The Effects of Cooking Activity Provision Using Problem – Based on Food Literacy of Young Children

Abstract

The purpose of this research was to study the effects of problem-based cooking activities provision on food literacy among early childhood students. The sample consisted of 21 boys and girls, aged 4 - 5 years old who were studying in K.2/4 at Thepwitthaya School, Ladprao District, Bangkok, in the 2^nd semester of the 2024 academic year. The samples were selected using cluster sampling method. The study instruments included 24 lesson plans for problem-based cooking activities focused on food literacy for young children, a food literacy assessment form, and a behavioral observation form for recording early childhood food literacy behaviors. Data were analyzed using mean, standard deviation, and content analysis.

The findings revealed that young children who participated in problem-based cooking activities showed improved food literacy scores. They were better able to select foods beneficial to health, observe food packaging labels, and provide reasons for choosing healthier foods. They developed knowledge of kitchen utensils and improved skills in selecting raw materials appropriate for nutritional principles. The children exhibited more appropriate food consumption behaviors, showed increased interest in nutrition, and consumed more fruits and vegetables. Additionally, they were able to transfer the knowledge gained to their parents and classmates