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Background & Aim: Nutrition is a very important factor in toddler age growth. Getting started the first steps of the children with family in this period shows the necessity of paying attention to the correct nutritional behaviors. Therefore this research has been conducted for assessing the effect of nutritional behavior model on the quality of toddler&aposs nutrition and performance of their mothers.

Methods & Materials: This research is a semi-experimental study, in which sixty six children (12-36 months old) were selected from two health care centers in the southern part of Tehran. The subjects were selected using non probability-convenient sampling method. The data gathering tool was 3 questionnaires: 1. Mother and child demographic characteristics 2. Mother&aposs function assessment tool about toddler&aposs behavior during feeding 3. Reminding tool of 24 hours food. The tools were filled in using interviews. Then nutritional behavior model was instructed in a workshop during 2 days, 3 hours a day. After the intervention data were recollected again and were analyzed by descriptive and inferential statistics.

Results: The results showed a significant difference in mother&aposs function about toddlers nutritional behavior during nutrition before and after the intervention (P<0.001). Also a significant difference was seen in the toddlers nutrition pattern before and after the intervention (P<0.05).

Conclusion: Based on the research findings it can be concluded that nutritional behavior model is effective in improving the pattern of toddler&aposs nutrition and in increasing mothers&apos knowledge related to a correct function on toddler&aposs behavior during feeding. Therefore educational plan to mothers on correct nutritional behaviors is suggested in order to improving the quality of toddler&aposs nutrition.

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Background & Aim: The healthy nutrition education is one of the most important priorities in all life periods, especially in childhood. The teaching method is also considered one of the important factors for the effectiveness of education. Therefore, the aim of this study was to compare the effect of lecture and role-playing methods on awareness of healthy nutrition in school-age children.
Methods & Materials: This quasi-experimental study was conducted on 60 primary school students in Gonabad city in 2017. Participants were selected by multistage random sampling and allocated into two groups of role-playing and lecture. Students' awareness was measured by a self-structured questionnaire before, immediately and one month after education. Data were analyzed using the SPSS software version 16 by descriptive and inferential statistics. A P-value less than 0.05 was considered significant.
Results: The mean score of awareness for the role-playing group before, immediately and one month after the intervention respectively was 10.77±2.55, 14.1±55.15 and 14.50±1.10 and for the lecture group respectively was 11.07±1.85, 13.72±1.43 and 11.47±2.84 (the score range: 0-16). There was a significant difference in the mean score of awareness before, immediately and one month after the intervention between the two groups (P<0.001), and in the role-playing group, the increase in awareness score was more than in the lecture group.
Conclusion: Considering the greater effect of role-playing method than lecture on healthy nutrition education in school-age children, it is suggested that more attractive, dynamic and effective methods such as role-playing, in accordance with educational behavioral goals, be used in school nutrition education programs. In addition to enhancing educational efficiency, this will make the effects of education and learning more sustainable for students.