Balanced Nutrition Education Strategy Through Local Culinary

for Early Childhood

Nerru Pranuta Murnaka

and Marini

2b*

Postgraduate Department of Science Education, Faculty of Teacher Training and Education,

Parahyangan Catholic University Bandung, Indonesia

Department of Early Childhood Education, Faculty of Education IVET University, Semarang, Indonesia

Keywords: Balanced Nutrition, Eating Patterns, Nutritious Food, Early Childhood, Systematic Review.

Abstract: Early childhood is known as the golden age, a critical period for physical growth and brain development.

During this stage, the intake of nutritious food significantly influences a child's physical development and the

maturation of the brain's nervous system, which serves as the center of cognitive function. Conversely, a

deficiency in essential nutrients can negatively affect brain development and reduce a child's learning

potential. Early Childhood Education (ECE) serves as a strategic avenue for instilling an understanding of the

importance of balanced nutrition from an early age through engaging approaches that align with children's

developmental characteristics. This study explores various theories and strategies for nutrition education that

can be applied within the context of ECE in Central Java. A systematic review method was employed to

examine and synthesize relevant studies related to nutrition education for early childhood. The data sources

used in this study include nationally accredited journals, and reputable international journals. The literature

review reveals that learning-through-play approaches, the integration of nutrition themes into the curriculum,

and the active involvement of both parents and teachers are effective strategies for enhancing children's

understanding of healthy eating. The findings of this review are expected to serve as a foundation for

developing a balanced nutrition education model that optimally supports brain development and intelligence

in early childhood, particularly in the Central Java region.

1 INTRODUCTION

Early childhood is recognized as a crucial phase in

human development, as it is during this period that

physical, cognitive, social, and emotional growth

occurs and progresses rapidly. This stage is often

referred to as the "golden age." To support optimal

growth and development during this period, an

adequate and balanced nutritional intake including

both macronutrients and micronutrients is essential.

Good and balanced nutrition plays a vital role in

tissue formation, brain development, immune system

function, learning readiness, and long-term

behavioral outcomes (Black et al., 2017). Nutritional

deficiencies in early childhood can disrupt cognitive

development and increase the risk of long-term

learning impairments (Prado and Dewey, 2014).

https://orcid.org/0000-0002-6761-9559

https://orcid.org/0000-0002-2698-1586

Unfortunately, real-world data show that

many Indonesian children still suffer from nutritional

deficiencies, including stunting, anemia, and

malnutrition. According to the 2022 Indonesian

Nutritional Status Survey (SSGI), there was a

decrease in the stunting rate from 24.4% in 2021 to

21.6% in 2022. This downward trend is expected to

continue so that the National Medium-Term

Development Plan (RPJMN) target of 14% can be

achieved by 2024.

These facts demonstrate that nutritional

problems in early childhood remain a critical issue

requiring serious attention and intervention. Research

suggests that the problem is not solely due to food

scarcity, but also to a lack of parental knowledge

regarding balanced nutrition. This is supported by the

findings of Jamalatun Nisa & Wahab, (2024);

Silitonga et al., (2023); Sulistyowati, (2021) who

emphasized that parental feeding behavior

Murnaka, N. P. and Marini,

Balanced Nutrition Education Strategy Through Local Culinary for Early Childhood.

DOI: 10.5220/0014068100004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 221-228

ISBN: 978-989-758-788-7; ISSN: 3051-7702

221

significantly influences a child’s nutritional status.

Parents with low nutritional knowledge are four times

more likely to have malnourished children than those

with adequate knowledge (de Buhr and Tannen,

2020). Furthermore, parents who actively involve

their children in meal planning and preparation tend

to have children with better nutritional outcomes

(Scaglioni et al., 2018). This suggests that a

combination of positive feeding behavior and

adequate knowledge is crucial for supporting optimal

child nutrition (Sukmawati et al., 2023).

Source : https://www.unicef.org/indonesia/id/gizi (UNICEF, 2024)

Figure 1: Child Malnutrition Trends in Indonesia.

This situation is further worsened by the

increasing consumption of fast food (Sumitro, 2025).

Fast food is typically low in nutrients but high in

sugar, salt, and saturated fat (Health Research and

Development Agency, 2019; Yulyanti et al., 2019).

Ironically, despite Indonesia’s rich culinary heritage,

the potential of nutritious local foods remains

underutilized in meeting children’s dietary needs.

Traditional foods are often regarded merely as snacks

rather than primary sources of nutrition. In fact, many

of these foods contain essential nutrients such as

complex carbohydrates, fiber, vitamins, protein, and

healthy fats critical for overall health and

development (Nurhasanah et al., 2023; Santoso et al.,

2023).

Global studies have shown that the use of local

foods not only contributes to food security and

environmental sustainability but can also enhance

nutritional security when regularly incorporated into

family meals (Lambers et al., 2021; Giyose et al.,

2020). Strengthening nutrition education rooted in

local culture is essential to increase public awareness

about the nutritional potential of traditional foods,

which are often overlooked. Prioritizing local foods

is also aligned with the principles of food sovereignty

and represents a more sustainable approach to

nutrition interventions within the broader framework

of human resource development.

However, traditional foods are often regarded as

complementary items or snacks, rather than primary

sources of nutrition. Therefore, nutrition education

based on local foods needs to be strengthened and

introduced early, so that communities and future

generations understand that these traditional foods

passed down through generations can play a crucial

role in building a healthy and intelligent generation

from an early age. Several studies have shown that

nutrition education rooted in local culture is more

effective in changing community dietary behavior

due to its cultural familiarity and social acceptance

(Bickenbach, 2011; Carpenter et al., 2017). When

utilized properly, these traditional foods can serve as

an effective alternative source of local nutrition to

help address childhood malnutrition.

This study aims to explore various theories and

strategies for nutrition education that can be applied

within the context of Early Childhood Education

(PAUD) in Semarang.

2 METHOD

This research is a qualitative descriptive study

employing a library research approach. Library

research refers to a data collection method that

involves reviewing books, literature, notes, and

various reports relevant to the problem being

investigated (Jalali and Wohlin, 2012). The data

sources used in this study include nationally

accredited journals, and reputable international

journals. These journals addressed the following

topics: (1) culinary food ; (2) children's eating

patterns; and (3) the nutritional content of traditional

foods.

The literature was analyzed using a descriptive

analytical method. The analysis process began with

literature collection, which involved searching two

databases Google Scholar and E-journal for research

articles and review papers published between 2018

and 2024. The literature search focused on the

following themes: (1) the urgency of balanced

nutrition in early childhood; (2) strategies for

balanced nutrition education in early childhood; and

(3) the potential of traditional culinary arts as a source

of balanced nutrition.

Keywords used in the literature search included:

traditional food, child nutrition, early childhood diet,

and traditional culinary. Journal articles were selected

based on the relevance of their titles and abstracts.

When the title or abstract was unclear, the full

manuscript was reviewed for suitability. After the

literature was collected, the data were synthesized to

ICECE 2025 - The International Conference on Early Childhood Education

222

deepen the understanding of the research problem and

to draw comparisons with relevant case studies. The

analysis was carried out in alignment with the specific

objectives of the study.

3 RESULT AND DISCUSSION

Food is a basic necessity for every human being. The

food consumed must fulfill the requirements of

balanced nutrition, as achieving such balance is a

crucial component of human growth and

development, aimed at supporting a healthy life. This

is also emphasized by Hasrul et al., (2020);

Nurchayati & Pusari, (2015) who state that

consuming healthy food is essential for optimal

human growth and development especially during

early childhood.

Children in early childhood require proper

nutritional intake to support their physical and

cognitive development into adolescence (Teixeira et

al., 2022). Children who receive adequate nutrition

tend to be healthier, more productive, and

demonstrate improved learning abilities. Conversely,

a deficiency in essential nutrients such as iron, iodine,

and vitamin A can lead to short-term declines in

cognitive performance and concentration (Black et

al., 2017, 2013; Gannika, 2023).

Figure 2: Balanced Food Intake and Nutritional Needs.

Good nutrition is achieved when nutrient intake

matches the body's physiological needs. As illustrated

in Figure 1, a balanced scale between "intake" and

"needs" reflects the ideal condition in which the

quantity and quality of food and nutrients are neither

excessive nor deficient. This nutritional equilibrium

is essential for supporting early childhood growth,

immune function, and cognitive development. This

concept is referred to as balanced nutrition, where the

intake of each nutrient such as carbohydrates,

proteins, fats, vitamins, and minerals is fulfilled

according to the body's requirements (UNICEF,

2021; World Health Organization (WHO), 2020).

(

)

(

)

Figure 3: Relationship Between Food Intake and Balanced

Nutritional Needs.

The two figures above illustrate an imbalance

between nutritional intake and bodily needs. Figure

2.a depicts a tilted scale, with the weight leaning

towards the "Intake" side indicating that food

consumption exceeds nutritional requirements. This

condition reflects overnutrition, which can lead to

various health problems such as obesity, early-onset

hypertension, and metabolic disorders, particularly

when children consume excessive amounts of foods

high in sugar, saturated fat, or calories without

sufficient physical activity (Lobstein et al., 2015;

Popkin et al., 2020). Figure 2.b, on the other hand,

represents a condition of undernutrition, in which

nutritional intake falls short of the body’s needs. The

scale appears heavier on the "Needs" side, signaling

that the body demands more nutrients than it receives.

This type of malnutrition can result in stunting,

wasting, anemia, and reduced immunity conditions

that are especially concerning during early childhood,

a critical period of growth and development(Black et

al., 2017, 2013; Mamun et al., 2023).

1) The Urgency of Balanced Nutrition in Early

Childhood

Every child undergoes rapid physical,

intellectual, emotional, and mental

development. This process requires adequate

and balanced nutritional intake. Early childhood

is a pivotal period for supporting physical

growth, immune system function, and brain

development. Therefore, ensuring balanced

nutrition during this stage is essential. Balanced

nutrition goes beyond simply consuming three

meals per day. It involves achieving a proper

balance between macronutrients

(carbohydrates, proteins, and healthy fats) and

micronutrients (vitamins and minerals), all of

which must be consumed in appropriate

quantities based on the body’s needs.

Balanced Nutrition Education Strategy Through Local Culinary for Early Childhood

223

Providing children with a balanced diet

positively influences brain development,

physical growth, immune function, and long-

term learning capacity. Conversely, nutritional

deficiencies during this stage can result in long-

term consequences, such as stunting, anemia,

and cognitive impairment conditions that may

hinder a child’s ability to reach their full

potential in the future (Black et al., 2017;

Hoddinott et al., 2013; Prado and Dewey, 2014).

Thus, ensuring balanced nutrition in early life is

not only a health initiative, but also an

investment in sustainable human capital

development. This aligns with Maslow’s

Hierarchy of Needs (Maslow, 1943), which

posits that physiological needs form the

foundational layer of human motivation.

Without meeting these basic needs, individuals

especially children cannot progress to higher

levels of development, including self-

actualization. As such, the role of families, early

childhood education institutions, and

government policies is crucial in fostering an

environment that supports access to healthy

food and early nutrition education.

Figure 4: Maslow Theory.

2) Balanced Nutrition Education Strategies for

Early Childhood

Balanced nutrition education can be

implemented through various approaches,

including integration into the Early Childhood

Education (PAUD) curriculum. One effective

approach is the use of educational media based

on local culinary traditions. This method not

only enhances children's nutritional knowledge

but also reinforces local cultural values. In

addition, strengthening family nutrition literacy

should be an essential component of the

educational strategy, as parents serve as primary

decision-makers regarding their children’s food

consumption at home. According to Faber &

Laurie, (2011) nutrition education that involves

parents particularly mothers can significantly

improve children’s dietary diversity and

micronutrient intake. Chatterjee & Nirgude,

(2024); Suciyanti et al., (2025) also emphasize

that nutrition education combining school-,

family-, and community-based strategies has a

greater impact on improving children's overall

eating behavior.

The following are strategies for balanced nutrition

education in early childhood:

a. Thematic Learning (Theme: “Healthy Food”

integrating local culinary traditions)

Through this thematic learning activity,

children are expected to recognize 3–4 food

groups (carbohydrates, protein,

fruits/vegetables, and healthy snacks) using

examples from Semarang’s local cuisine.

Children should also be able to give at least

one reason for choosing fruits or vegetables

every day (e.g., color, taste, or health benefits).

The theme is integrated across activities

language, art, sensory play, and practical

demonstrations so that nutritional concepts are

learned through repeated, meaningful

experiences.

b. Role Play: Market and Pretend Cooking

Activities

Role play enables children to learn about

traditional foods, basic portion concepts,

social skills, and the function of each food

group. In the “Semarang Market” activity,

children assume roles such as seller, buyer, or

cook, using replicas or pictures of local foods.

They practice simple transactions (counting

from 1–5), selecting balanced portions, and

engage in short discussions about why they

chose certain vegetables or foods. Evidence

suggests that role play and food-related play

can enhance children’s understanding of

nutrition (B and G.K., 2024; Willemsen et al.,

2023).

c. Storytelling: AI-Based Short Interactive

Animated Videos

Use AI-generated short animation videos

designed specifically for young children.

These videos combine engaging visual and

audio storytelling and when paired with

adaptive AI prompts can be lightly

personalized (for example, by including a

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child’s name, local characters, or typical

dishes Local Culinary ). Pedagogically

designed digital media, used alongside hands-

on activities, can strengthen both parents’ and

children’s understanding and engagement

with nutrition concepts. Studies from BMC

Nutrition (2024) and BMC Health Services

Research (2024) indicate that well-designed

digital learning videos can increase parent and

child knowledge and participation.

Thus, nutrition education that is contextual,

engaging, and culturally rooted is vital to

developing a generation that is healthy,

intelligent, and resilient to global health

challenges.

3) Local Culinary Potential as a Source of

Balanced Nutrition

Indonesia’s rich traditional culinary heritage

offers a diverse and valuable resource for

supporting balanced nutrition in early

childhood. Local dishes such as tofu and

tempeh, pecel sayur (vegetable salad), corn rice,

lodeh (vegetables in coconut milk), sambal

anchovies with peanuts, and boiled mung beans

are examples of traditional foods that are rich in

plant-based proteins, fiber, vitamins, and

essential minerals. Moreover, local culinary

products benefit from the availability of raw

ingredients, affordability, and strong cultural

acceptance within communities. According to

(Sibhatu et al., 2015), the diversity of local food

consumption is strongly associated with both

micro- and macronutrient intake, which

contributes significantly to improving children's

overall nutritional status. (Johns et al., (2013)

further support this view, stating that culinary

practices based on local ingredients can promote

food security and enhance the sustainability of

food systems, particularly in developing

countries. In addition, the use of local culinary

practices helps preserve traditional eating habits

and cultural identity.

In early childhood education settings,

teachers and parents can utilize mealtime as an

educational opportunity to introduce children to

local ingredients, explain their origins, discuss

their nutritional benefits, and demonstrate

healthy preparation methods. This is consistent

with findings by (Gartaula et al., 2020;

Principato et al., 2025) who found that children

exposed to traditional foods from an early age

are more likely to accept healthy food options

later in life. Therefore, it is important for child

nutrition and education programs to revitalize

the use of local culinary resources as a source of

balanced nutrition that is contextual,

sustainable, and readily accessible. The city of

Semarang offers a variety of traditional foods

that are not only flavorful but also rich in

nutrients. Dishes such as lumpia, wingko babat,

mochi, and garang asem incorporate natural

ingredients like bamboo shoots, coconut, eggs,

and chicken providing essential proteins, fiber,

vitamins, and minerals beneficial for children’s

growth. Utilizing local culinary traditions can

serve as a sustainable strategy to meet children’s

nutritional needs while fostering an appreciation

and love for local food culture. Several

examples of local foods used in nutrition

education include:

Table 1: Several examples of local foods used in nutrition

education include.

Food Nutritional

Content

Educational

Value

Tahu

Gimbal

Plant-based

protein, carbo-

drates, fibe

Introducing

sources of protein

and fibe

Pecel Leafy vegetables,

carbohydrates,

vitamins A & C

Emphasizing the

importance of

vegetables and

colorful meals

Bubur

Tumpang

Legumes, coconut

milk, plant-

ased

rotein

Source of energy

and protein

Mochi

Semarang

Complex

carbohydrates,

peanuts (plant-

ased protein),

natural su

Educating about

healthy snacking

and sugar

moderation

Pempek

Palembang

Fish-based

protein,

carbohydrates,

low fat

Understanding

rotein from

aquatic sources

and traditional

preservation

methods

Gudeg Young jackfruit

(fiber, vitamin C),

coconut milk,

plant-based

rotein

Learning about

alanced meals

with plant-

ased

protein and fiber

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225

Figure 5: Local Culinary Foods.

The image above shows several types of

traditional Indonesian culinary dishes, namely Tahu

Gimbal, Gado-Gado, Bubur Tumpang, Mochi,

Pempek, and Gudeg. Each traditional food is

accompanied by information on its nutritional

content, such as plant-based protein, complex

carbohydrates, fiber, vitamins, healthy fats, and

natural sugars.

Through the presentation of this image, it is

expected that children will be able to understand the

nutritional value of everyday foods. Using a visual

approach, learners can easily recognize local food

sources, understand their nutritional content, and

relate them to a balanced diet.

The selection of these six dishes reflects the

diversity of food sources in Indonesia, ranging from

plant-based proteins (tofu, legumes, tempeh), animal

proteins (fish in pempek, eggs in gudeg), complex

carbohydrates (rice, sago, glutinous rice), to

vegetables and fruits rich in vitamins. This

introduction is expected to raise awareness of the

importance of food diversity and minimize the

consumption of ultra-processed foods..

Learning about balanced meals with plant based

protein and fiber

Source : https://www.youtube.com/watch?v=fwgtWPDX6cY

Figure 6: Learning Video Image.

4) The Potential of Local Culinary Delights as a

Source of Balanced Nutrition

In today’s digital era, information technology-

based media serve as powerful tools for

delivering educational messages including those

related to early childhood nutrition. One

effective medium is digital content such as

interactive videos. These videos can be used to

introduce the concept of balanced nutrition

based on local foods to both children and their

parents.

Figure 7: Traditional culinary food mochi.

According to Hikmatullah, (2023); Raut et al., (2024)

digital media specifically designed for child nutrition

education has been shown to improve nutritional

literacy and promote healthy eating behaviors,

particularly when developed contextually and

grounded in local culture. Digital media enables the

presentation of educational content in an engaging,

interactive, and age-appropriate manner. For

example, a short animated video about mochi can

help children understand not only the ingredients and

preparation process, but also its nutritional value and

the cultural significance behind the dish.

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4 CONCLUSIONS

Balanced nutrition during early childhood lays a

critical foundation for physical growth, cognitive

development, and long-term health. During this

golden age, children require adequate nutritional

intake in both quality and quantity, including

sufficient macronutrients and micronutrients.

Malnutrition at this stage may result in serious

consequences such as stunting, anemia, and cognitive

impairments. Therefore, an effective nutrition

education strategy is essential. Such education should

not remain theoretical but should be fully integrated

into the early childhood education curriculum. It

should also involve active participation from families

and utilize local foods as both learning tools and daily

consumption options.

Parental involvement particularly by mothers has

been shown to enhance dietary diversity and improve

the overall quality of children’s diets. This is further

supported by the implementation of contextual

learning approaches, such as the use of local culinary

delights as educational media. These local foods not

only offer nutritional value comparable to modern

food products but also carry cultural meaning and are

more accessible within communities.

The integration of digital technology in education

provides new opportunities for delivering local food–

based nutrition education in a fun and interactive way.

Animated videos, for example, can effectively

convey nutrition messages in a manner that is both

participatory and culturally grounded. By combining

cultural values, family involvement, formal

education, and digital innovation, balanced nutrition

education based on local foods can become a

comprehensive and impactful strategy for fostering a

generation that is healthy, intelligent, and competitive

in the global context.

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