The Effectiveness of Storytelling as a Nutrition Education Method in Enhancing the Knowledge of Preschool and Elementary School Children: A Systematic Review

Maretha Elsa Widiana, Fatria Harwanto

Abstract


Children aged 1–12 years are nutritionally vulnerable because these developmental stages require adequate intake to support rapid growth and cognitive development. At the preschool and elementary school ages, children begin forming concepts, categorizing objects, and developing thinking skills, making them an important target for nutrition education. This study aims to analyze the effectiveness of storytelling as a method of nutrition education to improve children's nutritional knowledge. A systematic review method was used to identify relevant articles from Google Scholar and Portal Garuda databases, focusing on studies involving preschool and elementary school children. The results show that storytelling is effective in enhancing children's understanding of healthy and balanced diets because it engages their imagination and simplifies complex information. The impact of this study highlights storytelling as a practical and impactful educational tool for increasing children's nutritional awareness, contributing to better long-term eating habits, and supporting healthy growth and cognitive developmen.

Keywords


Children; Elementary School; Nutrition education; Preschool; Storytelling

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References


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DOI: https://doi.org/10.17509/ijomr.v5i1.81549

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