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The article, “Nutrition Services and Foods and Beverages Available at Schools” is based on descriptive statistics methods which helps the researchers to analyze and identify the main trends in school nutrition and the main types of products available for schools students. The research study is based on official state data collected by the USDA (the US Department of Agriculture). With improved awareness of school children nutritional requirements, especially the critical necessity of milk products, have come stupendous improvements in the overall health status of school age children. As pediatric comprehension of nutritional requirements has become more sophisticated, new elemental formulas, dietary supplements, enzyme replacement, and total parenteral nutrition therapy have also enhanced the care for children with such challenging health conditions.
The research questions were based on literature review and statistical analysis of previous research studies. “Attention is increasingly focused on the need to establish school nutrition standards and limit access to competitive foods” (O’Toole et al 2007, p. 500). The questionnaire approach was used to collect the data about the state and district level data. The identification of eligible children is a significant challenge for both the health and education systems. In the absence of registries or management information systems for tracking health and developmental information, there is a hodgepodge response to early identification. Social workers in a nursery may be aware of information about a given child and family. These data collection covered elementary, middle, and high schools. The hypothesis is that obesity and health-related problems area direct result of inefficient and poor dietary patterns followed by schools at all levels (Leedy and Ormrod 2004).
The descriptive statistics helps the researchers to analyze and evaluate trends and approaches to dietary patterns followed by schools. In general, learning and education is thought of as a full-day setting where a child receives supervision and nutrition and where the routine is standard. In these settings, a typical dietary schedule might be free play in the morning, lunch, followed by nap time and more free play in the afternoon. By contrast, modern school programs operate for fewer hours with a curricular model as well as goals and objectives for each child’s developmental progress. «Still, a majority of schools offer cookies and other baked goods that are not low in fat in both a la carte and vending machines or school stores, and many sell ice cream or frozen yogurt that is not low in fat as well as beverages high in added sugars” (O’Toole et al 2007, p. 500). Advertising and promotion have a great impact on nutrition patterns and health-related problems among children. School care is a very flexible option with a provider offering care to up to six children.
The research study concludes that dietary patterns and nutrition at schools should be seen as the dynamic interplay between development, health, family, and the larger environment; the nutrition planning should outline a comprehensive plan of specific child-focused objectives enriched by a family-centered approach. Above all, the program has to be child health. The daily activities of the program reflect an emphasis on the cognitive goals. Promotion of healthy life styles and increased participation of professionals in dietary patterns will help schools at all levels to improve their menus and provide children with low-caloricity food. The descriptive statistics helps the researchers to investigate large data quantities and large sample groups.
References
- Leedy, P.D., Ormrod, J.E. (2004). Practical Research: Planning and Design Prentice Hall; 8 edition.
- O’Toole , T. P., Anderson, S., Miller, C., Guthrie, J. Nutrition Services and Foods and Beverages Available at School: Results from the School Health Policies and Programs Study 2006. Journal of School Health 77 (2007), 500.
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