THE EFFECT OF NUTRITION ON MENTAL DEVELOPMENT OF SCHOOL AGED CHILDREN

THE EFFECT OF NUTRITION ON MENTAL DEVELOPMENT OF SCHOOL AGED CHILDREN

CHAPITRE ONE

1.0 BEGINNING

1.1 STUDY BACKGROUND

Today, with more exposure and knowledge of health, food, and nutrition, there has been a considerable improvement in the mental health of school-aged children in Nigeria (Benton, 2009).

Nutrition is commonly thought to be crucial for physical health, but mental health must be considered as well. Nutrition, along with genetic, socioeconomic, environmental, and behavioral factors, has been demonstrated in research to be one of several factors that may influence a child’s development (Associate Parliamentary & Health, 2008; Bryan et al., 2004). Understanding the association between nutrition and mental performance in children is critical for their academic achievement and productivity in school and subsequently in life (Alderman, Behrman, Lavy, & Menon, 1997; Florence, Asbridge, & Veugelers, 2008). To date, there is a growing body of data indicating nutrition may influence brain development and functioning, which in turn has an effect on mental performance as a functional outcome, particularly during childhood and early adolescence (Benton, 2008a).

A diet high in harmful ingredients or low in essential nutrients is likely to have negative effects on mental outcomes (Associate Parliamentary & Health, 2008), whereas a balanced diet is important for physical and mental health, with implications for school performance (Associate Parliamentary & Health, 2008; Florence et al., 2008). To guarantee the highest potential cognitive development and performance, children should consume a varied diet with good nutritional content on a regular basis (Bellisle, 2004). Because parents are viewed as gatekeepers to a child’s diet and provide the key environment for the development of a child’s eating behaviors (Birch & Davison, 2008; K. A. Brown, Ogden, Vogele, & Gibson, 2008), they are an important group of consumers for nutritional communication via policies, public health intervention programs, and health claims on functional food products. To some extent, parents impact all elements of a child’s life, including the formation of food choices and control over the availability and types of food in the home (R. Brown & Ogden, 2004; Golan & Crow, 2004). Furthermore, parents’ eating habits influence those of their children (Birch & Davison, 2005), therefore the family provides an important environment for young children to learn and establish eating habits and dietary preferences. Other people, such as friends and teachers, become increasingly influential as children grow and attend school (Perez-Rodrigo & Aranceta, 2006), and youngsters gradually become more independent of their parents. Scott-Jones (2004) views the family as one of the key contexts of a child’s development, which includes cognitive growth and success.

STATEMENT OF THE RESEARCH PROBLEM

The performance of students in most Nigerian schools has been called into doubt over the years. Despite the availability of instructional resources, it has been discovered that the rate of assimilation of school-aged children in Esan West is relatively low. Some of the issues may be the result of malnutrition or overnutrition, which could have a substantial impact on the mental development of school-aged children in Edo state’s Esan West local government region. Second, there have been various studies on nutrition and malnutrition, but not a single study on the effect of malnutrition on mental development of school-aged children in the Esan West local government area of Edo State.

1.3 STUDY PURPOSE AND OBJECTIVES

The primary goal of the study is to assess the impact of nutrition on the mental development of school-aged children. Other specific study objectives include:

1. to investigate the association between nutrition and cognition in school-aged children in the Esan West local government area

2. to ascertain the extent to which family circumstances influence the nutritional intake of school-aged children in the Esan West local government region.

3. to explore the factors influencing mental development among school-aged children in Edo State’s Esan West local government area

4. to provide solutions to the aforementioned issues

1.4 QUESTIONS FOR RESEARCH

The study developed research questions in order to determine the study’s stated aims. The study’s research questions are as follows:

1. What is the association between nutrition and cognizance among Esan West local government area school-aged children?

2. To what extent does family background influence the nutritional intake of school-aged children in Esan West LGA?

3. What factors influence mental development in school-aged children in Edo State’s Esan West local government area?

1.5 RESEARCH HYPOTHESIS STATEMENT

1st Hypothesis

H0: There is no significant link between nutrition and cognition levels among school-aged children in the Esan West local government region.

H1: In the Esan West local government region, there is a substantial association between nutrition and cognizance among school-aged children.

1.6 THE IMPORTANCE 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 L.G.A 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 cognizance 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 future research.

1.7 STUDY SCOPE

From 2004 to 2018, the study on the effect of nutrition on the mental development of school-aged children will be limited to the Esan West local government region of Edo state.

1.8 STUDY LIMITATIONS

Financial constraint- A lack of funds tends to restrict the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection procedure (internet, questionnaire, and interview).

Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.

1.9 TERM DEFINITION

A balanced diet is one that includes all six food groups in the proper proportions.

Unbalanced diet: A diet that does not include all six food groups.

WHO stands for World Health Organization.

Poor Nutrition: The body’s insufficient intake of food nutrients.

Marasmus: A condition caused by eating foods with very little calorific content.

Nutrient value: Calorific value.

Nutrition is the process of supplying or getting the food required for good health and growth.