alvarado, J. M. (2020). Estrés infantil, estrategias de aprendizaje y motivación académica: un modelo estructural predictor del rendimiento académico. Revista de Psicología y Educación, 15(1), 46-66. https://doi.org/10.23923/rpye2020.01.185
Veraska, N., Shiyan, O., Shiyan, I., Pramling, N. y Pramling, I. (2016). La comunicación entre profesor y alumno en la educación infantil: la teoría Vygotskiana y la práctica educativa. Infancia y Aprendizaje, 39(2), 221-243. https://doi.org/10.1080/02103702.2015.1133091
Zych, I., Ortega, R. y Sibaja, S. (2016). El juego infantil y el desarrollo afectivo afecto, ajuste escolar y aprendizaje en la etapa preescolar. Infancia y aprendizaje, 39(2), 390-400. https://doi.org/10.1080/02103702.2016.1138718
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
