الفهرس 
Growth Pattern of 6-12 years old Children
Nutritional Problems Among 6-12 years old ChildrenOnly 14 pages are availabe for public view
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Abstract
Healthy eating patterns in childhood and adolescence promote growth and intellectual development and prevent immediate health problems such as iron-deficiency anemia, overweight, eating disorders, and dental caries. They may also prevent chronic diseases that occur during adulthood such as heart disease, osteoporosis, and some types of cancer.
Schools provide an excellent setting for positively influencing children. If sound nutrition education programs are included in the curriculum, children have opportunities to expand their nutrition knowledge and learn to select healthy food choice at schools, homes and in restaurants. In addition, education programs may enable children to grasp the significance of health related problems. Nutrition education should be provided in schools, especially during elementary and middle school years, as eating patterns appear to shift as students progress into middle school and junior high.
The optimum time for nutrition education has been identified as between the ages of 8 and 12 years of development. Preventive measures such as nutrition education may encourage children to improve their dietary habits. Appropriately developed nutrition messages that gives specific behavioral directives, will positively affect the food choices of children.
UNICEF states that teachers are the single most important factor in creating an effective and inclusive classroom. It might also be suggested that teaching is a powerful tool for behavior changes in nutrition in school children. Teachers’ knowledge is one factor that researchers have found to shape teachers practices, along with the curriculum in use, teachers goals and various social and contextual factors. Among all these factors, however, researchers have found beliefs to be a significant influence on teachers’ use of cognitive and other sources. Understanding teachers’ practices, therefore, requires understanding not only what resources they possess, but also how they decide what resources to use and when to use them. Such decisions are influenced by what teachers believe is important and plausible.