Page 86 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 86
avje otrok in mladostnikov | health of children and adolescents 84 fail to follow a healthy diet, as they often prefer unhealthy foodstuff and all too
often consume foodstuff belonging to the group of energy-dense and low-nutri-
ent foodstuffs. Considering the fact that eating habits are formed already at the
young age, parents have significant influence on their children›s eating habits
(Fordyce – Voorham, 2011; Dick and Ferguson, 2015). Another important factor,
food advertising is also influencing children’s eating habits and food choic-
es (Story, Neumark-Sztainer and French, 2002). Digital media have been ris-
ing in popularity and connecting individuals and institutions (Greenhow, 2011).
According to Singer and Singer (2012) 93% of children are regularly interact-
ing with digital media. Such behaviour has a great impact on the child’s de-
veloping brain. This fact is often exploited by companies. Promoting to such
young, impressionable audience through social media brings in new potential-
ly long-lasting customers (Sargent, Gibson and Heatherton, 2009). Children are
also not adapted to critically assess advertising messages like adults are (Bui-
jzen and Valkenburg, 2000). New age parents are also increasingly more inter-
ested in their child’s wishes and preferences, so the companies that advertise to
their younger audience indirectly impact the older generation as well (Valken-
burg, 2000). Therefore, it is important to provide quality nutrition education in
order to develop adequate nutrition literacy of children and parents (Ronto, Ball,
Pendergast and Harris, 2016). Nutrition literacy is defined as the integration of
knowledge, skills and behaviours necessary to plan, supply, select, prepare and
consume food (Vidgen and Gallegos, 2014). To achieve the goals of nutrition ed-
ucation, various work methods have to be used in the education process. Videos
are a valuable tool to support learning and can be adapted for different groups of
learners. They facilitate behaviour change, which is the goal of nutrition educa-
tion (Whitaker, Sherman, Chamberlin and Powers, 2004).
This paper presents the contents, development and applicability of videos,
intended to inform children and parents about the influence of marketing on
their purchasing decisions and the importance of careful examination of food
item nutritional profiles in the process of shopping. Two different videos were
developed within the program (Student Innovation Projects for Social benefit
- ŠIPK), financed by Republic of Slovenia and European Union Social Fund. In
this paper, we will further describe one of these videos.
Description of video
Videos are a didactic tool that supports learning, and they can be used dur-
ing formal and informal education on nutrition. Therefore our video, as a tool
for enhancing more conscious acquisition of items and purchasing decisions of
children and parents, was developed within the project.
Educational goals of the video
The educational goals of the video, which was intended for children and par-
ents, were formed on the basis of the project. The main goal of the project was
often consume foodstuff belonging to the group of energy-dense and low-nutri-
ent foodstuffs. Considering the fact that eating habits are formed already at the
young age, parents have significant influence on their children›s eating habits
(Fordyce – Voorham, 2011; Dick and Ferguson, 2015). Another important factor,
food advertising is also influencing children’s eating habits and food choic-
es (Story, Neumark-Sztainer and French, 2002). Digital media have been ris-
ing in popularity and connecting individuals and institutions (Greenhow, 2011).
According to Singer and Singer (2012) 93% of children are regularly interact-
ing with digital media. Such behaviour has a great impact on the child’s de-
veloping brain. This fact is often exploited by companies. Promoting to such
young, impressionable audience through social media brings in new potential-
ly long-lasting customers (Sargent, Gibson and Heatherton, 2009). Children are
also not adapted to critically assess advertising messages like adults are (Bui-
jzen and Valkenburg, 2000). New age parents are also increasingly more inter-
ested in their child’s wishes and preferences, so the companies that advertise to
their younger audience indirectly impact the older generation as well (Valken-
burg, 2000). Therefore, it is important to provide quality nutrition education in
order to develop adequate nutrition literacy of children and parents (Ronto, Ball,
Pendergast and Harris, 2016). Nutrition literacy is defined as the integration of
knowledge, skills and behaviours necessary to plan, supply, select, prepare and
consume food (Vidgen and Gallegos, 2014). To achieve the goals of nutrition ed-
ucation, various work methods have to be used in the education process. Videos
are a valuable tool to support learning and can be adapted for different groups of
learners. They facilitate behaviour change, which is the goal of nutrition educa-
tion (Whitaker, Sherman, Chamberlin and Powers, 2004).
This paper presents the contents, development and applicability of videos,
intended to inform children and parents about the influence of marketing on
their purchasing decisions and the importance of careful examination of food
item nutritional profiles in the process of shopping. Two different videos were
developed within the program (Student Innovation Projects for Social benefit
- ŠIPK), financed by Republic of Slovenia and European Union Social Fund. In
this paper, we will further describe one of these videos.
Description of video
Videos are a didactic tool that supports learning, and they can be used dur-
ing formal and informal education on nutrition. Therefore our video, as a tool
for enhancing more conscious acquisition of items and purchasing decisions of
children and parents, was developed within the project.
Educational goals of the video
The educational goals of the video, which was intended for children and par-
ents, were formed on the basis of the project. The main goal of the project was
