The present study examined the effectiveness of a theory-based intervention in
increasing 3-to 4-year-olds’ understanding (e.g., classification) and preference for healthy
foods and exercise. This study used a pre-test/intervention/post-test design and children
were randomly assigned to one of three conditions: theory (i.e., 20 children received the
theory-based intervention); non theory (i.e., 20 children received the non theory-based
intervention); and control (i.e., 20 children received no intervention). The results showed
that children in the theory group performed significantly better on measures for
understanding than children in the non theory and control groups. The theory group also
performed significantly more accurately on the preference task, specifically on high-fat
food and non exercise questions, than children in the non theory and control groups.
These results suggest that theory-based interventions are effective in increasing children’s
understanding and preferences for healthy behaviors, and could be used to educate
children about health at a young age
