Child Development, Health Literacy
Conditions
Keywords
Preschool children, Health literacy, Physical literacy, Food literacy, Environmental education, Motor competence, School-based intervention, Cluster randomized trial
Brief summary
The Preschoolers' Health Literacy Project (Pre-HELP) was a school-based study designed to promote health literacy in preschool children through age-appropriate educational activities. The project included activities focused on movement, food, and environmental health. The main purpose of the study was to examine whether a multidisciplinary educational program could improve health-related knowledge, skills, and behaviors in children aged 3 to 6 years. Preschool classes were assigned to either an intervention group or a control group. Children in the intervention group participated in structured educational laboratories, including a play-based motor program, while children in the control group continued their usual preschool activities. Outcomes were assessed before and after the intervention period.
Detailed description
Pre-HELP was a multidisciplinary educational intervention conducted in preschool settings with children aged 3 to 6 years. The project included integrated laboratories focused on movement, food, and environmental health, with the aim of supporting early health literacy through play-based and experiential activities. The study used a cluster-randomized controlled design, with preschool classes serving as the unit of randomization. Classes were assigned to either an intervention group or a control group. The intervention group received the multidisciplinary educational program, whereas the control group continued usual preschool activities. The motor component consisted of a structured, play-based program delivered twice per week over 8 weeks and designed to promote fundamental motor skills. Assessments were conducted at baseline and after the intervention period. Motor competence was assessed using the Test of Gross Motor Development-Third Edition. Other project components addressed food literacy and environmental health education. The study was approved by the Bioethics Committee of the University of Palermo.
Interventions
BEHAVIORALPre-HELP Multidisciplinary Educational Program
The intervention consisted of age-appropriate educational laboratories focused on movement, food, and environmental health. The motor component included a structured, play-based program informed by physical literacy principles and delivered twice per week over 8 weeks. Activities were designed to promote fundamental motor skills, engagement, task variability, and experiential learning in preschool children.
Sponsors
University of Palermo
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Preschool classes were cluster-randomized to either an intervention group receiving the multidisciplinary educational program or a control group continuing usual preschool activities.
Eligibility
Sex/Gender
ALL
Age
3 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
* Enrollment in a participating preschool class. * Age between 3 and 6 years. * Regular participation in usual preschool activities. * Written informed consent provided by a parent or legal guardian.
Exclusion criteria
* Medical or developmental conditions preventing participation in school-based motor and educational activities. * Absence of written informed consent from a parent or legal guardian.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Gross Motor Index | Baseline to post-intervention, approximately 8 weeks. | Gross motor competence was assessed using the Test of Gross Motor Development-Third Edition. The Gross Motor Index is derived from age- and sex-adjusted standard scores, with higher scores indicating better overall gross motor competence. |
| Change in food literacy assessment score | Baseline and post-intervention, approximately 8 weeks. | Food literacy was assessed using a study-specific Food Literacy Assessment Tool based on five educational modules addressing body weight and foods, food quality and quantity, organic and seasonal foods, traditional and Mediterranean foods, and the food pyramid. Each module included age-appropriate tasks scored according to correct responses or associations. Higher scores indicate better food-related knowledge and skills. |
| Change in environmental literacy assessment score | Baseline and post-intervention, approximately 8 weeks. | Environmental literacy was assessed using a study-specific Environmental Literacy Assessment Tool based on five educational modules addressing water conservation, food production cycles, composting and waste, seasons and natural elements, and recycling and reuse. Each module included age-appropriate tasks scored according to correct responses or associations. Higher scores indicate better environmental health-related knowledge and skills. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in locomotor skills raw score | Baseline and post-intervention, approximately 8 weeks. | Locomotor skills were assessed using the Test of Gross Motor Development-Third Edition. The locomotor skills raw score was calculated by summing performance criteria across locomotor skill items. Scores range from 0 to 46, with higher scores indicating better locomotor skill performance. |
| Change in ball skills raw score | Baseline and post-intervention, approximately 8 weeks. | Ball skills were assessed using the Test of Gross Motor Development-Third Edition. The ball skills raw score was calculated by summing performance criteria across ball skill items. Scores range from 0 to 54, with higher scores indicating better ball skill performance. |
| Change in parent-reported family health-related habits | Baseline and post-intervention, approximately 8 weeks. | Family health-related habits were assessed using a parent-reported questionnaire including items on the child's and parent's dietary habits, physical activity, sedentary behavior, and screen time. Items addressed fruit and vegetable intake, sugar-sweetened beverage intake, breakfast frequency, packaged snacks, ready-to-eat foods, physical activity, and sedentary behaviors. |
Countries
Italy
Contacts
PRINCIPAL_INVESTIGATORGarden Tabacchi
University of Palermo
Outcome results
None listed