Dialogic Reading-Based Nutrition Education on Preschool Children

The Impact of Dialogic Reading-Based Nutrition Education on Preschool Children's Nutrition Knowledge and Dietary Diversity: A Quasi-Experimental Study

This study aims to evaluate the effectiveness of a dialogic reading-based nutrition education program in improving nutrition knowledge and dietary diversity among preschool children.

This study uses a quasi-experimental pre-test-post-test design. A total of 46 children (26 in the intervention group and 20 in the control group) from two preschools in Istanbul are included. The intervention group receives an eight-week nutrition education program that integrates dialogic reading with real food exposure, sensory play, table-top activities, and parental involvement.

Data are collected using the Children Nutrition Knowledge Form, Dietary Diversity Scale, and anthropometric measurements. The study is designed to assess whether a dialogic reading-based and multi-component nutrition education program can enhance preschool children's nutrition knowledge and dietary diversity.

Inclusion Criteria:

• Parental consent for participation
• Regular school attendance
• No medical condition requiring a special diet
• No diagnosis of congenital or acquired developmental delay/disability
• No prior participation in a nutrition-focused developmental support program

Exclusion Criteria:

• Special needs
• Missing family form
• Foreign language (not fluent in study language)
• Absenteeism