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Crescer com saúde: avaliação da eficácia de um programa de intervenção de promoção da literacia alimentar e hábitos de sono com crianças do 1.º ano de escolaridade
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Desenvolver hábitos alimentares e rotinas de sono saudáveis desde a infância é essencial para garantir o crescimento adequado das crianças, influenciando a saúde ao longo da vida. A implementação de programas de intervenção em educação para a saúde em meios escolares cria a oportunidade de transmitir conhecimentos e desenvolver competências essenciais para que as crianças adotem comportamentos saudáveis. Objetivo: Promover a adoção de hábitos alimentares e de sono saudáveis, em alunos do 1.º ano, enquanto requisitos essenciais para manter uma vida saudável a longo prazo. Metodologia: Estudo quase-experimental, com avaliação antes (T0), após a intervenção (T1) e com follow-up de quatro meses (T2). Amostra: 40 crianças, com 6 e 7 anos de idade, (e respetivos encarregados de educação), divididas em grupo de intervenção (21) e grupo de controlo (19). Instrumentos: Questionário de Avaliação do Conhecimento, Hábitos Alimentares e Rotinas do Sono das Crianças; Questionário Parental de Consumo Alimentar e Informações sobre o Sono das Crianças; Diário Alimentar e Diário do Sono. Resultados: Na avaliação em T1 verificou-se um aumento na frequência de consumo de sopa, frutas, leguminosas e água. Verificaram-se valores adequados de valor energético, hidratos de carbono e lípidos e uma redução no consumo de açúcares, apesar de se registarem consumos acima do recomendado (T0, T1 e T2). Verificaram-se resultados significativos nas horas de sono com a sensação de energia (p=0,037) e com a atividade realizada antes de adormecer (p=0,028 (T0) e p=0,020 (T1)). Não foi observada correlação entre a frequência de consumo de alimentos e o número de horas diárias de sono e tempo de latência do sono. Em comparação com o grupo de controlo, (T0, T1 e T2), o grupo de intervenção revelou resultados mais consistentes no conhecimento (p≤0,05 e <0,001) e no consumo ao pequeno-almoço. Registaram-se melhorias nutricionais, em ambos os grupos, mas valores acima das recomendações relativamente ao consumo de açúcares, lípidos saturados e proteínas. Registou-se apenas no grupo de intervenção uma melhoria generalizada nas rotinas antes de adormecer e no tempo de latência do sono. Ambos os grupos apresentavam um número de horas de sono adequado. Conclusão: A implementação deste programa mostrou eficácia na promoção da saúde em meio escolar, nomeadamente na adoção de hábitos alimentares e de sono saudáveis. Dar continuidade ao presente estudo, com amostras de maiores dimensões, pode resultar em evidências mais robustas capazes de sustentarem os resultados obtidos.
Developing healthy eating habits and sleep routines from childhood is essential to ensure adequate child growth, influencing health throughout life. Implementing health education intervention programs in school settings creates the opportunity to impart knowledge and develop essential skills for children to adopt healthy behaviors. Objective: To promote the adoption of healthy eating and sleeping habits in first-grade students, as essential requirements for maintaining a healthy life in the long term. Methodology: Quasi-experimental study, with evaluation before (T0), after the intervention (T1) and with a four-month follow-up (T2). Sample: 40 children, aged 6 and 7, (and their guardians), divided into an intervention group (21) and a control group (19). Instruments: Questionnaire to Assess Children's Knowledge, Eating Habits and Sleep Routines; Parental Questionnaire on Food Consumption and Information on Children's Sleep; Food Diary and Sleep Diary. Results: In the T1 assessment, there was an increase in the frequency of consumption of soup, fruit, legumes, and water. Adequate values of energy value, carbohydrates and lipids were observed, as well as a reduction in sugar consumption, despite consumption above the recommended level being recorded (T0, T1, and T2). There were significant results in the hours of sleep with the feeling of energy (p=0,037) and with the activity performed before falling asleep (p=0,028 (T0) and p=0,020 (T1)). No correlation was observed between the frequency of food consumption and the number of daily hours of sleep and sleep latency time. Compared to the control group (T0, T1 and T2), the intervention group revealed more consistent results in knowledge (p≤0,05 and <0,001) and in consumption at breakfast. There were nutritional improvements in both groups, but values above the recommendations were recorded regarding the consumption of sugars, saturated lipids and proteins. Only the intervention group showed a generalized improvement in pre-bedtime routines and sleep latency. Both groups had an adequate number of hours of sleep. Conclusion: The implementation of this program proved effective in promoting health in the school environment, particularly in the adoption of healthy eating and sleeping habits. Continuing this study with larger samples may result in more robust evidence, capable of supporting the results obtained
Developing healthy eating habits and sleep routines from childhood is essential to ensure adequate child growth, influencing health throughout life. Implementing health education intervention programs in school settings creates the opportunity to impart knowledge and develop essential skills for children to adopt healthy behaviors. Objective: To promote the adoption of healthy eating and sleeping habits in first-grade students, as essential requirements for maintaining a healthy life in the long term. Methodology: Quasi-experimental study, with evaluation before (T0), after the intervention (T1) and with a four-month follow-up (T2). Sample: 40 children, aged 6 and 7, (and their guardians), divided into an intervention group (21) and a control group (19). Instruments: Questionnaire to Assess Children's Knowledge, Eating Habits and Sleep Routines; Parental Questionnaire on Food Consumption and Information on Children's Sleep; Food Diary and Sleep Diary. Results: In the T1 assessment, there was an increase in the frequency of consumption of soup, fruit, legumes, and water. Adequate values of energy value, carbohydrates and lipids were observed, as well as a reduction in sugar consumption, despite consumption above the recommended level being recorded (T0, T1, and T2). There were significant results in the hours of sleep with the feeling of energy (p=0,037) and with the activity performed before falling asleep (p=0,028 (T0) and p=0,020 (T1)). No correlation was observed between the frequency of food consumption and the number of daily hours of sleep and sleep latency time. Compared to the control group (T0, T1 and T2), the intervention group revealed more consistent results in knowledge (p≤0,05 and <0,001) and in consumption at breakfast. There were nutritional improvements in both groups, but values above the recommendations were recorded regarding the consumption of sugars, saturated lipids and proteins. Only the intervention group showed a generalized improvement in pre-bedtime routines and sleep latency. Both groups had an adequate number of hours of sleep. Conclusion: The implementation of this program proved effective in promoting health in the school environment, particularly in the adoption of healthy eating and sleeping habits. Continuing this study with larger samples may result in more robust evidence, capable of supporting the results obtained
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Literacia Alimentar Sono Saudável Crianças Promoção da Saúde Food Literacy Healthy Sleep Children Health Promotion