There are more and more children and adolescents with poor eating habits which put them in the risk group exposed to a high risk for development of obesity and chronic non-communicable diseases. An adequate nutritional literacy of children and adolescents contributes to the prevention of these diseases. Nutritional literacy is a term indicating knowledge, skills, and behaviours of individual, which are necessary for planning, assurance, choice, preparation, and intake of food in order to meet nutrition needs and determine food intake. Nutritional literacy is important for each individual since it enables formation of health eating habits.
Nutritional literacy of the Slovenian primary school pupils have not yet been researched. In the master´s thesis we have formed a research problem with which we have discussed the content of nutritional literacy in the primary school syllabus and nutritional literacy of primary school pupils at the end of compulsory primary education. The study involved 190 pupils from various Slovenian primary schools. Demographic data were collected based on the questionnaire, and nutritional literacy was established based on the test. The nutritional literacy was established based on the test, which included questions covering four basic components of nutritional literacy: meal planning, foods choice, meal preparation, and eating.
We have established that primary school syllabus covers all fields of nutritional literacy. To the greatest extent, pupils get familiar with them at compulsory subject home economics and two elective courses, namely ways of eating and modern food preparation. Objectives in curriculums of various subjects mainly deal with theoretical knowledge. In regard to the current life rhythm, Slovenian primary school pupils achieve a satisfactory level of nutritional literacy, which includes basic theoretical knowledge on nourishment and eating, but they also acquire certain skills in relation to planning of eating and food preparation. Based on the obtained results, we can claim there are certain differences in content and practical knowledge among boys and girls in individual components of nutritional literacy as well as among the learning more and less prosperous primary school children. In regard to the establishments, we suggest implementation of quality nutritional education in primary education, which will be oriented toward acquiring the theoretical knowledge as well as practical skills needed by children and adolescents for formation of healthy eating habits. With additional researches we can establish which components of nutritional literacy are important for Slovenian primary school pupils and need to be developed and intensified in order for children and adolescents to develop and practise a healthy way of eating also after the end of primary education.
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