project acronym: active a c t i v e - europa · project acronym: active project title: animation...

Project Acronym: ACTIVE

Project Title: Animation for Children to Teach and Influence

Values and views on healthy Eating and physical

activity

Contract Number: 20081225

Priority Area: 2. PROMOTE HEALTH (HP-2008)

Action: 2.3 Improving mental health and healthier living

Starting date: 01/01/2009

Ending date: 31/12/2010

Deliverable Number: D7 a

Title of the Deliverable: First Questionnaire’s Report

WP related to the Deliverable: WP5

Type: Public

Author(s): EXPLORA

Contractor(s)/Member(s) Contributing: All partners

Date: May 2009

Project Co-ordinator

Company name: Business Solutions Europa

Name of representative: Luigi PETITO

Address: 551 Green Lane - Ilford

Essex IG3 9RJ - UK

Phone number: 0032 486 619 818

E-mail: [email protected]

Project Website: www.animate-eu.com – www.myfriendboo.com

Active is supported by the EU’s Health programme which aims to generate and disseminate health information and knowledge.

http://ec.europa.eu/health/ph_programme/pgm2008_2013_en.htm

The views expressed in this report are purely the authors' own and do not reflect the views of the European Commission.

QUESTIONNAIRE 1 – FINAL REPORT

Place and dates of completion of the questionnaire

ITALY: Scuola Elementare statale Ada Tagliacozzo, Rome - 10th-11th March 2009

BELGIUM: Sint-Romboutscollege, Mechelen - 13th March 2009

SPAIN: CEIP La Llàntia, Mataró - 13th March 2009

BULGARIA: 120 osnovno uchilichte Georgi Stoikov Rakonski, Sofia - 9th March 2009

POLAND:

1- Primary School number 12, Lodz - 10th March 2009

2- Primary School number 173, Lodz - 13th March 2009

IRELAND: Queen of Angels Primary School Wedgewood, Dublin - 10th March 2009

Authors of the report: Explora, the Children’s Museum of Rome (May 2009)

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TABLE OF CONTENTS

NUMBER OF PARTICIPANTS: .............................................................................................................. 3

CHILDREN WEIGHED: ......................................................................................................................... 3

PROTOCOL NUMBERS: ........................................................................................................................ 4

AVERAGE AGE: ..................................................................................................................................... 4

SUBMISSION METHODOLOGY: ........................................................................................................... 4

MAIN ISSUES BEFORE FOCUS GROUP: ............................................................................................. 5

MAIN ISSUES DURING FOCUS GROUPS: ........................................................................................... 5

CONCLUSION: ...................................................................................................................................... 5

FINAL QUANTITATIVE EVALUATION OF ANSWERS .......................................................................... 6

FINAL PEDAGOGIC EVALUATION OF ANSWERS............................................................................... 9

Children’s food habits at breakfast....................................................................................................... 9

Children’s spare time ........................................................................................................................ 10

Children and animations.................................................................................................................... 10

Annex 1 ................................................................................................................................................. 11

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NUMBER OF PARTICIPANTS:

EXPLORA (Italy): 126 (boys 65, girls 61)

IMAGINOSITY (Ireland): 81 (37 boys, 44 girls)

PARKMINIATUR (Poland): 89 (boys 57, girls 38)

TECHNOPOLIS (Belgium): 88 (boys 41, girls 47)

ARTLAND (Bulgaria): 117 (boys 53, girls 64)

CEIP LA LLANTIA (Spain) 94 (boys 48, girls 46)

TOTAL: 595

The Pedagogic Evaluation Committee (PEC), coordinated by Explora, is made of 4 subcontracted

children museum and a Spanish primary school that has shown its interest during the project

negotiation phase. The opportunity to have a broader participation to the project was very welcome.

CHILDREN WEIGHED:

During the meeting in Brussels in January 2009, the scientific partners - Clinica Pediatrica, University

of Genoa, Istituto G.Gaslini - Childhood Obesity Prevention and Treatment Unit and the University

of Naples « Federico II » Department of Food Science – proposed to measure the children

participating to the project. They asked to collect from each child the following data: weigh, height,

month and year of birth. The aim of the survey was to calculate and obtain the body mass index

(BMI) of the children. Information on BMIs are meant to integrate the briefing note received by the

animation team during the content workshop and provide a key to evaluate some of the answers of the

Focus Group.

After some reflections with all the partners it was decided to keep the information anonymous and to

ask the parents to measure the children at home. The reason was that the measurement could have

embarrassing if done at school.

Explora wrote a letter to the parents containing the guidelines provided by the scientific partners to

measure the children at home. Anyway, in case parents could not do the measurement at home failing

the proper means to fulfil the procedure, teachers were asked to do it at school, with the prior consent

of the families. Teachers were also informed that measurement was voluntary. This is the reason of

the difference among the number of children who took part in the focus group and the ones who have

been measured1. After collecting the measurement forms, teachers gave them to the Museum

representative who filled in a table collecting all the data for each country.

1 Number of measured children/children participating in the questionnaire: IT 92/126; IE 79/81; PL 95/89; BE 82/88; BG 64/107; ES 74/94; Total 486/595.

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PROTOCOL NUMBERS:

Each museum received by Explora 3 different forms of the 1st Questionnaire:

• A FORM – TEACHERS AND STAFF USE, not to be submitted to children;

• B FORM - CHILDREN, to be submitted to children. It does not have the questions, but only

the blanks (or multiple choice) for the answers. The questions have been read out by the

supervisor using a PowerPoint presentation or reading the A Form. Every B form has been

given a protocol number by teachers/educators.

• C FORM – TRANSLATION, for translators use in order to translate/copy the children’s

answers. The protocol number of this form corresponded to the one on B form.

The ‘protocol procedure’ worked very well and proved to be very useful for the evaluation.

AVERAGE AGE:

EXPLORA (Italy) 7,5

IMAGINOSITY (Ireland): 7

PARKMINIATUR (Poland): 7

TECHNOPOLIS (Belgium): 7,8

ART LAND (Bulgaria): 8

CEIP LA LAANTIA (Spain) 7,5

TOTAL 7,5

SUBMISSION METHODOLOGY:

As suggested in the general guidelines, sent to all the partners by EXPLORA questionnaires were

submitted without general introduction to the two main topics (Animations and Healthy Lifestyles).

The methodology was shared and accepted by the whole PEC. The good relations and the long lasting

cooperation between Explora and the other museums have facilitated all the work linked to this Work

Package. Anyway in spite of the good cooperation among the PEC, a tested methodology and clear

guidelines, minor issues raised during the Focus Group.

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MAIN ISSUES BEFORE FOCUS GROUP:

During the phase of communication with schools some coordination issues arose and it was difficult

to respect the timeline and the project schedule. Schools required staff meetings before accepting to

take on a new initiative. Moreover focus group meetings took place in very busy months for schools.

In addition, teachers would have liked hands-on activities (e.g. drawings) to be included in the

Questionnaire.

Also, discussion with our Project Officer on the composition of the focus group, delayed the process.

MAIN ISSUES DURING FOCUS GROUPS:

The editing of the questionnaire has been done according to the key messages provided by the

scientific partners. During the preparation phase the content experts have discussed on a web platform

the key messages, the food habits in the different European countries and different kind of food. After

their researches and in-depth analysis of the topic, a first draft of the questionnaire has been written.

The content experts and Explora together have worked on this first draft and agreed on a final

version. Even if during the questionnaire preparation the European dimension of the nutritional issues

was taken into serious consideration, the cultural differences among countries have raised some

issues.

For instance in Belgium, Ireland and Poland, in relation to questions number 5 and 6, children did not

know or were confused about the fruits and vegetables listed.

In other cases different perceptions and understanding of the questions, perhaps linked to cultural

background, lead to confusion and misunderstanding, i.e for questions 3 and 4 for some of the

children the most harmful food was often confused with the food they did not like and the healthiest

with the one they liked the most.

CONCLUSION:

In general terms the tested methodology was effective, the structure of the questionnaire was

interesting and creative and the topic itself was very exciting for children since it is close to their

daily experience.

Children answered positively and conscientiously.

The next questionnaires will take into account the differences among the countries in a more detailed

manner and in this respect, a stronger coordination with the other member of the PEC is required.

Another aspect to be taken into account is the presence of children with specific backgrounds:

immigrants, refugees and disabled children who needed special support to fill in the questionnaire.

This aspect should be analysed with teachers during the drafting of the questionnaires, in order to

work out solutions and to allow every children to give their opinion.

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FINAL QUANTITATIVE EVALUATION OF ANSWERS

1. Did you have breakfast before coming here this morning?

• YES 89%

• NO 11%

2. If so, what did you have? 530 children answered that they have had breakfast, so among them:

• 234/530 children (44,15%) drank milk (in particular 41/234 that mean 17,5% specified that

they had chocolate milk)

• 146/530 children (25,54%) ate bread (different kinds)

• 128/530 children (24,15%) ate corn flakes and cereal

3. What’s the most harmful food, in your opinion? (write ONLY ONE food)

• 159/595 (26,72%) wrote fried chips

• 91/595 (15,24%) wrote chocolate

• 82/595 (13,78%) wrote candies.

The complete list is in Annex 1 attached to this report.

4. And what about the healthiest one? (write ONLY ONE food)

• 159/595 (26,72%) wrote fruit

• 107/595 817,98%) wrote vegetables

• 62/595 (10,42%) wrote apple.

The complete list is in Annex 1 attached to this report.

5. Find here a list of vegetables: CABBAGES, BROCCOLI, LETTUCE, TOMATOES, CARROT,

ZUCCHINI, PEPPERS, SPINACH.

5a. CABBAGES 166/ 595 chose them, in particular among them: What I like the most 22%

What I never eat 45%

What my family make me eat 33%

5b. BROCCOLI 243/595 chose them, in particular among them:

What I like the most 14%



5c. LETTUCE 160/595 chose it, in particular among them: What I like the most 49%



5d. TOMATOES 216/595 chose them, in particular among them:




5e. CARROTS 266/ 595 chose them, in particular among them:


What I never eat 7%


7

5f. ZUCCHINI 149/ 595 chose them, in particular among them: What I like the most 10%



5g. PEPPERS 138/ 595 chose them, in particular among them: What I like the most 27%



5h. SPINACH 242/ 595 chose it, in particular among them:




6. Let’s do the same with the following fruit list: BANANA, ORANGE, TANGERINE, KIWI,

GRAPE FRUIT, APPLE, PEAR, STRAWBERRY, RASPBERRY, BLACKBERRY, MELON,

PEACH, APRICOT.

6a. BANANA 172/595 chose it, in particular among them: What I like the most 48%



6b. ORANGE 128/595 chose it, in particular among them: What I like the most 33%



6c. TANGERINE 64/ 595 chose it, in particular among them:




6d. KIWI 185/595 chose it, in particular among them:




6e. GRAPE FRUIT 102/595 chose it, in particular among them:




6f. APPLE 180/595 chose them, in particular among them: What I like the most 45%

What I never eat 7%


6g. PEAR 76/595 chose it, in particular among them: What I like the most 14%



6h. STRAWBERRY 169/595 chose it, in particular among them:


What I never eat 6%


8

6i. RASPBERRY 96/595 chose it, in particular among them: What I like the most 28%



6l. BLACKBERRY 85/595 chose it, in particular among them: What I like the most 13%



6m. MELON 151/595 chose it, in particular among them:




6n. PEACH 43/595 chose it, in particular among them: What I like the most 44%



6o. APRICOT 95/595 chose it, in particular among them: What I like the most 20%



7. Would you like to do the following activities in your spare time? (choose YES or NO)

7a. to play in the playground (seesaw, slide, climbing, etc…)

• YES 84%

• NO 15%

• No answer 1%

7b. open air playgroups (football, basketball, volleyball, hide and seek, dance, etc…)

• YES 89%

• NO 10%

• No answer 1%

7c. individual sports and games (rope skipping, cycling, skating, skateboarding, etc…)

• YES 80%

• NO 19%

• No answer 1%

8. Do you watch cartoons with your friends?

• YES 72%

• NO 27%

• No answer 1%

9. Do you watch cartoons with your parents?

• YES 65%

• NO 34%

• No answer 1%

10. Do you watch cartoons with your siblings?

• YES 69%

• NO 11%

• I HAVE NO SIBLINGS 19%

• No answer 1%

9

FINAL PEDAGOGIC EVALUATION OF ANSWERS

The ‘participated planning’ with children in a focus group is a tool that allows to directly and concretely

involve the children in the process: it makes them active participants.

This is the reason why it was proposed that all the children will follow the whole process from the start up

to the end taking part to the three questionnaires as real protagonists.

Children were conscious that their own answers would have been reflected in a real animation and they

also knew that they will watch the animation with their own families and with their schoolmates and

teachers at school.

In addition children were aware of the European scale of the project: they knew that other children of

their age in different European countries were taking part to the same Questionnaire, and also that the

animation will be broadcasted in several countries in Europe.

For these reasons, children answered in all seriousness and it is important to note that each one of them

answered individually to the Questionnaire.

Finally since the aim of the project is to educate to a correct lifestyle, it was decided to involve children

from schools in the outskirts since it is in this kind of areas that problems related to nutrition have been

mostly observed. Unfortunately the social difficulties of these areas often influence the social and

psychological behaviours and the lifestyle in terms of healthy diet and fitness. Children coming from

these areas were considered the right ones to involve in this educational project.

The 1st Questionnaire through open questions and multiple choice questions aimed to:

• survey children’s food habits, in particular at breakfast;

• understand what children would like to do in their spare time;

• understand children viewing patterns .

Children’s food habits at breakfast

o Children usually have breakfast in the morning. In fact 89% of children had breakfast at home before

coming to school/museum for the focus group.

Proved that children have this good habit, one point to be deepened by scientific partners and

animator experts is what they eat at breakfast. As shown at question n. 2 there is a large range of

answers about what children have for breakfast

It has to be noticed that, beside a large variety of food and habits, milk is almost always present in

children breakfast. Milk is always sweetened (for instance with cacao), and we advice the scientific

partners to take this aspect into due account.

Bread, cereals and cornflakes are often part of their breakfast and this might be the result of

marketing campaigns addressed to children which can highly influence their breakfast habits.

o At questions n. 3 and n. 4, the answers are often confused since children identified the most harmful

food with the one they do not like, and the healthiest with the preferred one.

The results coming from these two questions show that children are conscious of what is harmful or

what is healthy: 26,72% for crisps 15,24% for chocolate, 13,78% for candies at question n.3, and

26,72% for fruit, 17,98% for vegetables, 10,42% for apple at question n.4.

o Despite of the children’s awareness on healthy food, they prefer chips to vegetables and fruit. As we

can read at questions n.5 and n. 6 the majority of children is obliged by the family to eat fruit and

above all vegetables.

Actually the case of the fruit is better than the vegetables’ one, since the fruit is colourful, tasty and

more present in the images of books and toys for children than vegetables: the strawberry is the fruit

10

that children prefer even if they can eat it just for few months during the year, but they often find

images of strawberries around them (for instance toothpaste, candies, etc.).

Children’s spare time

o Question n. 7 is about children’s spare time and in particular activities to do outdoor. The project’s

aim is to promote a healthier lifestyle by eating sensibly, but also to make children aware of the

importance of physical activity for their lives. For this question it was decided to not ask to the

children what they actually do in their spare time, but only what they would like to do, assuming that

they could play outdoor which is almost impossible in urban outskirts. .So the questions are about

activities like games in the playground (seesaw, slide, climbing,, etc.), outdoor playgroups (football,

basketball, volleyball, “hide and seek”, dance,...), and individual sports and games (rope skipping,

cycling, skating, …).

The results showed that 84% of children would like to play in the playground; 89% of children would

like to do outdoor playgroups like for instance “hide and seek”; and 80% of children would like to

play outdoor individual games. This showed that there is a large minority of children (10-20%) which

is surprisingly unwilling to play outdoor even if they could!

Children and animations

o The last part of the questionnaire concerned children animations viewing patterns. As we expected,

children usually watch cartoon animation with their siblings and above all with their friends.

Surprisingly enough, the also watch cartoon animations with their parents. This will therefore allow

our message to reach a wider indirect audience.

Again, children answers and attitude to this part of the questionnaire confirmed that using animations

to educate, entertain and inspire kids and to teach them to adopt a healthier lifestyle by eating sensibly

and getting fit, is an effective choice and can have a great impact on large segments of society.

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Annex 1

The following lists detail the answers given by children to questions n. 2, n. 3 and n. 4.

LIST OF BREAKFAST FOOD FOOD/DRINK CHILDREN ANSWERS % ON 530 CHILDREN

Milk (chocolate milk 41) 234 44,15%

Bread, sandwich brown bread 146 27,54%

Corn flakes, cereal 128 24,15%

Cookies 79 14,9%

Chocolate spread 32 6,03%

Juice (fruit, orange, apple) 32 6,03%

Cakes, pancakes, pastry 28 5,28%

Toast 28 5,28%

Cheese, cheese spread 24 4,52%

Snack 20 3,77%

Tea 17 3,2%

Water 13 2,45%

Jam 11 2,07%

Croissant 9 1,69%

Salami 6 1,13%

Butter 5 0,94%

Yogurt 5 0,94%

Apple 4 0,75%

Fruit 3 0,56%

Honey 3 0,56%

Meat, meat paste 3 0,56%

Egg 2 0,37%

Banana 1 0,18%

Cabbage 1 0,18%

Cappuccino 1 0,18%

Coffee 1 0,18%

Coke 1 0,18%

Fish 1 0,18%

Ham 1 0,18%

Lemonade 1 0,18%

Pizza 1 0,18%

Salad 1 0,18%

Soup 1 0,18%

Tomato 1 0,18%

Kiwi 1 0,18%

Pasta 1 0,18%

12

“THE MOST HARMFUL FOOD” LIST FOOD/DRINK CHILDREN ANSWERS % ON 595 CHILDREN

French fries 159 26,72%

Chocolate 91 15,24%

Candies 82 13,78%

Snacks (sweet) 45 7,56%

Cakes 22 3,69%

Coke 22 3,69%

Crisps 21 3,52%

Sugar 20 3,36%

Mac donald's hamburger 12 2,01%

Meat, meat with fat 11 1,84%

Nothing/no sense/I don't know 10 1,68%

Chewing gum 6 1%

Pizza 6 1%

Strawberry 6 1%

Vegetables 5 0,84%

Apple 4 0,67%

Egg 4 0,67%

Ice cream 4 0,67%

Ketchup 4 0,67%

Garlic 3 0,50%

Spinach 3 0,50%

Bread 3 0,50%

Chicken 2 0,33%

Fried dish 2 0,33%

Lentils 2 0,33%

Mushrooms 2 0,33%

Nuts 2 0,33%

Onion 2 0,33%

Pasta 2 0,33%

Salami 2 0,33%

Alcohol 1 0,16%

Aubergine 1 0,16%

Beans 1 0,16%

Banana 1 0,16%

Broccoli 1 0,16%

Brussel Sprouts 1 0,16%

Butter 1 0,16%

Cheese 1 0,16%

Chick-pea 1 0,16%

Chinese food 1 0,16%

Cookies 1 0,16%

Drugs 1 0,16%

Fish 1 0,16%

Ham 1 0,16%

Herbs 1 0,16%

Hotdog 1 0,16%

Juice 1 0,16%

Lard 1 0,16%

Lemon 1 0,16%

Liqueur 1 0,16%

13

Liquorice 1 0,16%

Mayonnaise 1 0,16%

Milk 1 0,16%

Noodles 1 0,16%

Peppers 1 0,16%

Pod 1 0,16%

Popcorn 1 0,16%

Pork chops 1 0,16%

Salt 1 0,16%

Soda 1 0,16%

Sushi 1 0,16%

Tea 1 0,16%

Toadstool 1 0,16%

Toast 1 0,16%

Tomato 1 0,16%

Whipped cream 1 0,16%

Zucchini 1 0,16%

14

“THE HEALTHIEST FOOD” LIST FOOD/DRINK CHILDREN ANSWERS % OF TOTAL OF 595 CHILDREN

Fruit 159 26,72%

Vegetables 107 17,98%

Apple 62 10,42%

Carrots 25 4,20%

Milk 24 4,03%

Fish 18 3,02%

Salad 17 2,85%

Meat 17 2,85%

Broth, soup, vegetables soup 14 2,35%

Cheese 12 2,01%

Spinach 12 2,01%

Nothing, no answers 11 1,84%

Banana 11 1,84%

Pasta 11 1,84%

Orange, orange juice, fruit juice 10 1,68%

Cereal, corn flakes 8 1,34%

Bread 7 1,17%

Chocolate 7 1,17%

Melon 5 0,84%

Potato 5 0,84%

Broccoli 4 0,67%

Egg 4 0,67%

Yogurt 4 0,67%

Chicken 3 0,50%

Ham 3 0,50%

Water 3 0,50%

Lentils 3 0,50%

Kiwi 2 0,33%

Pear 2 0,33%

Rice 2 0,33%

Salmon 2 0,33%

Strawberry 2 0,33%

Tomato 2 0,33%

Zucchini 2 0,33%

Apricot 1 0,16%

Asparagus 1 0,16%

Bean 1 0,16%

Beet 1 0,16%

Cabbage 1 0,16%

Coffee 1 0,16%

Croissant 1 0,16%

Honey 1 0,16%

Mussels 1 0,16%

Pancake 1 0,16%

Radish 1 0,16%

Red-bull 1 0,16%

Brussles Sprouts 1 0,16%

Vitamins 1 0,16%

Wurstel 1 0,16%



The views expressed in this article are purely the authors' own and do not reflect the views of the European Commission.

Observations on Body Mass Index (BMI) of ACTIVE’s focus group

Arianna Parodi

Istituto G.Gaslini

Childhood Obesity Prevention and Treatment Unit

Information on BMI is meant to integrate the briefing note received by the animation team

during the content workshop and provide a key to evaluate some of the answers of the

Focus Group.

The following analysis derives from the data provided by 386 children out of 595

participating in the first questionnaire (March 2009).

Parents of the children participating in the first questionnaire received a letter containing the

guidelines to measure the children at home. Anyway, in case parents could not do the

measurement at home failing the proper means to fulfill the procedure, teachers were asked

to do it at school, with the prior consent of the families. The measurement has been done

on a voluntary basis.

Measured children come from Italy, Poland, Belgium, Ireland and Bulgaria and from a range

of different backgrounds.

The data have been analysed with reference to WHO data (www.who.int/childgrowth/en).

BMI (Body Mass Index: m/kg2) was expressed as BMI-SDS (Standard Deviation Score:

(Average Value- XValue)/DS), in order to compare data independently to age and sex.

This analysis shows that percentages of overweight/obese children are in line with

expectations, so the sample (our focus group) can be considered representative.

Females: 242

Average Age: 8 years old

Underweight (BMI-SDS < -1): 21 (8,6%)

Overweight (BMI-SDS > 1): 70 (29%)

Severe overweight (BMI-SDS > 2): 26 (10,7%)

Average BMI-SDS: 0.46

Males: 238

Average age: 8.2 years old

Underweight (BMI-SDS < -1): 26 (10.9 %)

Overweight (BMI-SDS > 1): 77 (32.3 %)

Severe overweight (BMI-SDS > 2): 32 (13.4 %)

Average BMI-SDS: 0.5



Griffilms’ feedback following the results from the 1st questionnaire

i)

The questionnaire identified that the majority of the children questioned had breakfast (89%)– which is

excellent news! One of our episodes will focus specifically on why breakfast is important and the effects

that not eating breakfast & eating/ drinking sugary products has on energy levels so that children know

after watching the animated episode why breakfast is important. This will hopefully result in empowering

children to make good food decisions for themselves.

ii)

We will also take into account cultural difference (given in the questionnaire results) in what children eat

for breakfast and will show a variety of different breakfasting choices. so that children can identify with the

characters and the episodes’ message.

iii)

The questionnaire also gave a long list of children’s favourite food including fruit and vegetables and

those high in fat/ calories. We will use this information in two of the episodes that focus on food.

iv)

The results from the questionnaire also identified a long list of activities that children enjoy – we will

include the activities listed in our episode on ‘getting active’ again so that children can easily identify with

the characters and the episodes’ message.

v)

It was interesting to see that so many children watched cartoons with their friends, siblings and parents –

this is a big positive as it means that we will be able to reach a much wider audience with our key

messages when the animation is broadcast. It’s also interesting that an over-riding number of children

would like to watch cartoons in schools which demonstrates that animation is the best method to deliver

educational messages in a fun and informative way.

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activity






Deliverable Number: D7 b

Title of the Deliverable: Second Questionnaire’s Report

WP related to the Deliverable: WP5

Type: Public

Author(s): EXPLORA

Contractor(s)/Member(s) Contributing: All partners

Date: December 2009





Essex IG3 9RJ - UK

Phone number: 0032 486 619 818


Project Website: www.animate-eu.com – www.myfriendboo.com

0

FINAL REPORT 2nd Questionnaire

Project ACTIVE

Place and dates of completion of the questionnaire

Italy: Scuola Elementare statale Ada Tagliacozzo, Rome – November 10th 2009

Belgium: Sint-Romboutscollege, Mechelen – November 13th 2009

Poland: Primary School number 12, Lodz - November 9th 2009

Primary School number 173, Lodz - November 13th 2009

Ireland: Queen of Angels Primary School Wedgewood, Dublin – November 9th 2009

Bulgaria: 120 osnovno uchilichte Georgi Stoikov Rakonski, Sofia – November 20th 2009

Spain: CEIP La Llàntia, Mataró - November 9th-13

th 2009

Author of the Report: Explora, Children’s Museum of Rome

1

TABLE OF CONTENTS

NUMBER OF PARTICIPANTS .................................................................................................... 2

AVERAGE AGE of FOCUS GROUP ........................................................................................... 2

SUBMISSION METHODOLOGY AND DATA COLLECTION ................................................ 3

MAIN ISSUES OF THE FOCUS GROUP .................................................................................... 4

FINAL QUANTITATIVE EVALUATION OF ANSWERS......................................................... 5

OPEN ANSWERS.......................................................................................................................... 7

FINAL PEDAGOGIC EVALUATION OF ANSWERS ............................................................. 12

Content.................................................................................................................................................... 12

Visual impact .......................................................................................................................................... 13

Conclusion .............................................................................................................................................. 14

Annex: Evaluation Grid ................................................................................................................ 15

2

NUMBER OF PARTICIPANTS

In total 521 children composed the Focus Group (see paragraph below “main issues in the Focus

Group”)

EXPLORA (Italy): 104 (57 boys, 47 girls)

IMAGINOSITY (Ireland): 60 (28 boys, 32 girls)

PARKMINIATUR (Poland): 64 (33 boys, 31 girls)

TECHNOPOLIS (Belgium): 102 (48 boys, 54 girls)

ARTLAND (Bulgaria): 103 (51 boys, 52 girls)

CEIP (Spain): 88 (44 boys, 44 girls)

TOTAL: 521 (261 boys, 260 girls)

AVERAGE AGE of FOCUS GROUP

The average age of the Focus Group is 8,31

EXPLORA (Italy): 8,4

IMAGINOSITY (Ireland): 8

PARKMINIATUR (Poland): 8

TECHNOPOLIS (Belgium): 8,5

ART LAND (Bulgaria): 8,5

CEIP (Spain): 8,5

3

SUBMISSION METHODOLOGY AND DATA COLLECTION

The 2nd Questionnaire has been submitted without general introduction on the main objectives

(evaluation of characters and storylines) but before beginning facilitators reminded to children the 1st

Focus Group on the topic of food and healthy lifestyle in which they participated.

Each museum received by Explora 3 different forms of the 2nd Questionnaire:

• A FORM - TEACHERS AND STAFF USE, not to be submitted to children;

• B FORM - CHILDREN, to be submitted to children. It does not have the questions, but only the

blanks (or multiple choice) for the answers. The questions have been read out by the supervisor using

a PowerPoint presentation or reading the A Form. B Forms were anonymous, but children have been

asked to report their age and gender.

• C FORM - REPORTING, to report all the answers (open and multiple choice) to Explora. Instead of

copying all the answers given by the children in a word file, in terms of efficiency it has been better

for every museum to count all the answers and to fill in an excel file with tables and pie charts for

every question.

• D FORM – LOCAL FOCUS GROUP REPORT, to be filled in by every museum to report some

information on the date of the Focus Group, the number of boys and girls involved, their ages, the

place where the Focus Group has been done, the issues before, during and after the Focus Group.

Teachers and recreation staff have made sure that children answered seriously, not mockingly. For

this reason Explora has suggested that children sit around coffee tables, and that each supervisor took

care of a 6 children group. The answers given by children have not been affected by supervisors.

Collection and analysis of results have been rather timely and efficient.

Unlike what has been done for the 1st Questionnaire and according to the suggestions given by the

subcontractors after the 1st Questionnaire, the staff has not been requested the protocol number

mechanism (please, see report on 1st Questionnaire): in fact every museum has been responsible for

collecting the answers using their own system. Every museum filled in the C form in order to report

all the answers to Explora.

4

MAIN ISSUES OF THE FOCUS GROUP

One of the biggest issue encountered is the number of participants: due to the flu epidemic, there has

been a decrease of the number of children attending to the Focus Group ( - 12,4% in general), in

particular in Italy (- 17%), in Ireland (- 25,9%), in Poland (- 28%), in Belgium (- 13,7%), in Bulgaria

(- 11,79), in Spain (- 63%).

In addition some children museums reported that questions could have foreseen more space to the

kids’ imagination. For the 3rd Questionnaire we will foreseen more open questions.

As for the 1st Questionnaire, another aspect to be taken into account is the presence of socially

disadvantaged children who needed special support to fill in the questionnaire. This aspect has been

considered during the drafting of the 2nd Questionnaires writing questions focused more on images

and short stories than on the knowledge and verbal skills.

5

FINAL QUANTITATIVE EVALUATION OF ANSWERS

The entire documentation including Form A for teachers, Form B for children, Form C for evaluation and Form D with the local Focus Group

report are available upon request.

The table below shows all the data coming from the multiple choice questions. The columns show the percentage of answers for each country and

the final and general results.

Questions Answers BE BG IT IE PL ES ALL

TOTAL BOYS in focus group 47% 49% 55% 46% 51% 50% 50%

TOTAL GIRLS in focus group 53% 51% 45% 54% 49% 50% 50%

YES 92% 56% 53% 78% 58% 89% 71% 1) Do you like Ben?

NO 8% 44% 47% 22% 42% 11% 29%

YES 82% 37% 59% 82% 67% 60% 63% 2) Do you like Jaq?

NO 18% 63% 41% 18% 33% 40% 37%

YES 69% 50% 44% 65% 52% 76% 59%

NO 28% 50% 56% 35% 48% 24% 40% 3) Do you like Lucy?

No answer 3% 0 0 0 0 0 1%

YES 98% 94% 91% 95% 91% 94% 94% 4) Do you like Boo?

NO 2% 6% 9% 5% 9% 6% 6%

Ben 64% 30% 66% 77% 64% 73% 60%

Jaq 31% 41% 28% 13% 11% 15% 25%

Lucy 0% 3% 2% 0% 3% 1% 2%

Boo 5% 24% 4% 10% 22% 9% 12%

5) Which character is more interested

in sport?

No answer 0% 2% 0% 0% 0% 2% 1%

Ben 21% 15% 18% 5% 11% 17% 15%

Jaq 17% 9% 13% 18% 27% 14% 15%

Lucy 8% 15% 11% 12% 9% 6% 10%

Boo 53% 60% 58% 63% 53% 60% 59%

6) Who is your favorite character?

No answer 1% 1% 0 2% 0 3% 1%

6

Yes 99% 87% 97% 92% 92% 97% 94%

No 1% 13% 3% 8% 8% 2% 6% 8) Would you like to join them and

learn lots of interesting new things? No answer 0 0 0 0 0 1% 0

Because they do not know the game’s rules.

0% 4%

0%

7%

9%

8%

4%

Because Lucy had no breakfast and she has

no energy.

98% 87% 98% 66% 82% 90% 89%

Because they are not good at playing this

brilliant game.

2% 8% 2% 27% 9% 1% 7%

10) In your opinion, why does the

Boo’s team lose the first half of the

Worldenball contest?

No answer 0 1% 0 0 0 1% 0

Watching tv. 9% 11% 7% 8% 0% 6% 7%

Moving around and playing with friends. 91% 84% 89% 74% 95% 93% 89%

Playing pc games. 0 5% 3% 18% 5% 1% 4%

11) In your opinion what will Ben, Jaq

and Lucy enjoy doing the most in their

free time now that they’ve visited

Magikos? No answer 0 0 1% 0 0 0 0

The crisps. 1% 8% 4% 2% 3% 0% 3%

The cake. 0% 1% 3% 5% 3% 0% 2%

Fruit. 28% 28% 9% 35% 47% 23% 26%

They can choose any one of these 3 snacks

because what’s important is varying your

diet and eating a little bit of everything.

70% 53%

84%

58%

47%

76%

67%

12) Which snack would you

recommend to Ben, Lucy and Jaq?

No answer 1% 10% 0 0 0 1% 2%

Yes 100% 88% 97% 93% 91% 97% 95% 13) Finally, would you like to know

more about the fantastic adventures of

Boo and his friends? No 0 12% 3% 7% 9% 3% 5%

7

OPEN ANSWERS

At question n. 7 “Now look at these other characters: what do you think of them?” linked to the Zoreffatrons image, children have given the

following answers:

Answers % of total of

521

Children find them funny. 15,35

Children find them strange and weird. 12,47

Children find them ugly. 8,44

Children noticed in particular the fact that they are aliens. 6,71

Children find them not nice and not cute. 6,14

Children find them nice. 5,37

Children noticed in particular the blue skin. 5,37

Children find them bad and evil 4,6

Children simply like them. 3,83

Children simply do not like them. 3,45

No answer and answers without any sense. 2,3

Children noticed in particular the fact that they are monsters. 2,3

Children find them sad. 2,11

Children find them prehistoric, like prehistoric men. 1,91

Children find them cool. 1,34

Children noticed in particular the fact that they are full colored. 1,15

Children find them beautiful. 1,15

Children noticed in particular the fact that they are a family. 1,15

Children find them poor. 0,95

Children noticed in particular their strange clothes. 1,15

Children find them boring. 1,15

Children find them hairy. 0,76

Children think they look like insects (ants, fleas, louces). 0,76

Children find them dirty. 0,76

8

Children noticed in particular their blue face. 0,57

Children noticed in particular their hair. 0,57

Children noticed in particular their colored hair. 0,57

Children noticed in particular their red hair. 0,57

Children find them fairy. 0,57

Children find them unfriendly. 0,57

Children find them stupid.

Children find their clothes ugly. 0,38

Children noticed in particular their colored clothes. 0,38

Children find them interesting. 0,38

Children find them lazy. 0,38

Children find them kind. 0,38

Children find them stupid. 0,38

Children noticed in particular the fact that they are different from the other characters. 0,38

Children noticed in particular the fact that they do not smile. 0,38

Children find them fat. 0,19

Children find creatures without nose. 0,19

Children noticed in particular their legs. 0,19

Children noticed in particular their freckles. 0,19

Children think that they smell bad. 0,19

Children noticed in particular their wrinkles. 0,19

Children think that they are zombies. 0,19

Children think that they are not strong but weak. 0,19

Children think that they are sick. 0,19

Children think that they are good. 0,19

Children think that they are rusty. 0,19

Children think that they are similar to monkeys. 0,19

Children think that they are not brave. 0,19

9

At question n. 9, after asking the children if they would have liked to join the four characters to learn new things, children have been asked to

explain why they have chosen yes or no at the question before. The table below reports the answers of those who have ticked yes:

Answers % of total 491

Children want to discover the adventures, they love adventures and travelling. 22,19

Children find the story funny. 18,12

Children want to learn new things, new places and discover new friends. 17,71

Children find the story interesting. 10,59

Children find the characters nice and cute. 6,1

Children like the story and the characters. 5,49

Children are interested in Boo (for instance, the fact that Boo speaks). 2,85

Children find the 4 characters a good cartoon. 2,24

Children love cartoons. 2,03

No answer or answers without any sense. 1,83

Children want to discover the other characters. 1,83

Children want to discover magic places. 1,62

Children find the story exciting. 1,62

Children simply like the story. 1,42

Children consider the 4 characters as friends. 1,22

Children like Ben. 0,81

Children find the story useful. 0,61

Children want to know what happens later. 0,4

Children like Jaq. 0,2

Children like the fantasy world described. 0,2

Children want to be like the 4 characters. 0,2

Children find the 4 characters sporty and active. 0,2

Children are interested in the fact that it is a new cartoon. 0,2

Children want to play with them. 0,2

10

The table below reports the answers of those who have ticked no:

Answers % of total 29

No answers or answers without any sense. 24,13

Children do not find the story funny. 13,79

Children do not find the story interesting. 13,79

Children do not want to learn anything. 13,79

Children do not like the fact that the 4 characters are not real. 10,34

Children do not like the fantasy and the magic. 6,89

Children think that it won’t be a good cartoon. 3,44

Children do not find the characters nice. 3,44

Children think they know already many things. 3,44

Children find Boo boring. 3,44

Children consider the story stupid. 3,44

11

The table below shows the results according to the Evaluation Grid and they confirm that the objectives have been achieved

WHAT WE NEED TO KNOW

HOW? FINAL QUESTIONS QUANTIFICATION of

SUCCESS

RESULT

At question 10, 89% of

positive answers


positive answers

Are the messages clear and conveyed in a clear and

understandable way? 3 questions Questions number 10, 11, 12 60% of positive answers


positive answers

At question 8, 94% of positive

answers


answers Are the storylines fun and engaging? 3 questions Questions number 8, 9, 13 60% of positive answers


positive answers


answers


answers


answers


answers


answers

Do children like the characters, including the

secondary characters? 7 questions

Questions number 1 to 4,

7, 8 and 9 60% of positive answers


answers

Other important quantitative and qualitative information can be extracted by questions number 5, 6, 7, 8 and 9.

12

FINAL PEDAGOGIC EVALUATION OF ANSWERS

The 2nd Questionnaire has been written according to the Evaluation Grid created ahead of the

questionnaire to provide guidelines on the evaluation. The aim of the 2nd Questionnaire was to test

and to evaluate the content of the storyboard as well as the visual impact of the characters.

Content

The 2nd Questionnaire is aimed at testing the content of the animation on the basis of the stories

described in the storylines and scripts. Storylines have been narrated to kids before asking them to

give their feedback.

The use of an informal didactical methodology instead of a formal lesson has been a good tool to

approach the children. Under this perspective, the animation has a positive communication

effectiveness because it does not ‘teach’ something, but it ‘guides’ the children to correct behaviours,

convictions, opinions and actions of a healthy lifestyle.

With regards to the three storylines, the main questions aimed at assessing if the three key messages

were clear for the children and if they were conveyed in a fun, understandable and engaging way.

In order to achieve this aim the question n.8) Would you like to join these four characters in their

adventure to learn? has been inserted to check if children felt engaged to the point that they would

have followed the characters in their adventures.

The question n.9) Why? has been thought in order to give the children the opportunity to explain why

they would have wanted to follow the adventures or not. The result has been positive: the children

have explained their interest in the stories with their wish to discover new adventures, places and

friends. The idea of adventures has activated the children interest and this means that the animation

will be very well received.

The question n.10) In your opinion, why does the Boo’s team lose the first half of the Worldenball

contest? is linked to the first key message “Healthy Breakfast”; the question n. 11) In your opinon

what will Ben, Jaq and Lucy enjoy doing the most in their free time now that they’ve visited Magikos?

is linked to the second key message “Just Move”, and the question n. 12) Which snack would you

recommend to Ben, Lucy and Jaq? is linked to the last key message “ Healthy Snacks”. Positive

results in these questions show that messages are clear and understandable.

In particular for the question n. 10) we wanted to know if children really understood the key message

and not just the facts of the stories: for this reason it has been decided to write 3 possible answers: one

is wrong, just one answer is right and one is linked to an information told in the story (so it is true) but

it is not linked to the key message, so the answer is “true but not right”. This difference between the

right answer and the true-but-not-right one has the aim to separate the children who just overhear to

the story and repeat a sentence of the telling, from the ones who really listen to the story and

understand its main meaning and message.

13

Quite the same logical operation has been followed for question n. 12) where the answers “The

crisps”, “The cake” and “Fruit” are not totally wrong but focusing on the story, it is clear that the last

answers - They can choose any one of these 3 snacks because what’s important is varying your diet

and eating a little bit of everything – is the key message. The majority of the kids (67%) answered

correctly, showing that they understood the key message, while a part of them (26%) chose the

answer Fruit because of previous knowledge.

The key messages at questions nn.10 and 12 have been understood even if the structure of the

possible answers (one wrong, one right and one true but not right) could have been misleading for

kids.

The question n. 11) has two wrong answers and one right. It has been decided to diversify the

structure of questions in order to avoid children to understand the mechanism. In addition we

considered that wrong habits in lifestyles are pretty common in children of that age group, and we

wanted to stress the negativity of activity such as TV and videogames. 89% of children answered

correctly.

The last question 13) Finally, would you like to know more about the fantastic adventure of Boo and

his friends? has been inserted in the questionnaire to check if children are interested in watching more

of this kind of animation, confirming that animations in general, and My Friend Boo in particular, are

very appreciated by children.

Visual impact

The 2nd Questionnaire has tested all characters, including secondary characters - “The Zoreffatrons”-

in order to find out if children like them, their style, what kind of impressions they give, etc..

Moreover children have been asked to indicate their favourite character and to individuate the most

“active” character among the main ones shown by images provided by Griffilms.

The animators assigned some specific features to each of the characters and through the 2nd

Questionnaire we wanted to check if children were able to recognise them. The children have rightly

identified Ben as the most active character thanks to his look and clothes, and Lucy is the less beloved

character – as she is younger than the others and a bit of a pest.

The result from question n. 5 shows that children consider Ben as the most active character so one of

the aims of the animators has been achieved: without any information about the story and the facts,

but just by a first look, the children think that Ben is the most interested in sport (60% of answers).

90% of kids stated that they like Boo – this is very important as Boo is the character who is

conveying the messages and giving advice to kids.

Concerning the secondary characters, it is very interesting to note how the children perceive the

Zoreffatrons - In fact at question n. 7) Now, look at these other characters: what do you think of

them? children have been asked to write what they think of them. This question has been thought as

an open blank question to give the children the opportunity to freely express themselves. The majority

of the children consider the Zoreffatrons nice but at the same time they find them ugly. Even if the

14

children who read this question did not know the storyline yet, they have immediately identified the

Zoreffatrons as negative characters. Their first impression has been confirmed then thanks to the

reading of the storyline of the first episode: The Zoreffatrons have very bad eating habits.

Conclusion

Compared to the starting point of this project and to the initial knowledge of the children described in

the 1st Questionnaire Report, this survey has demonstrated that an animation can really be the most

suitable tool in order to communicate to this particular target and to disseminate precious information

on the topic of the healthy food and lifestyle. Kids’ answers show that an emotional bound with

characters is much likely. This is very positive because emotional involvement means a higher level

of interest a higher capacity of absorbing the messages - which have proved to be clear and

understandable.

Of course the animation needs to be supported by the teachers’ mediation and the teaching pack will

be developed on the basis of this work, but we are confident that children will find the animation

engaging, and interesting and – most important – they will really learn about healthy lifestyles in a

fun and innovative way.

15

Annex: Evaluation Grid

2nd Questionnaire - Evaluation Grid

Objectives of the 2nd Questionnaire

As per Grant Agreement, the 2nd Questionnaire will aim to test and evaluate the content of the first

storyboard as well as the visual impact of the characters.

1- Content

� The 2nd Questionnaire will test the content of the animation on the basis of the stories described in

the storylines and scripts. Both these documents are final and are available on the “partners only

area” of the website

� We should try to have children’s feedback on, for example:

• Are the messages conveyed in a clear and understandable way?

• Are the storylines and scripts (i.e. the stories) fun and engaging?

2- Visual impact

� ACTIVE will test all characters, including secondary characters in order to find out if children

like them, their style, what kind of impressions they can give, etc

� Children will be asked to indicate their favorite character and to individuate the most “active”

character among the main ones

� Griffilms will send to Explora the secondary characters referred to in the storylines and scripts

Material needed

Content: storylines, scripts and Information material: final documents are available on the “partners

only area of the website” (section Action 4 and Action 2) / or contact Giulia to receive them.

Secondary characters: Griffilms will provide Explora with the secondary characters (The Zoreffatrons)

16

Evaluation Grid

WHAT WE NEED TO KNOW HOW? QUANTIFICATION of SUCCESS

Are the messages clear and

conveyed in a clear and

understandable way?

3 questions (questions

10 to 12) 60% of positive answers

Are the storylines fun and

engaging?

3 question

(questions 8, 9 and 13) 60% of positive answers

Do children like the characters,

including the secondary characters?

7 questions (questions

1 to 4, 7, 8 and 9)

60% of positive answers – in questions

1 to 4, 8 and 9. No quantification

possible for question 7 (open question)

Report and Evaluation

• In the 2nd Questionnaire Report, please make sure to present an overall quantitative and qualitative

analysis of the results for all countries, as well as an analysis of the results country by country

• In the report, please present the qualitative analysis of the results on the basis of:

- The objectives of the 2nd Questionnaire (what we want to know)

- Pedagogic information / elements to explain some the children’s answers

Schedule for drafting the 2nd Questionnaire

• By end of September: Explora and Griffilms liaise to provide all necessary material and possibly

discuss ideas for questions

• October 15th: Explora to send the first draft of 2

nd Questionnaire to partners

• October 23rd: Children Museums to receive final 2

nd Questionnaire for comments, feedback and

translation

• November 9th – 13

th: Submission of the 2

nd Questionnaire to Focus Group




activity






Deliverable Number: D7 c

Title of the Deliverable: Third Questionnaire’s Report

WP/Task related to the Deliverable: WP5

Type: Public

Author(s): EXPLORA

Contractor(s)/Member(s) Contributing: All Partners

Date: December 2010





Essex IG3 9RJ - UK

Phone number: 0032 486 619 818

Fax number: 0032 2 646 75 91


Project Website: www.animate-eu.com/active www.myfriendboo.com

Project ACTIVE has received funding from the European Union, in the framework of the Health Programme

The views expressed on this website are purely the authors' own and do not reflect the views of the European Commission

FI�AL REPORT 3rd Questionnaire

Author of the Report: Explora, Children’s Museum of Rome

www.animate-eu.com/active

www.myfriendboo.com

2

TABLE OF CO�TE�TS

I�TRODUCTIO� .......................................................................................................................... 3

SUBMISSIO� METHODOLOGY ................................................................................................ 3

SCHOOLS A�D DATES OF THE 3rd

QUESTIO��AIRE ........................................................ 4

�UMBER OF PARTICIPA�TS ................................................................................................... 4

AVERAGE AGE ............................................................................................................................. 5

MAI� ISSUES OF THE 3rd

QUESTIO��AIRE ........................................................................ 5

3rd

QUESTIO��AIRE A�ALYSIS .............................................................................................. 6

Quantitative evaluation of the B form answers .................................................................................................... 6

Answers to the B form open questions .................................................................................................................. 7

FEEDBACK FROM THE CHILDRE� VISITI�G THE MUSEUMS ...................................... 9

Quantitative evaluation of the H Form answers .................................................................................................. 9

Answers to the H form open questions ............................................................................................................... 10

PARE�TS’ FEEDBACK ............................................................................................................. 11

FI�AL PEDAGOGICAL EVALUATIO� OF A�SWERS ........................................................ 12

Introduction .......................................................................................................................................................... 12

Objectives of the 3rd

Questionnaire ..................................................................................................................... 12

Children’s perception of the animations ............................................................................................................ 12

Parents’ perception of the animation .................................................................................................................. 13

TEACHI�G PACK EVALUATIO� ............................................................................................ 14

Quantitative evaluation of C form answers ........................................................................................................ 14

Answers to the open questions about the Teaching Pack .................................................................................. 15

TEACHI�G PACK: OUR CO�CLUSIO� ................................................................................. 17

3

I�TRODUCTIO� This document reports the data and information collected from children in 6 schools from 6 European countries involved in the pedagogical evaluation of project Active: Belgium, Bulgaria, Ireland, Italy, Poland and Spain. Except for Spain, the school activities have been coordinated by a local children’s museum. In Spain a school has directly carried out the activities. The data illustrated in the following pages provide feedback from the selected groups of children on the main project output: the three episodes of the Healthy Living strand of the animation series My Friend Boo (MFB). The methodological approach carried out for the pedagogical evaluation during the production phase revolved around 6 groups of children, each constituted by 100 children. Children were involved through three steps of a process of participating planning. This process is a specific approach which aims to involve all interested parties to deal with an issue and to develop a common output. In the Active project children have been direct actors of the production phase with animators, issues experts, communication and TV specialist. Their involvement has certainly improved the quality of the final output. The animations were also tested by collecting the feedback of parents participating to the whole project since they received the episodes on DVDs to be watched at home. In addition, at the occasion of the third step of the pedagogical evaluation, we have also collected feedback from other children who did not participate to the previous two steps of this process (March 2009 and November 2009). In particular, an addition 100 fresh and external group of kids have been added to the third step of the pedagogic evaluation in order to compare their answers to the (about) 600 children that have participated in the whole process. Each museum has therefore organized screenings for about 100 children who were visiting the museum with their families and invited them to fill a questionnaire on the animations in. The last part of this report includes also an evaluation of the answers given by the teachers of the children participating to the whole project about the Teaching Pack (TP) that complements the animation and is another important project output. SUBMISSIO� METHODOLOGY A questionnaire has been developed and sent to the 5 children museums and the Spanish school. In addition to the DVDs to be given to the children and the TP for their teachers, each museum coordinator has received seven documents to be distributed and three files to report all the data, as indicated below: • GUIDELINES to organize all the activities; • A FORM: for museum staff to conduct the 3rd round of the pedagogic evaluation (3rd Questionnaire); • B FORM: to be filled in by the children during the 3rd Questionnaire. It is a document without questions,

provided with blank spaces for answers and numbers according to the questions in the A FORM; • C FORM: questionnaire on TP to be filled in by each teacher after the fifteen-days-testing at school of

the TP; • D FORM: questionnaire on animation for parents of the children involved in the pedagogic evaluation to

be filled in by one of them at home after watching the three episodes at home; • E FORM: to report the information on the 3 Questionnaire in each country; • F FORM: to collect the answers of the children given in B Form; • G FORM: to collect the answers of the teachers on the TP given in C Form and the answers of the

parents on the animation given in D Form; • H FORM: questionnaire to be filled in by the children, not part of the whole pedagogic evaluation, who

visited the museum and watched the animation; • I FORM: to collect the answers of the children given in H Form. The entire documentation is available upon request.

4

SCHOOLS A�D DATES OF THE 3

rd QUESTIO��AIRE

• Belgium: Sint-Romboutscollege, Mechelen - May 11th 2010

• Bulgaria: 120 Osnovno Uchilichte Georgi Stoikov Rakonski, Sofia - May 21st 2010

• Ireland: Queen of Angels Primary School Wedgewood, Dublin - May 10th 2010

• Italy: Scuola Elementare statale Ada Tagliacozzo, Rome – May 13th 2010

• Poland: Primary School number 12 and Primary School number 173 Lódz, - May 13th -14th 2010

• Spain: CEIP La Llàntia, Mataró – November 2010 �UMBER OF PARTICIPA�TS

Belgium

Technopolis

Bulgaria

Artland

Ireland

Imaginosity

Italy

Explora

Poland

Parkminiatur

Spain

Ceip La

Llàntia

Total

Children1 96

44B+ 52G

96

42B+54G

75

33B+42G

123

62B+61G

90

48B+42G

90

47B+43G

570

276B + 294G

Children2 101

47B+54G

80

43B+37G

100

45B+55G

97

57B+40G

100

53B+47G - - -

478

245B + 233G

Total 1048

521B + 527G

Parents3 60 44 65 5 89 40 303

Teachers 2 3 4 7 4 3 23

B= Boys; G= Girls

1 Participating to the whole pedagogic evaluation 2 Visiting the children museums and watching the animations 3 Of the children participating to the whole pedagogic evaluation

5

AVERAGE AGE The average age of the children participating to the third questionnaire is 8,9. • EXPLORA (Italy): 8,9

• IMAGINOSITY (Ireland): 9

• PARKMINIATUR (Poland): 8,5 • TECHNOPOLIS (Belgium): 8,5 • ART LAND (Bulgaria): 9 • CEIP LA LLÀNTIA (Spain): 10 MAI� ISSUES OF THE 3

rd QUESTIO��AIRE

There are not major issues raised during the third questionnaire however, it is important to note that: • Belgian and Irish children have considered the last episode A little bit of everything different from the

others (for its short duration)

• The Italian teachers considered the episode Zeno’s birthday a little bit too slow

• The activities with the Spanish children have been organised in November 2010. Unfortunately the Catalan school could not organize the questionnaire at the same time of the other schools as the dubbed version of the episodes in Catalan was not ready

6

3rd

QU

ES

TIO

��

AIR

E A

�A

LY

SIS

Qu

an

tita

tiv

e ev

alu

ati

on

of

the

B f

orm

an

swer

s

Qu

esti

on

s A

nsw

ers

per

co

un

trie

s

BE

LG

IUM

B

UL

GA

RIA

IT

AL

Y

IRE

LA

�D

P

OL

A�

D

SP

AI�

G

E�

ER

AL

1) D

id y

ou e

njoy

the

anim

atio

n?

Yes

N

o N

o an

swer

s

92%

6%

2%

82%

18

%

0%

90%

10

%

0%

89%

11

%

0%

87%

13

%

0%

86%

14

%

0%

87,7

%

11,9

%

0,4%

2) W

hich

one

of

the

3 ep

isod

es h

as ta

ught

yo

u m

ore

thin

gs?

Wor

denb

all

Zen

o’s

birt

hday

A

litt

le b

it o

f ev

eryt

hing

N

o an

swer

s

36%

15

%

49%

0%

43%

34

%

22%

1%

48%

11

%

50%

0%

44%

23

%

33%

0%

38%

14

%

48%

0%

43%

27

%

30%

0%

40,3

%

20,1

%

39,2

%

0,1%

3) W

ould

you

like

to

wat

ch m

ore

epis

odes

of

My

Fri

end

Boo

?

Yes

N

o N

o an

swer

s

84%

10

%

6%

81%

19

%

0%

86%

14

%

0%

87%

13

%

0%

82%

18

%

0%

87%

13

%

0%

84%

15

%

1%

6) A

fter

hav

ing

wat

ched

the

epis

ode

abou

t sna

cks,

whi

ch

snac

k w

ould

you

su

gges

t to

Ben

, Luc

y an

d Ja

q?

Cri

sps

Cak

e Fru

it

A li

ttle

bit

of

ever

ythi

ng

2%

2%

13%

83

%

11%

2%

7%

80

%

2%

3%

17%

78

%

5%

3%

13%

79

%

0%

0%

21%

79

%

0%

0%

13%

87

%

4%

2%

14%

80

%

8) W

ill y

ou s

ugge

st

your

par

ents

and

fa

mil

y m

embe

rs to

try

and

do th

e sa

me?

Yes

N

o N

o an

swer

s

79%

19

%

2%

71%

29

%

0%

95%

5%

0%

80%

20

%

0%

86%

14

%

0%

94%

6%

0%

84,7

%

14,9

%

0,3%

7

Answers to the B form open questions

Question n. 4 asked the children to write why does the Boo’s team lose the first half of the Worldenball contest in the episode Worldenball.

Answers % of total

570

Children think that the cause is the fact that Lucy had no breakfast 56,3

Children think that the cause is the fact that Lucy had no energy 35,2

Children who wrote that Lucy has already had breakfast 4,5

Children think that the cause is the fact that Lucy did not eat healthy food 1,2

Children think that Boo's team have got wrong diet 0,8

Children think that the cause is the fact that the other team was full of food 0,7

Children think that the cause is the fact that Lucy could not play 0,5

Answers without any sense, Unreadable answers, Lack of answers 0,5

Question n. 5 asked the children to write what in their opinion will Ben, Jaq and Lucy enjoy doing the most in their free time after their visit to Magikos in the second episode Zeno’s Birthday.

Answers % of total

570

Children who think that they will do physical exercises and sports; Children who think that they

will move more

49,4

Children who think that they will play and stay (in the garden on the beach, at the playground) 29,8

Children who think that they will jump on clouds, go on the slide and stairs 11

Answers without any sense, Unreadable answers, Lack of answers 4

Children who think that they will pick up the shells 1,9

Children who think that they will have a healthy diet 1,2

Children who think that they will go on adventures 0,8

Children who think that they will not watch tv 0,8

Children who think that they will go back to Magikos 0,1

Children who think that they will enjoyed the party the most 0,1

Children who think that they will have a snack 0,1

Children who think that they will put a poster "Eat and move on". 0,1

8

Question n. 7 asked the children to write what they want to do at school, at home and in their spare time to have a healthy lifestyle.

Answers % of total

570

Children who want to perform physical exercises and sport 27,1

Children who want to eat a little bit of everything 15,9

Children who want to eat fruit and vegetables, eat fruit everyday, eat more fruit 15,2

Children who want to eat healthy food and less junk food, children who want to eat less sweets,

children who want to eat in a better way

14,2

Children who want to play outside, play hula hoop 8,2

Children who want to move more 7,8

Answers without any sense, Unreadable answers, Lack of answers 3,1

Children who want to have breakfast, have a good breakfast 3,1

Children who want to watch tv, eat fat food, play videogames, play computer games 1,2

Children who want to play with their friends 0,8

Children who want to follow Boo's advices 0,7

Children who want to have a snack before the sport and movement 0,3

Children who want to walk more 0,3

Children who want to watch less tv 0,3

Children who want to go biking 0,2

Children who want to eat at the right times 0,2

Children who want to eat less 0,1

Children who want to use the stairs instead of the lift 0,1

Children who want to ride on a scooter 0,1

9

FE

ED

BA

CK

FR

OM

TH

E C

HIL

DR

E�

VIS

ITI�

G T

HE

MU

SE

UM

S

Qu

an

tita

tiv

e ev

alu

ati

on

of

the

H F

orm

an

swer

s T

he tab

le b

elow

gat

her

the

data

of

the

answ

ers

give

n by

the

5-8

year

s ol

d ch

ildr

en w

ho h

ave

wat

ched

the

ani

mat

ion

duri

ng the

ir v

isit

to th

e m

useu

ms

and

have

fille

d th

e H

for

m i

n. I

n B

ulga

ria,

the

re i

s no

t an

exh

ibitio

n ar

ea, bu

t A

rt L

and

man

aged

to

wor

k w

ith

othe

r ne

w 8

0 ch

ildr

en o

f th

e pr

imar

y sc

hool

96

SO

Y L

ev T

olst

oi

- Sof

ia.

Qu

esti

on

s A

nsw

ers

per

co

un

trie

s

BE

LG

IUM

B

UL

GA

RIA

IT

AL

Y

IRE

LA

�D

P

OL

A�

D

GE

�E

RA

L

1) W

hich

epi

sode

did

you

just

wat

ch?4

Wor

lden

ball

Zen

o’s

birt

hday

A li

ttle

bit o

f ev

eryt

hing

42,5

%

57,4

%

0%

20%

40%

40%

43,7

5%

28,4

7%

27,7

%

0%

65%

35%

42,5

%

35,1

%

22,2

%

40,1

%

58,9

%

37,4

%

2) D

id y

ou e

njoy

the

anim

atio

n?

Yes

No

No

answ

ers

79%

19%

2%

98%

1%

1%

84%

16%

0%

90%

10%

0%

96%

4%

0%

89%

10%

1%

3) W

ould

you

like

to

wat

ch m

ore

epis

ode

of M

y F

rien

d B

oo

Yes

No

No

answ

ers

70%

30%

0%

92%

8%

0%

83%

14%

3%

70%

30%

0%

78%

22%

0%

78%

21%

1%

6) W

ill y

ou s

ugge

st

your

par

ents

and

fam

ily

mem

bers

to

try

and

do th

e sa

me?

Yes

No

No

answ

ers

81%

10%

9%

88%

9%

2%

73%

19%

8%

75%

13%

12%

84%

16%

0%

81%

13%

6%

4 T

he c

hild

ren

coul

d tick

mor

e th

at o

ne o

ptio

ns, f

or th

is r

easo

n th

e pe

rcen

tage

s in

dica

te th

e nu

mbe

r w

ith

resp

ect t

o th

e to

tal.

10

Answers to the H form open questions

Question n. 4 asked the children to write what they learnt from the animation.

Answers % of total

478

Children who want to perform physical exercises 22,5 Answers without any sense, Unreadable answers, Lack of answers 18,4 Children who want to eat healthy food 16,9 Children who want to eat a little bit of everything 11,2 Children who want to have breakfast 11,2 Children who want to do some kind of sport 4,8 Children who want to play instead of watching tv 4,8 Children who want to eat fruit and vegetables 3,5 Children who want to play outside 3,3 Children who want to eat less sweets 1,2 Children who want to move more 0,8 Children who want to have breakfast in order to have more energy 0,6 Children who want to live in a healthy way 0,4

45,18% of the children has understood the message about the healthy food habits and 36,29% has noted the message about the importance of the movement in the daily life. Question n. 5 asked the children to write what they want to do at school, at home and in their spare time to have a healthy lifestyle.

Answers % of total

478

Children who want to perform physical exercises 35,9 Children who want to eat healthy food 19,6 Children who want to play outside 16,5 Answers without any sense, Unreadable answers, Lack of answers 12,5 Children who want to eat a little bit of everything 4,18 Children who want to have a good breakfast 3,5 Children who want to eat fruit and vegetables 2,5 Children who want to run and jump 1,8 Children who want to ride on a bike 0,6 Children who want to watch the animation 0,4 Children who want to play on the computer 0,4 Children who want to eat more 0,4 Children who want to play with the rope 0,4 Children who want to walk a lot 0,2 Children who want to be healthy 0,2 Children who want to play with the dog 0,2 Children who do not want to eat sweets 0,2

55,62% of the children want to move more in their spare time and 30,39% want to eat in a healthy way.

11

PA

RE

�T

S’

FE

ED

BA

CK

The

tab

le b

elow

gat

hers

the

dat

a of

the

answ

ers

give

n by

the

par

ents

of

the

chil

dren

inv

olve

d in

the

pro

ject

who

hav

e w

atch

ed the

ani

mat

ion

at h

ome

usin

g th

e D

VD

gi

ven

to e

ach

child

and

have

fill

ed th

e D

For

m in

. Q

ues

tio

ns

An

swer

s p

er c

ou

ntr

ies

B

EL

GIU

M

BU

LG

AR

IA

ITA

LY

IR

EL

A�

D

PO

LA

�D

S

PA

I�

GE

�E

RA

L

1) D

id y

ou a

lrea

dy k

now

ab

out t

he a

nim

atio

n th

at

you

have

just

wat

ched

? D

id y

our

child

ever

m

ention

ed it

at h

ome?

Yes

N

o N

o an

swer

53%

45

%

2%

55%

45

%

0%

20%

80

%

0%

69%

31

%

0%

16%

84

%

0%

38%

62

%

0%

43,2

%

56,4

%

0,3%

2) D

id y

ou e

njoy

the

anim

atio

n?

Yes

N

o 80

%

20%

93

%

7%

100%

0%

82

%

18%

89

%

11%

97

%

3%

87%

13

%

3) D

o yo

u th

ink

the

anim

atio

n ca

n he

lp y

our

chil

d le

arn

abou

t hea

lthy

life

styl

es?

Yes

N

o N

o an

swer

75%

23

%

2%

91%

9%

0%

80%

20

%

0%

84%

5%

11

%

97%

3%

0%

100%

0%

0%

89%

8%

3%

4) D

o yo

u th

ink

that

mor

e ed

ucat

iona

l too

ls li

ke th

is

one

wou

ld b

e us

eful

to

posi

tive

ly in

flue

nce

your

ch

ild/

childr

en b

ehav

iour

to

war

ds im

port

ant i

ssue

s,

such

as

heal

thy

life

styl

e?

Yes

N

o N

o an

swer

83%

17

%

0%

93%

7%

0%

80%

20

%

0%

83%

6%

11

%

99%

1%

0%

100%

0%

0%

94%

6%

0%

5) A

nd w

hat a

bout

you

? D

o yo

u th

ink

this

kin

d of

to

ol c

an h

ave

a po

sitive

in

flue

nce

on y

our

beha

viou

r as

wel

l?

Yes

N

o N

o an

swer

54%

43

%

3%

84%

16

%

0%

100%

0%

0%

77%

8%

15

%

72%

28

%

0%

87%

13

%

0%

81%

15

%

4%

6) W

ould

you

enc

oura

ge

othe

r ad

ults

and

par

ents

to

wat

ch th

is a

nim

atio

n w

ith

thei

r ch

ildr

en /

gran

d-ch

ildr

en?

Yes

N

o N

o an

swer

70%

28

%

2%

93%

7%

0%

100%

0%

0%

83%

0%

17

%

84%

16

%

0%

87%

13

%

0%

83%

13

%

4%

12

FI�AL PEDAGOGICAL EVALUATIO� OF A�SWERS

Introduction The pedagogical evaluation is based upon the data collected from all the forms, both from the multiple choices questions and the open ones. It considers the answers given by the children participating to the 3rd Questionnaire, their parents and new groups of children who did not know anything about the project. Objectives of the 3

rd Questionnaire

The aim of the last step of the project was to involve the same children of the previous questionnaires and watch the final episodes in order to evaluate: • the visual impact of the animation, with questions aimed to know if children liked it or not, if they found

the stories funny, interesting and engaging. • the clarity of the key messages of the stories, with questions aimed to know what the children have

understood and in which way they think to change their food habits and their interests in the spare time.

The visual impact of the animation, its content, and its utility have been evaluated also asking their parents and other new children to give their feedback. Children’s perception of the animations Children have been involved in three consecutive steps of the pedagogical evaluation with their teachers, the museums and their families. They have all contributed to the project with their important educational roles. A fact that comes out from the analysis of the answers is the great will to communicate also to other people the information that they have learnt (84,7% of the children participating to the whole process and 81% of the new children): this desire is synonymous of enthusiastic discovery, great will to share a pleasant experience with the others and need to disseminate the information that the children have acquired. It is clearly visible also the fact that the children would like to continue the path of the project: 84% of the children participating to the whole process and 78% of the new children would like to watch more episodes of MFB. The majority of the school-children think that the animation is funny, and in particular the episodes Worldenball and A little bit of everything have been appreciated the most (40,3% of the children like Worldenball and 39,2% like A little bit of everything). The key messages of the episodes seems to have been caught by children: • Children understood that Lucy had not energy since she missed breakfast (energy 35,2% - breakfast

56,3%). • Children (49,4%) considered the movement as a basis for an healthy lifestyle; the other children seems to

have been influenced by the fact that in the animations the movement has been emphasized and fantasized too much so some of their answers are too connected to the single episode than to a general message. In these cases the movement has not been considered as something to be done in the daily life in order to feel better and to have a good health, but as something that is not real. However, 27,1% of them said that they would like to perform physical exercises and sport to have a healthy lifestyle. In their opinion the movement is a natural and physiological action.

• Children understood that the food is energy for the body and in the episode Worldenball they have caught this message instinctively: every child has been thirsty or hungry and has felt himself pleased after satisfying these needs. The cause-and-effect of their lived experience has made them able to acquire immediately the information in the episode Worldenball.

• Data collected from the new group of children are aligned with those of the children participating to the whole process.

13

Parents’ perception of the animation A good nutrition is vital for the children’s physical growth but at the same time it is very important also for their emotional growth. Food fills a physical need but it also establishes a communication between the child and the mother since the first days of life. Through this first relation with the mother, the child discovers himself and the world around him day by day, he learns the rhythms, the pauses and the repetitive acts of this ritual that makes stronger the relation with his mother. The child through the food learns to recognize, to remind, to wait. For a child the encounter with the food is also an encounter with the love since the filling of the hunger takes place inside a relation where somebody (the mother) takes care of the child with love. And the child lives on this love. The parents of the children participating to the project have been involved in Active since this theme strongly bonds them and their children every day. In some cases there are conflicts between parents and children about the nutrition which often brings the parents to panic about food: they apprehend if the child does not eat, they are afraid and think that the child does not eat enough food, he does not want to have breakfast in the morning or eats too slowly and they hurry him to go to work. We were not surprised therefore to notice that parents consider a cartoon animation on healthy lifestyles a suitable tool for their children. They seemed to largely appreciate this approach to deal with this topic (87% of the parents has enjoyed watching the animations). We have also found very interesting the link between the large and significant positive feedback on the animations and the 56,4% of parents who did not know anything about Active. In our view this show an important gap to fill and perhaps the need to support a more frequent and informed dialogue between children and their parents on this topic.

14

TE

AC

HI�

G P

AC

K E

VA

LU

AT

IO�

Qu

an

tita

tiv

e ev

alu

ati

on

of

C f

orm

an

swer

s

The

tabl

e be

low

gat

hers

the

answ

ers

give

n by

the

teac

hers

in th

e C

For

m a

fter

test

ing

the

Tea

chin

g P

ack

at s

choo

l for

15

days

aft

er th

e 3rd

Que

stio

nnai

re.

Qu

esti

on

s A

nsw

ers

per

co

un

trie

s B

EL

GIU

M

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LG

AR

IA

ITA

LY

IR

EL

A�

D

PO

LA

�D

S

PA

I�

GE

�E

RA

L

1) D

id y

ou m

ake

all t

he

prop

osed

act

ivit

ies

wit

h yo

ur c

lass

?

Yes

N

o N

o, b

ut I

will i

n th

e ne

xt w

eeks

0%

100%

0%

33,3

..%

33,3

..%

33,3

..%

43%

0%

57

%

0%

75%

25

%

0%

0%

100%

0%

100%

0%

17%

39

%

44%

2)

Do

you

thin

k th

e T

P is

a

usef

ul to

ol to

teac

h ch

ildr

en

abou

t hea

lthy

life

styl

e?

Yes

N

o

100%

0%

0%

100%

0%

0%

100%

0%

0%

75%

0%

25

%

100%

0%

0%

100%

0%

0%

96%

0%

4%

3)

Do

you

find

the

back

grou

nd in

form

atio

n us

eful

for

teac

hers

?

Yes

N

o 10

0%

0%

100%

0%

10

0%

0%

100%

0%

10

0%

0%

100%

0%

10

0%

0%

4) D

o yo

u th

ink

the

TP

pr

oper

ly c

ompl

emen

ts th

e an

imat

ion?

Yes

N

o 50

%

50%

10

0%

0%

100%

0%

10

0%

0%

100%

0%

10

0%

0%

95,6

%

4,4%

5) D

o yo

u th

ink

the

acti

viti

es p

ropo

sed

are

rele

vant

and

age

-ap

prop

riat

e?

Yes

N

o N

o an

swer

50%

0%

50

%

100%

0%

0%

100%

0%

0%

100%

0%

0%

100%

0%

0%

100%

0%

0%

95,6

%

0%

4,4%

6) D

oes

the

TP

fit w

ith

your

sc

hool

pro

gram

me?

Y

es

No

50%

50

%

100%

0%

10

0%

0%

100%

0%

10

0%

0%

100%

0%

95

,6%

4,

4%

7) D

id y

our

pupi

ls li

ke th

e ac

tivi

ties

of

the

TP?

Yes

N

o N

o an

swer

0%

0%

100%

100%

0%

0%

100%

0%

0%

100%

0%

0%

100%

0%

0%

0%

0%

100%

78%

0%

22

%

11)

Will

you

use

the

TP in

th

e fu

ture

als

o w

ith

othe

r pu

pils

who

wer

e no

t in

volv

ed in

the

proj

ect?

Yes

N

o 10

0%

0%

100%

0%

57

%

43%

10

0%

0%

100%

0%

10

0%

0%

87%

13

%

12)

Will

you

pro

mot

e th

e T

P a

mon

g ot

her

coll

eagu

es?

Yes

N

o N

o an

swer

50%

0%

50

%

100%

0%

0%

57%

43

%

0%

100%

0%

0%

100%

0%

0%

100%

0%

0%

83%

13

%

4%

15

Answers to the open questions about the Teaching Pack The teachers of the classes involved in the project have been asked to explain the reason of their answers. Just 4 teachers made all the activities, but most of them (10 teachers) have said they will do it soon. The main reason why some of them could not carried out all the activities was lack of time since the teachers have had not enough time at the end of the school year. 2 teachers from Belgium explained that they did not use the TP with the children since they had already treated the topic during the year. Teachers consider the TP a useful tool to teach children about healthy lifestyles for many reasons. These are some their answers: • It involves the children in an engaging and effective way (4 teachers) • It helps the children to reflect on healthy lifestyles (5 teachers) • The TP contains ready outlines and teaching aids, interesting and age-appropriated activities propositions

for kids. I suggest to include also activities about personal hygiene (1 teacher) • There are interesting activities propositions for kids and the kids like the animation. Subject matter is very

important for them (1 teacher) • There are clear and understandable orders, clear and absorbing (in positive way) illustrations (1 teacher); • As pedagogical tool it is good for this age (1 teacher) • It links in well with the cartoon (1 teacher) • I has easy activities (1 teacher) • It meets the children's living environment (1 teacher) • Some activities could be used during our lessons about the theme (1 teacher) • It will feel the missing in the school materials (1 teacher) • It has different activities that help the teachers (1 teacher)

Teachers also explained why they consider useful the background information: • It is an useful tool to reflect on the topic (4 teachers) and This is perfect base to realize healthy subject

matter (1 teacher) • It is full of input for new activities (2 teachers) • It has good learning objectives (1 teacher) • It is good to work with the theme from a different angle (4 teachers) • It saves time for preparation for classes (1 teacher) • It introduces ready decisions (1 teacher) • Partly, those information can be used as curiosity for kids. They widen teacher knowledge according to

realized subject (1 teacher) • Materials widen teacher knowledge according to realized subject and they systematize it (1 teacher); • It explains the terms well (1 teacher) • It has useful reference (1 teacher)

Teachers explained why the TP properly complements the animation: • It proposes different and several activities (3 teachers) • It gives good background information on characters (2 teachers) • It is good to add some visuals to the theory (1 teacher) • The children analyze and think about the things they see doing the activities(1 teacher) • There are tasks that are realized according to animation. Knowledge is widen on specific subject (1 teacher) • It contains a lot of information and it widens and consolidates specific subject (1 teacher) • There are tasks that can be realized based on animation (1 teacher) We also had a negative answer from 1 teacher who said: I don't think the film is necessary to add to the TP.

16

Teachers explained why the TP is age-appropriated: • It achieves the aim in a simple way (4 teachers) • The activities are based on the playing (3 teachers) • They stimulate kids to acting and be active (2 teachers) • The children like to study by games, drawing and other activities

• They stimulate kids to active working (1 teacher) • The drawing activities are suitable for a wide range of ages (1 teacher) • The activities are easy to do (1 teacher)

Teachers explained why the TP fits with the school programme: • Teaching programmes contains essence related with healthy nutrition, active way of life and they influence

on human health (6 teachers) • It fits with many subjects (4 teachers) • School provides breakfast (1 teacher)

Teachers explained why the pupils like the activities: • They are interesting (3 teachers) • Kids were very active and committed (2 teachers) • It gives the children the possibility to put together their families and the heroes (1 teacher) • Pupils were very active and dedicated. They were very happy after receiving certificate at the end of classes.

• They willingly experienced favourite adults games (1 teacher)

Teachers indicated the activity that the children liked the most: • Lesson 2 – Movement ‘Zeno’s Birthday’ – Activity 5 Movement across the ages (3 teachers) • Lesson 1 – Breakfast ‘Worldenball’ – Activity 2 Drawing: why should you eat breakfast? (3 teachers) • Lesson 1 – Breakfast ‘Worldenball’ – all the activities (2 teachers) • Lesson 2 – Movement ‘Zeno’s Birthday’– all the activities (1 teacher) • Lesson 2 – Movement ‘Zeno’s Birthday’– Activity 2 Moving is fun! (1 teacher) • Lesson 1 – Breakfast ‘Worldenball’ Activity 4 (home activity) Breakfast Recipes (1 teacher).

Teachers indicated the most interesting activity in their opinion: • Lesson 1 – Breakfast ‘Worldenball’ – all the activities (4 teachers) • Lesson 2 – Movement ‘Zeno’s Birthday’– Activity 3 Drawing: How to be active? (2 teachers) • Lesson 1 – Breakfast ‘Worldenball’ – Activity 2 Drawing: why should you eat breakfast? (2 teachers) • Lesson 1 – Breakfast ‘Worldenball’ Activity 4 (home activity) Breakfast Recipes (1 teacher) • Lesson 2 – Movement ‘Zeno’s Birthday’– Activity 2 Moving is fun! (1 teacher) • Lesson 1 – Breakfast ‘Worldenball’ Activity 1 Brainstorming: about breakfast (1 teacher).

Teacher were asked to indicate the difficulties they encountered. 1 teacher mentioned the fact that the website www.animate-eu.com/active is only in English and another teacher considered hard to do the take home activities. Teachers were asked to indicate the best channel to inform their colleagues about the existence of the TP and they answered: • The Italian TV channel Rai Scuola • E-mail to the teachers and also to school principals who can forward e-mails to their teachers • Teachers magazines • School newsletters • Websites (www.klascement.be, official website for primary education, official website of the department of

education, other educational websites) • TP promotional leaflets in the schools.

17

TEACHI�G PACK: OUR CO�CLUSIO�

The role of the teachers in the ACTIVE project is relevant since they have accompanied their pupils from the beginning to the end. Their opinions and points of you have been considered during all the project development. Unfortunately their testing of the teaching pack coincided with the end of the school year so some teachers have had no time to test all the activities of the TP with their pupils. However the high percentage of teachers explained that that would have tested the untested activities “in the next weeks” (answers to question 1, option c). All the teachers showed a strong interest in the TP and largely considered the supporting material provided by the TP as a useful tool. In their opinion the TP is adequate to integrate their didactical needs. In fact the teachers have caught all the positive features that we aimed to give to the TP. In particular they have appreciated the engaging approach of the TP, the playful way to involve children, the positive input that it gives the children in order to reflect on healthy lifestyles and the strong, creative, link with the animation. Very importantly, the teachers considered the TP age-appropriate therefore they considered it a precious tool that can easily integrate other existing, more formal, tools to deal with this topic.

project acronym: active a c t i v e - europa · project acronym: active project title: animation...

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