Effect Of Nutrition On Mental Development Of School Aged Children
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Effect Of Nutrition On Mental Development Of School Aged Children
Chapter one
1.0 Introduction
1.1 Background of Study
The mental health of school-aged children in Nigeria has improved significantly as a result of increased exposure and understanding about health, diet, and nutrition (Benton, 2009).
Nutrition is commonly thought to be vital for physical health, but mental health is just as important. Nutrition, in addition to genetic, socioeconomic, environmental, and behavioural factors, has been demonstrated in research to have an impact on a child’s development (Associate Parliamentary & Health, 2008; Bryan et al., 2004).
Understanding the relationship between diet and mental function in children is critical for their academic success and productivity in later life (Alderman, Behrman, Lavy, & Menon, 1997; Florence, Asbridge, & Veugelers, 2008).
To date, there is a growing body of data indicating nutrition may influence brain growth and function, which in turn affects mental performance as a functional outcome, particularly during childhood and early adolescence (Benton, 2008a).
A diet high in harmful ingredients or deficient in essential nutrients is likely to have a negative impact on mental outcomes (Associate Parliamentary & Health, 2008), whereas a balanced diet is important for physical and mental health
with implications for school performance. To guarantee the highest potential cognitive development and performance, children should consume a varied diet with high nutritional value on a regular basis (Bellisle, 2004).
Because parents are viewed as gatekeepers to a child’s diet and provide the primary environment for the development of a child’s eating habits (Birch & Davison, 2008; K. A. Brown, Ogden, Vogele, & Gibson, 2008), they are an important group of consumers for nutritional communication through policies, public health intervention programs, and health claims on functional food products.
Parents have some impact over every element of a child’s life, including the development of dietary preferences as well as the availability and sorts of food in the home (R. Brown & Ogden, 2004; Golan & Crow, 2004).
Furthermore, parents’ eating habits impact those of their children (Birch & Davison, 2005), making the home an important environment in which young children can learn and establish eating habits and food preferences.
As children grow and attend school, other people, such as friends and teachers, become increasingly influential (Perez-Rodrigo & Aranceta, 2006), and they gradually become less dependent on their parents.
The family is regarded as one of the most important contexts for a child’s development, including cognitive growth and accomplishment (Scott-Jones, 2004).
1.2 Statement of Research Problem
Over the years, there have been concerns about student performance in the majority of Nigerian schools. In Esan West, for example, despite the availability of educational resources, the rate of assimilation of school-aged children is quite low.
Some of the issues may be caused by malnutrition or overnutrition, which could have a substantial impact on the mental development of school-aged children in Edo’s Esan West local government district.
Second, there have been various research on nutrition and malnutrition, but not even a single study has been done out on the effect of malnutrition on mental development of school-aged children in the Esan West local government area of Edo State.
1.3 Aims and Objectives of the Study
The primary goal of this research is to assess the impact of nutrition on the mental development of school-aged children. Other specific objectives of the study include:
1. Determine the association between nutrition and the degree of cognisance among school-aged children in the Esan West local government region.
2. Determine the extent to which family background affects the nutritional intake of school-aged children in the Esan West local government region.
3. To research the factors impacting mental development among school-aged children in the Esan West local government area of Edo State.
4. to provide solutions to the aforementioned difficulties.
1.4 RESEARCH QUESTIONS
The study developed research questions to determine the study’s above-stated aims. The research questions for the project are as follows:
1. What is the link between nutrition and cognisance among school-aged children in Esan West local government area?
2. How much does family background influence the nutritional intake of school-aged children in Esan West local government area?
3. What factors influence mental development among school-aged children in the Esan West local government region of Edo State?
1.5 Statement of Research Hypothesis
Hypothesis 1.
H0: There is no significant link between nutrition and cognisance among school-aged children in Esan West local government district.
H1: There is a substantial association between nutrition and cognisance levels among school-aged children in the Esan West local government region.
1.6 Significance of the Study
The study on the effect of nutrition on mental development of school-aged children will be extremely beneficial to parents, school-aged children in Esan West local government area of Edo state, and other researchers who wish to conduct similar research on the above topic, as the study’s findings will educate the above population on nutrition
the benefits of nutrition, and the relationship between nutrition and cognisance in Esan West L.G.A of Edo State. Finally, the study will add to the body of existing literature and expertise in this field of study and serve as a foundation for additional research.
1.7 SCOPE OF THE STUDY
The study on the influence of nutrition on mental development of school-aged children will be limited to the Esan West local government region of Edo state from 2004 to 2018.
1.8 Limitations of the Study
Financial constraints- Insufficient funds tend to restrict the researcher’s efficiency in accessing relevant resources, literature, or information, as well as in data collecting (internet, questionnaire, and interview).
Time constraints: The researcher will conduct this investigation while also working on other academic projects. This will reduce the time spent on research work.
1.9 Definition of Terms
A balanced diet is one that includes all six food groups in the proper proportions.
Unbalanced diets are those that do not comprise all six food classes.
WHO: World Health Organisation.
Poor Nutrition: The body’s inability to obtain sufficient nutrients from food.
Marasmus is a condition caused by eating foods with very little caloric value.
Calorific value = nutrient value.
Nutrition is the process of providing or getting the food required for health and growth.
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