“ASSE

ESS THE EFFECTI

E VENESS OF STRU
UCTURED
D VIDEO
T
TEACHIN
NG PROG
GRAMME
E ON KN DGE AND ATTITUD
NOWLED DE
REGAR
RDING WEANING
W G AMONG
G MOTHE
ERS OF IN
NFANTS
RESIDING
R G AT SAM
MAYANA
ALLUR , M
MADURA
AI”.

M, Scc., (NURSIN
NG) DEGRE
EE EXAMIN
NATION
BR
RANCH II-C
CHILD HEA
ALTH NURS
SING

COLL
LEGE OF NURSING
N
MADURA
AI MEDICAL
L COLLEG
GE
MA
ADURAI 60
00020

A Disseertation submitted to
THE
E TAMILN
NADU DR
R.M.G.R. MEDICAL
M L UNIVER
RSITY,
CH
HENNAI-600032
In parttial fulfillm
ment of thee requirem
ment for aw
wardof the degree of
MAS
STER OF
F SCIENCE
E IN NUR
RSING

A
APRIL 20012
 “ASSESS THE EFFECTIVENESS OF STRUCTURED VIDEO
TEACHING PROGRAMME ON KNOWLEDGE AND
ATTITUDE REGARDING WEANING AMONG MOTHERS
OF INFANTS RESIDING AT SAMAYANALLUR,
MADURAI”.

Approved by dissertation committee on____________________

Expert in Nursing Research_______________________________
Ms. JENETTE FERNANDES, M, Sc (N),
Principal,
College of Nursing,
Madurai Medical College,
Madurai-20.

Expert in Clinical Specialty_______________________________

Mrs.R.JEYASUNDARI,M,Sc(N).,M.A(pub.admn).,M.A(socio).,M.A(JMC).,M.Phil,
Faculty in Child Health Nursing,
College Of Nursing,
Madurai Medical College, Madurai-20.

Expert in Pediatric Medicine _______________________________

Prof.Dr.P. AMUTHA RAJESWARIM.D, D.CH.,
Director,
Institute of Child Health and Research Centre,
Govt. Rajajihospital.Madurai-20.

.
 CERTIFICATE

This is to certify that this dissertation titled“Assess the effectiveness of

structured video teaching programme on knowledge and attitude regarding
weaning among mothers of infants residing atsamayanallur , Madurai.”is the
bonafide work done by Mr. R.Ravi, College of Nursing, Madurai Medical college,
Madurai-20 submitted to THE TAMILNADU DR.M.G.R. MEDICAL UNIVERSITY
CHENNAI-32 towards the partial fulfillment of the requirement for the award of the
degree of MASTER OF SCIENCE INNURSING, Branch–II Child Health Nursing,
under our guidance and supervision during the academic period from 2010-2012.

Ms.A.JENETTE FERNANDESM.Sc(N)., DR. EDWIN JOE M.D (F.M)

PRINCIPAL, DEAN,
College of Nursing, Madurai Medical College,
Madurai Medical College, Madurai -20.
Madurai -20.
 ACKNOWLEDGEMENT

I Praise and thank the God almighty for his abundant grace and blessing
showered upon me throughout my study.

With profound joy and gratitude, I acknowledge the help of all those who have
contributed towards the successful completion of this endeavor.

I extend my sincere thanks to Dr.Edwin Joe,M.D (F.M)., Dean, Madurai

Medical College, for his acceptance and approval for the study.

I express my sincere thanks to Dr.Sivakumar,M.S.,former Medical

superintendent and Head of Ethical committee, Government Rajaji Hospital, Madurai
for providing permission and necessary facilities to conduct the study.

I wish to express my sincere heartfelt thanks and gratitude to

Prof.Dr.P.Amutharajeswari M.D,D.CH.,Director, Department of paediatric medicine,
Institute of child health and research centre, Government Rajaji Hospital, Madurai for
granting permission to conduct the study and his valuable suggestions and guidance.

My deep sense of gratitude to Ms.Jenette Fernandes,M.Sc(N)., Principal,

college of nursing, Madurai Medical College, Madurai for her unequivocal concern,
constant support, encouragement, guidance and blessings during the study.

I extend a special thanks to Mrs. S. poonguzhali M.Sc (N), M.A.,Reader,

college of nursing, Madurai Medical College, Madurai for her advice and
encouragement in completing the study.

My sincere thanks to Mrs.R.Jeyasundari, M.Sc(N).,M.A.,M.Phil.,Co-ordinator

of child health nursing, college of nursing, Madurai Medical College for her valuable
suggestions and guidance that contributed to the growth throughout the study.
 I offer my earnest gratitude to Dr.Mrs.Prasanna baby M.Sc (N).,Ph.D former
principal, for her valuable guidance, constant encouragement and moral support.

I convey my special thanks to Miss.A.R.SudharmaDevi, M.Sc (N).,Faculty in

Child Health Nursing for her valuable guidance, constant encouragement and moral
support.

I offer my earnest gratitude to Mrs.N. Maheswari M.Sc (N).,M.A Faculty in

Child Health Nursing for her valuable guidance, constant encouragement and moral
support.

My sincere thanks to all the faculty members , for their enlightening suggestions,
constructive criticism, valuable judgments and recommendation while validating the
content of tool.

I wish to express my heartfelt thanks and gratitude to

Dr. G.Mathevan M.D, D.CH Professor , Department of Pediatrics, Institute of child
health and research centre, Government Rajaji Hospital, Madurai for validating research
tool and suggestions to carry out the study.

I wish to express my heartfelt thanks and gratitude to Dr.Suresh

M.B.B.S.,D.A Block Medical Officer, Samayanallur, Madurai for his valuable
guidance, constant encouragement and suggestions to carry out the study.

My special thanks to Mr.A.Venkatesan, M.Sc(stat), P.G.D.C.A Lecturer in

statistics, Madras Medical College, Chennai for his expert guidance in the statistical
analysis procedure.

I also thanks to Mr.S.Kalaiselvan, B.L.I.S, Librarian, college of nursing,

Madurai Medical College, Madurai for permitting me to utilize the library facilities.
 My earliest gratitude to all my subjects who have participated in my study for
their support and kind co-operation to complete my study successfully. My affectionate
thanks to friends, classmates and juniors for their encouragement, support and good
wishes.

I extend my immense love and gratitude to my beloved parents

Mr.K.V.Ramasubramanaian and Mrs.K.N. Subbulakshmy and my lovable wife
Mrs..R.Dhanalakshmy, B.Ed., M.C.A., and my daughter R.Subashree for their full
support ,encouragement and motivation during the course of my study to achieve this
goal.
ABSTRACT
 ABSTRACT

“Assessthe effectiveness of structured video teaching programme on knowledge

and attitude regarding weaning among mothers of infants residing at Samayanallur,
Madurai” was conducted as a partial fulfillment of requirement for the degree of
Master of Science in Nursing, at College of Nursing, Madurai Medical College,
Madurai under Tamil Nadu .Dr.M.G.R.Medical University, Chennai during the year
2010-2012.

OBJECTIVES OF THE STUDY:

1. To assess the level of knowledge of mothers of infants regarding weaning
2. To assess level of the attitude of mothers of infants regarding weaning
3. To evaluate the effectiveness of structured video teaching programme on
weaning.
4. To correlate the knowledge and attitude of mothers of infants regarding
weaning.
5. To determine the association between post test knowledge among mothers of
infants regarding weaning with their selected variables.
6. To determine the association between post test attitude among mothers of
infants regarding weaning with their selected variables.

HYPOTHESIS
H1: The mean post-test knowledge scores of mothers will be significantly higher
than mean pretest knowledge scores regarding the weaning.
H2: The mean post-test attitude scores of mothers will be significantly higher than
mean pre-test attitude scores regarding the weaning
H3: There will be significant relationship between knowledge and attitude of mothers
of infants regarding weaning.
H4: There will be significant association between post-test knowledge score of
mothers of infants regarding weaning with their selected demographic
variables.
H5 : There will be a significant association between post-test attitude score of mothers
of infants regarding weaning with their selected demographic variables.
 Conceptual framework for the study was based on Daniel Stuffle Beam model.
Research design used for the study was pre experimental design. The study was
conducted at Samayanallur Madurai. The population for this study consisted of mothers
of infants residing at Samayanallur during the period of study. Convenient sampling
technique was used to select the samples.

Data collection instrument consisted of demographic variables,self administered

multiple choice questionnaire to assess the knowledge and 5 point rating scale to assess
the attitude regarding weaning. The video teaching consists of detail about weaning.

The tool was given to four experts for content validity.Reliability of structured
questionnaire was obtained by test retest method r=0.81(Knowledge),0.83(Attitude)
which was highly reliable. Pilot study was conducted at Samayanallur to find out the
feasibility of the study.

The collected data were tabulated ,analyzed ,and interpreted by using descriptive
(frequency, percentage,mean,standard deviation ) and inferential statistics (correlation
coefficient,paired ‘t’ test, chi square test).

Major findings of the study:

™ The mean score of knowledge in the post test 20.57 was significantly higher
than the pre test score 12.37. The ‘t’ test value is 33.28 highly significant at
0.001 level. Hence the stated hypothesis was accepted.
™ The mean score of attitude in the post test 80.07was significantly higher than
the pre test score 48.23. The ‘t’ test value is 68.45 highly significantat 0.001
level. Hence the stated hypothesis was accepted.
™ There was a poor correlation between the knowledge and attitude among mothers
regarding weaning before video teaching program ‘r’ = 0.19 (P=0.11).
™ There was a significant moderate positive correlation between the knowledge
and attitude among mothers regarding weaning after video teaching program, ‘r’
= 0.44 (p=0.001).Hence the stated hypothesis was accepted.
 ™ There was a significant association between the knowledge of mothers of infants
with their selected demographic variables such as age, education of
motherandnumber of children. Hence the stated hypothesis was accepted
™ There was a significant association between the attitude of mothers of infants
with their selected demographic variables such as age, education of mother and
number of children. Hence the stated hypothesis was accepted.

INTERPRETATION AND CONCLUSION

Above findings suggest that the structured video teaching programmewill help
to change the knowledge and attitude regarding weaning among mothers of infants.
Above findings portray that there was moderate relationship between knowledge and
attitude,it means the knowledge can moderately modify the attitude among mothers of
infants.

Based on the findings ,the following recommendations were suggested.

™ A similar study can be undertaken by utilizing other domain.
™ A similar study can be undertaken on larger scale.
™ A comparative study can be done in the urban and rural areas.
™ A similar study can be undertaken with control group.
™ Studies are needed to develop standardized tool on knowledge on weaning.
™ A similar study can be undertaken by using different teaching methods.
 TABLE OF CONTENTS
Page
S.No CONTENT
No
I INTRODUCTION
Need for study 04

Statement of problem 07

Objectives of study 07

Hypotheses 07

Operational definitions 08

Assumptions 09

Delimitations 09

Projected outcomes 09

II REVIEW OF LITERATURE
Studies related to Weaning 10
Studies related toKnowledge on weaning 19
Studies related to Attitude on weaning 21
Studies related toVariables that influences the 23
knowledge and attitude on weaning.
Conceptual framework 28

III RESEARCH METHODOLOGY

Research approach 29
Research design 30
Schematic representation of research design 31
Setting of the study 32
Population 32
Sample 32
Criteria for selection of sample
™ Inclusion criteria 32
™ Exclusion criteria 32
Description of tool 33
 CONTENT Page
No
Testing of tool
™ Validity 34
™ Reliability 35
Pilot study 35
Data collection procedure 35
Method of data analysis 36
Ethical considerations 36
IV DATA ANALYSIS AND INTERPRETATION 37
V DISCUSSION 69
VI SUMMARY AND RECOMMENDATIONS
Summary of the study 74
Major study findings 76
Conclusion 77
Implications of the study 77
Recommendations 79
BIBLIOGRAPHY 80
APPENDICES
 LIST OF TABLES
Page
Table Title
No.
1. Frequency and percentage distribution of mothers of 38
infants
2. Frequency and percentage distribution of mothers of 50
infants according to level of knowledge in the pre test
and post test.
3. Frequency and percentage distribution of mothers of 52
infants according to the level of attitude in the pre test
and post test.
4. Mean , SD and ‘t’ value of knowledge regarding 54
weaning among mothers of infants
5. Mean , SD and ‘t’ value of attitude regarding weaning 56
among mothers of infants.
6. Effectiveness of structured video teaching programme. 58
7. Mean , standard deviation, ‘r’ value of knowledge and 60
attitude regarding weaning among mothers of infants.
8. Frequency, percentage and x² distribution of knowledge 63
among mothers of infants.
9. Frequency, percentage and x² distribution of attitude 66
among mothers of infants.
 LIST OF FIGURES
Figure Title Page
1. Conceptual frame work based on Daniel Stuffle Beam’s model 28
2. Schematic representation of research design 34
3. Percentage distribution of mothers according to age 41
4. Percentage distribution of mothers according to religion 42
5. Percentage distribution of mothers according to marital status 43
6. Percentage distribution of mothers according to educational status 44
7. Percentage distribution of mothers according to Occupation 45
8. Percentage distribution of mothers according to Income 46
9. Percentage distribution of mothers according to type of family 47
10. Percentage distribution of mothers according to number of 48
Children
11. Percentage distribution of mothers according to Source of 49
information
12. Knowledge on weaning among mothers infants 51
13 Attitude on weaning among mothers of infants 53
14. Comparison of each mother pretest and posttest mean weaning 55
knowledge score.
15. Comparison of each motherwise pretest and posttest mean 57
attitude score.
16. Comparison of pre and posttest percentage of score 59
17. Scatter Plot with regression estimate between pretest knowledge 61
score and pretest attitude score among infants mothers on
weaning.
18. Scatter Plot with regression estimate between posttest knowledge 62
score and posttest attitude score among infants mothers on
weaning.
19. Association between posttest level of knowledge score and their 65
demographic variables
20. Association between posttest level of attitude and their 68
demographic variables
 CHAPTER I

INTRODUCTION

“Healthy children make a healthy nation.”

Breast milk is a best and safest food for young babies. It is important that babies
should be given extra foods as well as breast milk at the right age in sufficient amounts to
enable them to grow and stay healthy.

Weaning is practiced from the ancient period. According to Indian tradition the
ceremony of ‘Annaprasanam’ (feeding the baby first time) is performed at time of giving
first food to the baby. Generally the first food is cooked food. This can be prepared from
porridge, wheat, rice, maize or ragi flour. Weaning has crucial role in the child
development.

The term ‘wean’ means to accustom and it describes the process by which the
infant gradually becomes accustomed to the full adult diet. The world health organization
has given this definition of weaning as “Weaning is the process by which an infant
gradually becomes accustomed to an adult diet WHO (2003).” Another historical
definition is, “To replace mothers milk with other nourishment”. Or “To accustom the
young of a mammal to take nourishment other than by suckling (from the old English
word ‘wenian’).Collins Dictionary (1982). Weaning and supplementary feeding are often
used interchangeably. The dictionary meaning of weaning includes something that
supplies a want or makes an addition.

During the weaning period the young child’s diet changes from milk alone to one
based on regular family meals.Weaning allows the infant to meet changing nutritional
needs and to become less nutritionally dependent upon milk.

1 
 
There is an importance of weaning for a growing child to meet the additional
requirements of nutrients such as iron,protein, calcium, vitamins, and minerals. When the
babies sense of taste develops she will be more inclined towards new foods, tastes and
textures. The main purpose of weaning was to attain growth and development.

The present day oxford dictionary defines weaning as introducing the food
otherhan from the breast. Now-a- days, the word is often applied little indiscriminately to
any change from one type of diet to another in infancy.

Weaning is a difficult period in infant’s life, because if food supplements or

substitutes are not adequate in quantity or quality, the child becomes malnourished.
Hence these changes should be made gradually for they should provide a pleasant
experience, not a conflict for mothers and infants. Praise, loving, attention, and cuddling
are vital to successful weaning.

During the first 6 months of life, infants need only breast milk to meet all their
nutritional needs. After that, it is essential for mothers to give weaning foods in addition
to breast feeding because several developmental milestones takes place in the child, such
as good control of head and neck, birth weight doubles, baby can sit up with some
support, and showing interest in food when others are eating etc will indicate an infant is
ready to eat solid foods. Apart from nutritional requirements, by the age of 6 months,
something to bite upon is helpful in teething. The child is also ready to develop the skills
of eating from a spoon and drinking from a cup.

Difficulties may be experienced later if the opportunity to learn these skills is not
given at this stage. Children under the age of five years are considered biologically
vulnerable and needs special attention from the health workers. Almost one half of the
total deaths in our country occur in this age group.

Although the iron content of breast milk is low, few exclusively breast fed infants
become anemic in first six months of life. The high bioavailability of iron in breast milk

2 
 
and infant iron reserves help to meet the needs of these young babies. So start a source of
iron (supplemental iron at 1 mg/kg/day or ironfortified infant cereal or meat) at age 4
months. Recently, the World Health Assembly and the American Academy of Pediatrics
recommended that weaning foods or iron enriched solids be given from the age of about
six months.

Protein energy malnutrition has been identified as a major health and nutritional
problem in India. It occurs particularly during weaning and children in the first years of
life. It is common among children below five years of age of lower income groups. The
major cause for child malnutrition is the birth of low birth weight babies.

Birth weight of less than 2,500 grams is very closely associated with poor growth
not just in infancy but throughout child hood. A major factor adversely affecting the birth
of healthy babies is the poor nutritional status of women. In India 51% of all children
below five years age are undernourished. It is estimated that around 50-60% of children
are malnourished by the age of two years due to lack of exclusive breast feeding and
improper weaning. The protein energy malnutrition in India in pre school age children is
1-2%.

Progress in terms of reducing child malnutrition has been extremely slow.

Massive low birth weight, lack of health care and immunization, under nutrition and
malnutrition were major causes leading to infant mortality in children in developing
countries. According to a recent study conducted by the United Nations Children's
emergency Fund (UNICEF), India is ranked 53rd among 199 in terms of IMR.

The UNICEF study has revealed that the IMR and the under 5 mortality rate
(U5MR) is on the decline in India. During the past 80 years, there has been a steady
decline in infant mortality all over the world.

The infant mortality rate in world as follows

3 
 
 Sl.No YEAR Infant mortality rate
1 2003 59.59/1000 live births
2 2004-2005 56.29/1000 live births
3 2006 54.63/1000 live births
4 2007 34.61/1000 live births
5 2008 32.31/1000 live births
6 2009 30.15/1000 live births
7 2010 49.13/1000 live births
8 2011 47.57/1000 live births

The decline in infant mortality has been attributed to

(a) Improvement in standard of living trends in the society.
(b) Better control of communicable diseases.
(c) Better obstetrics and other health care services.

Need for the study

“The children of today are citizens of tomorrow”.

Unless the nutritional needs of the children are adequately met, we cannot ensure
healthy citizens of future.The death rate is highest in the age group 0-4 years. This is
result of malnutrition and infection. About 21% of total deaths are estimated to be in the
age group 0-1 year.On the basis of unit body weight, the infant as well as the young child
has need for the greater amounts of nursing food than adult.

In developing countries average infant growth is satisfactory until about three

months of age. Due to poor environmental conditions, it begins to fall off Growth
faltering at this age may occur.

4 
 
 In introducing weaning foods , there is difference in timing that is early or late
weaning and the difference in types of food used and it has great geographic and cultural
variation.

In rural areas, under nutrition in various forms is a major problem particularly

among the landless.Harmful lifestyles, overcrowding, and unhygienic environmental
conditions,inadequate diets, leave city people prone to infection and various forms of
malnutrition.

Two factors play major roles in the occurance of protein energy malnutrition are
inadequate breast feeding ,early or late initiation of weaning and the combined effect of
stress and infections, which may interfere with the intake, absorption, and assimilation of
nutrients.

Societal changes like increasing numbers of women in urban and rural areas
engaged for regular employment outside the home during day time as well as in night
time.There is no opportunity for breast feeding and broken family, ill health and
commercial advertisement through press and mass media all contribute to early
abandonment of breast-feeding and greater use of commercial baby foods.

High percentages of infants in developing countries are continue breast-fed for

very short periods. Moreover, weaning foods are introduced much earlier than the
recommended age of 4-6 months, often even in the first month of life. Such foods are
usually bulky and thus low in energy density.

Early introduction of cereals and particularly vegetables can interfere with the
absorption of breast-milk iron, thus potentially resulting in iron deficiency. In addition,
weaning foods prepared under unhygienic conditions are frequently contaminated with
pathogens and thus are a major factor causing diarrhoea and associated malnutrition in
infants.

5 
 
 In rural areas, under-educated mothers,culture, taboos, and customary food
attitudes seem are the causative factors for malnutrition in young children. It is crucial
that the underlying beliefs and attitudes should be gradually modified by promoting
maternal well-being and breast-feeding through maternal education and literacy and also
should empower mothers to breast feed their infants exclusively till six months of age and
to continue breast-feeding with the addition ofweaning foods for up to two years or
longer.

Improving feeding and weaning attitudes like appropriate timing and quality of
weaning foods, adequate in protein, high content of vitamins A and D, iron, and zinc
should be emphasized. To prevent diarrhoea caused by bacterial contamination, freshly
cooked or freshly peeled foods should be used.

The faulty feeding attitudes stated above requires to be remedied immediately, if

Indian children have to be saved from disease and death arising out of wide spread of
malnutrition to develop as healthy adults.

The investigator observed the limited knowledge of rural women and the poor
attitudes of weaning to their children. It was felt that weaning attitudes were non
beneficial like delayed starting ofweaning food, prolonged breast feeding, improper hand
washing, utensils of infants, not giving water to children and not givingweaning food
until they perform ‘Annaprasanam’.

Hence the investigator felt the need to assess the knowledge of mother regarding
weaning attitudes, and also to apprise how far these attitudes were beneficial to children.
No systematic study was done on this topic and in the selected villages. Thus it was
expected that a study would help to impart knowledge regarding weaning and its attitudes
to be adopted to prevent complications.

There fore the need to conduct such a study was felt. It needs no reiteration that
the problem of malnutrition can be solved to a large extent by educating people especially
the rural communities to effectively utilize inexpensive locally available food which they
can afford.

6 
 
STATEMENT OF THE PROBLEM:
“Assess the effectiveness of structured video teaching programme on knowledge
and attituderegarding weaning among mothers of infants residingat samayanallur ,
madurai”.

OBJECTIVES OF THE STUDY

1. To assess the level of knowledge of mothers of infants regarding weaning
2. To assess level of the attitude of mothers of infants regarding weaning
3. To evaluate the effectiveness of structured video teaching programmeon weaning.
4. To correlate the knowledge and attitude of mothers of infants regarding weaning.
5. To determinethe association between post test knowledge among mothers of
infants regarding weaning with their selected variables.
6. To determine the association between post test attitudeamong mothers of infants
regarding weaning with their selected variables.

HYPOTHESIS
H1: The mean post-test knowledge scores of mothers will be significantly higher
than mean pretest knowledge scores regarding the weaning.
H2: The mean post-test attitude scores of mothers will be significantly higher than
mean pre-test attitude scores regarding the weaning.
H3: There will be significant relationship between knowledge and attitude of
mothers of infants regarding weaning.
H4: There will be significant association between post-test knowledge score of
mothers of infants regarding weaning with their selected demographic
variables.
H5: There will be a significant association between post-test attitude score of
mothers of infants regarding weaning with their selected demographic
variables.

7 
 
OPERATIONAL DEFINITIONS:
1.Effectiveness:
It refers to producing intended result. In this studyIt refers to the extent to which
the Video assisted programme on weaninghas achieved the desired effect as expressed
by mother’s gain in knowledge.

2.Video teachingprogramme:
It refers to programme on weaning which is focussed on group of mothers and
is implemented with various methods like the use of computer, video etc.

3. Knowledge
It refers to awareness of mothers of infants regarding weaning as measured by
knowledge scale.

4. Attitude
It refers to the opinions, values, feelings expressed by mothers of infants
regarding weaning .

5. Weaning
The process of introducing any feeding along with breast-feeding at appropriate
time, with appropriate food under hygienic conditions in order to improve the infants
health.

6. Mothers
Mothers who have children from 6-12 months of age.

7. Infants
Babies between 6-12 months of age.

8 
 
ASSUMPTIONS
1. The mothers of infants may have inadequate knowledge regarding weaning.
2. The selected demographic variables have an influence on mothers knowledge and
attitude regarding weaning.
3. The adequate knowledge of mothers regarding weaning have influence on
promotion of infants health.
4. Knowledge and attitude of mothers of infants regarding weaning may varies from
One mother to another mother.
5. Structured video teaching programme will enhance the knowledge and attitude
of mothers regarding weaning.

DELIMITATIONS:
1. This study is limited to Mothers of infants residing at samayanallur, Madurai.
2. This study is limited to 4 weeks.
3. This study is limited to infants with 6 to 12 month of age.

PROJECTED OUTCOMES
1. The study will determine the knowledge and attitude of mothers regarding
weaning .
2. The findings of the study will identify the demographic factors which are
influencing the knowledge and attitude of mothers regarding weaning.
3. The mothers will gain knowledge regarding weaning .

9 
 
 CHAPTER –II

REVIEW OF LITERATURE

Review of the literature refers to an extensive, thorough and systematic

examination of publications relevant to the research project.

Review of literature is a key step in research process. It helps the investigator to

develop deeper insight into the problem and gain information on the problem and on
what has been done before. It provides basis for future investigation, justifies the need for
replication, throws light on the feasibility of the study, constrains of data collection
relates the findings from one study to another with a hope to establish a comprehensive
body of scientific knowledge in a professional discipline from with valid and pertinent
theories may be developed. (Polit and hungler1999).

In order to accomplish the goal of the present study, the review has been
organized under the following headings.
1. Weaning and weaning practices
2. Knowledge on weaning
3. Attitude on weaning
4. Variables that influences the knowledge and attitude on weaning.

1. Weaning and weaning practices

The American Academy of pediatrics recommends feed your child with breast
milk for the first six months of life. Then combination of solid foods and breast milk
should be given until baby is at least 1 year old. When weaning is delayed it becomes
one of the major feeding problems of the baby hood. It also getting the baby used to
taking food by biting and chewing instead only by sucking.

10 
 
 According to Achar 2000 weaning literally means to be taken off or alienated
from an accustomed pursuit. In infant feeding it means the addition of other foods to diet
of just milk from the breast or the bottle, on which the baby has been fed since birth. The
term may also to the process of accustomed to solid foods. The term weaning means to
take of the breast or introduction of top food.

Heath AL, Tuttle CR et.al(2002) conducted a study on breastfeeding and

weaning practices in the first year of life in New Zealand.Prospective study of infants
from birth to 12 months of age.A self-selected sample of 74 white mothers and their
infants born in Dunedin, New Zealand.Among mothers, 88% (n=65) initiated
breastfeeding, 42% (n=31) were exclusively breastfeeding at 3 months, and 34% (n=25)
were partially breastfeeding at 12 months. Our findings suggest that women should be
taught how to increase their breastmilk supply. Parents should also be intimated the
importance of delaying the introduction weaning foods until their infant is 4 to 6 months
of age and cow's milk until they are 12 months of age.

Sarwar T.(2002) conducted a study on Infant weaning practices of Pakistani

mothers in England and Pakistan.Ninety mothers were interviewed, forty five were in
England and forty five in Pakistan.Infants Characteristics showed no differences
between the two groups.. Mothers in Pakistan demonstrated more confidence in weaning
practices than in England .More advice from health professionals was requested and is
needed by all mothers in order to improve weaning practices of the infants.

Donath SM, Amir LH(2005) conducted a study on Breastfeeding and the introduction
of solids in Australian infants from the 2001 National Health Survey.At discharge from
hospital, 83.3% of infants were breastfeeding, which is similar to estimates from the
1995 NHS. Solid food was being offered regularly to 15.2% of infants at 13 weeks and
88.0% by 26 weeks.Fewer than 50% of infants are receiving breast milk at six months.
Australian infants are being exclusively breastfed for the recommended six months were
low. Infant feeding practices in Australia appear to have remained unchanged .

11 
 
 Shamim S.(2005) conducted a Cross-sectional study on Weaning practices in
peri-urban low socioeconomic groups in Karachi.One hundred and fifty infants were
included in the study.Ninety (60%) infants were receiving semi-solids/solids (weaning
foods) in addition to milk. The recommended age (between 4 to 6 months) was noted in
37 (25%) cases, while early weaning was present in 9 (6%) cases and delayed weaning in
44 (29 %) cases. The quality, type and choice of food was not ideal for adequate
growth.Incorrect weaning practices is an issue of public health in developing countries.

Shamim S, Naz F et.al (2006) conducted a Cross-sectional study on Effect of

weaning period on nutritional status of children.The study was conducted in rural areas
in Karachi, Pakistan.Three hundred and fifty-nine children were included in the study.
weaning was started at the age of 4-6 months were found to be less malnourished than
weaning was started at an earlier or later age. Inappropriate feeding practices leads to
delay in growth as noted in the present study. Programmes should be launched for
education of mothers regarding weaning practices.

Subba SH, Chandrashekhar TS et.al(2007)A study was conducted among

mothers who attended the immunization clinics in Nepal. A total of one hundred and
sixty eight mothers were interviewed. 40% of the mothers were started weaning before
the recommended age of 6 months and 22.5 % delayed introduction of weaning beyond
the recommended age. There is a need to educate the mothers regarding weaning.

Lindsay AC et.al (2008) conducted a study on weaning practices among

Brazilian mothers.Prolonged breastfeeding and delayed weaning of infants with
semisolid foods resulted in a problem among low income women.The results showed
common problems related to weaning practices, such as the early introduction of solid
foods and the use of commercial food for weaning. Cultural factors appeared to have an
important influence on mothers weaning practices and eating patterns of their children.

Sloan S, Gildea A et.al(2008) conducted a study on Early weaning is related to

weight and rate of weight gain in infancy.one group weaned before 4 months ,the other

12 
 
weaned at 4 months or after.Weaning practices assessed through interviews with
mothers of 1-year-old infants. Weight at birth, eight weeks and seven months were taken
and an measure of weight was taken at fourteen months.Infants weaned early were
heavier at 7 and 14 months, and gained more weight between 8 weeks and 14 months,
even after breastfeeding was controlled.Early weaning is related to rapid weight gain in
infancy. This may have implications for childhood obesity.

Meyer R.(2009) conducted a study on feeding practices from 6-12 months of life
. The nutrition in infants below six months of age is breast milk. Infants aged between
six and twelve months require additional sources of nutrition. Numerous milestones
have to be achieved to support normal development of feeding skills. Requirements
increase during this period for protein, vitamin and minerals . Weaning should be started
by six months of age, but not earlier than 4 month. Wheat, egg, fish and dairy beyond
six months of age contribute for growth and development. It is necessary that parents
receive evidence-based guidance on optimal nutrition during this period.

Tarrant RC, Younger KM et.al(2010) conducted a study on Factors related to

weaning practices in term infants in Ireland. 539 pregnant women selected from the
Coombe Women and Infants University Hospital, Dublin, 401 eligible mothers were
followed at 6 weeks and 6 months postpartum.. Only one mother complied exclusively
breastfeed up to 6 months. 91 infants were prematurely weaned solids at ≤ 12 weeks with
predictive factors after adjustment, including mothers' antenatal reporting that infants
should be weaned onto solids at ≤ 12 weeks, formula feeding at 12 weeks and mothers
reporting of the maternal grandmother as the important source of advice on infant
feeding.

Coulthard H, Harris G (2010) conducted a prospective, longitudinal study

design on early fruit and vegetable feeding practices in the United Kingdom. The
mothers completed self-reported questionnaires at 6 months and 7 years postpartum,
containing questions about their child's Fruit and Vegetableintake.Information was

13 
 
collected from 7866 mothers of infants.The findings support the concept that exposure to
Fruit and Vegetable is important in the early weaning period.

Shi L, Zhang J.(2011) conducted a study on inappropriate weaning practices

have been identified as the major causes of malnutrition in young children in developing
countries.. This studies supports that educational programme can effectively improve
weaning practices and child nutrition and growth. The intervention should be culturally
sensitive, accessible and integrated with local resources.

Caton S, Ahern S et.al(2011) conducted an exploratory study on the

introduction of vegetables in the weaning period. Few studies have examined in detail
weaning practices and how mothers introduce vegetables into the diets of their infants. 75
mothers of infants aged 24-72 weeks filled out a postal questionnaire regarding infant
feeding during the weaning period.. Mothers introduced solid food to their infants at
around 20 weeks of age and those who breast-fed their infants tended to introduce solid
foods later compared to formula feeding mothers . Mothers demonstrated high concern
about the nutrient quality of their child's diet and perceived vegetables to be an integral
part of the diet.

Agarwal KN.(2011) conducted a study on Infant feeding and weaning practices

in India .weaning for semisolids is delayed . The infant weaning foods are inadequate in
energy-protein and micronutrients ,weaning foods and feeding utensils are contaminated
with bacteria, leads to frequent episodes of diarrhoea.Thus fetal malnutrition, poor
initiation of breastfeeding, inadequate and delayed weaning, and contaminated food and
water demand urgency to develop affordable hygienicweaning foods, education to clean
utensils, timely weaning and available potable chlorinated water to prevent and control
malnutrition.

Dibley MJet.al (2011) conducted a study to assess the weaning practicesand

identify the risk factors associated with inappropriate weaning in Children ( 4604) aged
6-23 month in Indonesia. Poor households were significantly less likely to be introduced

14 
 
to weaning and meet the minimum dietary diversity . Infants aged 6-11 months were
also significantly less likely to meet minimum dietary diversity,minimum meal frequency
and minimum acceptable diet. Public health interventions to improve weaning.

Baturin AK.(2011) conducted a study to evaluate infant feeding

and weaning practices and anthropometric characteristics of 2-to 24-month-old children
in Russia.A comprehensive analysis of data collected from random sample of 2,500
mothers of children by interviews.Specially designed questionnaire that includes sections
on health, especially feeding practices, food intake from the previous day and the
measurement of height and weight.

The most common weaning food was fruit juice (59.4% of children), followed by
fruit puree and cereals . 4.4% of respondents used cow's milk as the first weaning food. It
was found that examined children were slightly taller and heavier than the WHO
standards.Evaluation of feeding and weaning practice will help to develop guidelines and
educational programs to prevent nutrition-related diseases in Russia.

1.1 Time of weaning

W.H.O 2002 recommended that signs that indicate the child is ready for solid
foods. Have the babies tongue trust reflex disappear? This reflex causes babies to
instinctively push objects out of their mouth. It is still present the child gags whenever
the food is given, it shows he is not ready to be weaned.

Does the baby looked at or grab food when he sees it? It means shows interest in
the food on plate and ready to have more solids. Can the baby sit up and hold his head up
by himself? If so he will be able to sit in an upright position for feeding.

Birth weight doubles by 5 months of age and the nutritional demands gradually
increase and the calcium and iron stores get depleted. The breast milk supply also
increases till 6 months since the birth weight doubles around 6kgs the baby needs 600-

15 
 
700 cal per day. At 5 months around 600 ml of breast milk supply only 400 cal. By 4
months of age, the baby achieves head control and develops hand mouth co ordination
and starts enjoying mouthing. Intestinal amylase matures and the gut becomes ready to
accept cereals and pulses. Gum hardens prior to tooth eruption and the baby enjoys
gumming semisolids. Thus the baby is biologically accept semisolids by 4-6 months of
age.

Sachedev (2004) revealed that the weaning process varies from culture to culture
and is regulated by the child’s individual needs like nutritional needs, physiological
maturation and immunological safety. Foods other than breast milk before 4 months of
age are unnecessary and harmful. Many infants some additional feeding by about 6
months of age.

White JM.(2009) conducted a study on nutrition during infancy is essential for

optimal growth and development. Two hundred and three families with infants aged
between 7 and ten months., More than half of infants had commenced weaningby the age
of four months. The most common reported reasons for weaning were infant was ready.
The most of the mothers had received formal advice from their health visitor.

1.2 Feeding related problems

Weaning should be gradual and regular as per child likes and never with
force.Obeserve any indigestion diarrhea and vomiting or rashes, over feeding, under
feeding. This can be prevented by proper selection of foods following hygienic attitudes.
(Sachdev 2004).

16 
 
 Venter Cet.al (2009) conducted a study on factors associated with maternal
dietary intake, feeding and weaning practices, and the development of food
hypersensitivity in the infant. Pregnant women were recruited and family history of
allergy was obtained by means of a questionnaire. Maternal dietary intake during
pregnancy, and breast-feeding duration did not influence the development of
sensitization to food allergens or food hypersensitivity. In contrast, children who were
not exposed to a certain food allergen before the age of 3-6 months were less likely to
become sensitized or develop food hypersensitivity. Women with a family history of
allergic disease were more likely to breastfeed exclusively at 3 months and avoid
peanuts from the infant's diet at 6 months. Maternal dietary intake during pregnancy, and
breast-feeding duration did not appear to influence the development of sensitization
to food allergens or food hypersensitivity. Weaning age may affect sensitization to foods
and development of food hypersensitivity. A history of allergic disease has very little
impact on maternal dietary, feeding, and weaning practices.
 
Hidalgo-Castro EMet.al (2009) conducted a study on Food allergy or
allergic food hypersensitivity is defined as an adverse immunologic reaction caused by
immunologic mechanisms mediated or not by IgE. It is a complex disease influenced by
polygenetic heritance and environmental factors. Many risk factors have been
investigated, pre natal and post natal, and variable and controversial results have been
obtained. The most important risk factors associated with food allergy are atopy, lack of
breast feeding at least three to six months and early weaning (before four-six months).

1.3 Hygiene and weaning food

Lanata CF.(2003) conducted a study on contamination of weaning foods and
water with enteropathogenic micro-organisms. He concluded that the frequency of
contamination of weaning foods with enteropathogens is high in developing countries,
and is dependent on the food type, storage time and ambient temperature of storage, the
method used, and the temperature reached on re-warming before re-feeding. Other
considerations are the bacterial content of cooking and feeding utensils. Fruit and raw
vegetables can become contaminated with enteropathogenic micro-organisms by sewage-

17 
 
containing irrigation water, by washing produce and fruits in contaminated water, and
how they are processed at home. In most studies reviewed, the level of contamination is
higher in weaning foods than in drinking water. It is postulated that weaning foods are
probably more important than drinking water for transmission of diarrhoeal diseases in
developing countries.

Sachdev (2004)All weaning foods need to be prepared stored and fed to the baby
under the most hygienic conditions. Hands of the mother and child should be washed
before feeding. Clean utensils should be used food and utensils should be covered. The
baby weaning foods must be carefully and safely stored to prevent the food from
spoiling. Readymade foods are unsafe, mostly can cause malnutrition.

Potgieter Net.al (2005) conducted a Bacterial contaminants of weaning food,

and domestic drinking-water in South Africa, were determined. One hundred and twenty-
five samples of children were assessed for Escherichia coli, Campylobacter jejuni,
Salmonella, and Shigella. The microbiological quality of 125 drinking-water samples
was also evaluated using total coliforms, faecal coliforms, and faecal streptococci as
indicators. The frequency of isolation of E. coli, Salmonella, Shigella, and C. jejuni was
70%, 5%, 5%, and 2% respectively. The frequent contamination of water
and food samples in this study has important implications for the health of children from
impoverished communities.

Oluwafemi F, Ibeh IN (2011) conducted astudy on Microbial contamination of

weaning foods in Nigeria.Five million children aged less than five years die annually
due to diarrhoea. The aim of the study was to identify some possible contributing factors
for persistent diarrhoea. The results showed that the locally-made weaning food had the
highest microbial count . Growth and development of the infant is rapid, and it is, thus,
possible that exposure to aflatoxins in weaning foods might have significant health
effects.

18 
 
2. Knowledge on weaning
Barton SJ(2001)conducted adescriptive study was carried out in U.S.A among
low income rural mothers on infant feeding attitudes. The findings revealed that breast
feeding mothers need additional support to continue breast feeding beyond the 1ST month.
Mothers and grand mothers need education to discourage attitude of early introduction of
weaning. Nutrition teaching should be provided.

Lucas (2004) conducted a study on the age of introducing solid foods and
consequences associated with early and late weaning. They collected data from 1600
infant mothers and found infants weaned before 12 weeks were heavier at twelve weeks
of age, but showed slower gain in weight, length and head circumference between 12
weeks and 18 months, than those weaned after 12 weeks. By eighteen months there were
no differences in size between the two groups.

Karim N et.al.(2005) conducted a community based study was carried out on

effect of weaning period on nutrition status of children among mothers of 359 children
under three in Karachi, Pakistan. Findings showed that malnutrition is of multipleorigin
beyond only poverty and food shortage. In appropriate feeding attitudes can result in
growth faltering .Programmes should be implemented for education of mothers regarding
weaning attitudes.

Kang SA, ShinHJ(2005) et.al  conducted a study to investigate the mothers'

nutritional knowledge on weaning of 101 infants at a public health center of Incheon.
Informations on the mothers' nutritional knowledge were obtained by questionnaires. In
this survey 41.6% of infants were breast-feeding, 43.6% of them were bottle-feeding, and
14.9% of them were mixed feeding right after birth. 95.1% of infants (n = 101) began to
be weaned 4 to 6 months. 83.1% of infants were fed home-made weaning foods. 66.7%
of infants were fed rice gruel, 18.5% of them were fruit juice, 6.2% of them were mixed
grain, and 4.9% of them were commercially prepared weaning foods as their first
supplementary foods. As main weaning foods, 32.8% of infants were fed vegetable,
30.5% of them were rice gruel, and 27.7% of them were fruit juice. Mothers' nutritional

19 
 
knowledge related to weaning was significantly higher among mothers of
college/university graduate than mothers of high school graduate. 86.1% of mothers
disagreed with the questionnaire in which breast-fed infants aged over 4 months needed
to be fed iron sufficient food.

Mohammed Khalil (2005), who conducted a study on Assessment of knowledge

and weaning practices among mothers of infants. He concluded that weaning practices
were not adequate due to a number of reasons including low income of the family, poor
educational status, lack of knowledge about how, when, what to give during weaning
period.

Appoh LY (2005), conducted a study on maternal nutritional knowledge and

child nutritional status; he concluded that mother’s practical knowledge about nutrition
may be more important than formal maternal education for child nutrition outcome. As
indicated in the above mentioned studies, there is a need for more elaborated assessment
of knowledge regarding different aspects of weaning practices, which may intern help to
get a widened data base on knowledge of weaning practices.

Ijarotimi OS, Ogunsemore MT.(2006) conducted a study was carried out in

Nigeria on weaning foods and their impact on child feeding attitudes. A total of 294 low
income mothers were interviewed and the results were high proportion of the nursing
mothers used local ingredients to formulate weaning foods for their babies.

Aggarwal A et.al(2008) conducted a study on the practice of weaning (CF) in

infants 6 month to 2 year, knowledge of mothers regarding CF, and reasons for
inappropriate CF practices.CF practices were assessed in children aged 6 months to 2
years using semi-structured questionnaire Cause of inappropriate CF was ascertained by
open-ended questions.Among the 200 children studied, 32(16%) were not started on CF at
all, and only 35 (17.5%) received CF from 6 months. Of the 168 who were started CF,
mean age of starting feeds was 13.37 months. Only 7(3.5%) mothers started CF at proper
time, in adequate quantity and with proper consistency. Knowledge of proper timing was

20 
 
present in 46% of children, adequate quantity in 46.5% and thick consistency in 25.5%.
Only 16(8%) mothers had proper knowledge of all three aspects of CF. Knowledge
regarding appropriate timing and consistency varied significantly with maternal education
and paternal education . CF practices were inappropriate and knowledge inadequate in
majority of the children studies.

3. Attitude on weaning
Anderson ASet.al (2001) conducted a study to examine the attitudes and beliefs
which influence the timing of introduction to solid food. Five group discussions were
undertaken within a maternity hospital setting in 22 primiparous and seven multiparous
mothers with babies aged 8–18 weeks. 1/3 of the mothers had introduced solid food to
their infants. All mothers know the current recommendations to avoid the introduction of
solid food until four months.

Sarwar T.(2002) conducted a study was carried out on infant feeding attitudes
among 45 Pakistani mothers in England and 45 mothers of Pakistan. The study revealed
that no significance difference between two groups in characteristics of the infant in term
of current age, gender distribution birth order of baby and age of weaning. But mothers in
Pakistan have more confidence in weaning attitudes than in England because of
experiences with other sibling and advice from relatives.

Kruger R, Gericke GJ. (2003) conducted an exploratory qualitative

investigation was carried out to determine knowledge and attitude towards nutrition of
mothers of children up to 3 years old attending baby clinics in Moretele district, South
Africa. Results showed that breast feeding was the choice feed and bottle feeding was
only given when breast feeding was impossible. Solids was introduced early and mixed
family diet at 7-9 months. Hence the data analysis was revealed that in adequate nutrition
knowledge and adherence to cultural attitudes lead to poor quality feeding attitudes.

21 
 
 Mennella JAet.al (2005) conducted a study was carried out on maternal beliefs
and attitude related to pregnancy breastfeeding, and infant feeding in several regions of
Mexico. A total of 101 women of infants 6 days to 9 months were interviewed. Results
revealed that breastfeeding during the first week of life were not exclusive approximately
1/3 of the infants were also fed teas, water. Hence it was concluded that the foods eaten
by the mother during pregnancy and lactation form child’s weaning pattern.

Al-Jassir MS et.al (2006) conducted a study was conducted on knowledge and

attitude towards infant feeding among mothers in Saudi Arabia. Information was
collected from 4872 mothersthrough cross sectional survey. Findings showed that
approximately 92% fed colostrums to new born but 76.1% had introduced bottle feeding
by 3 months. This was significantly related to nationality and education level.

Walker RB et.al(2006) conducted a longitudinal study was described women’s

views about infant’s diet in Adelaide, South Australia. A total of 505 mothers were
interviewed. Results showed that (37%) cow’s milk was considered as the main drink by
14% of women. The (84%) of women viewed fruit juices as suitable and it was widely
believed (77%) that additives in food could cause health problems like allergies Many
women thought that giving their child food that was high in fat would encourage a
linking for junk food or lead to fatness in adult hood.. Hence it was concluded that
mothers need further education to promote health of the infants.

Abdulraheem R, Binns CW.(2007) conducted a cross sectional survey among

251 mothers on infant feeding attitudes of mothers in the Maldives. The findings revealed
that full breastfeeding rate at hospital discharge was 93% but declined to 41% at 4
months. 100% at 1 month and 85% were still breast-feeding at 6 that health promotion
activities should be directed towards maintaining the health of infants for exclusively
breast-fed to 6 months.

22 
 
 Saldiva SR et.al.(2007) was conducted a cross sectional study on feeding
attitudes of children aged 6 -12 months and associated maternal factors at Sao Paulo and
Brazil. A total of 24,448 mothers were interviewed. The results showed that 50% of the
sample were being given breast milk, 77% other types of milk, 63% porridge, 87% fruit,
78% soups, 64% the family meal, 58% meals including beans and 36% soup or meals
containing meat. Hence it was concluded that mothers need appropriate guidance on
weaning , taking into account age, primi parity, education and employed mothers.

Griffiths LJ et.al (2007) was carried a cohort study out in UK to examine ethnic
variations in infant feeding attitudes. A total of 18150 mothers were interviewed. The
results showed that 70% of UK mothers started to breast-feed, of whom 62% stopped
before 4 months. 36% of UK mothers (34% in England) introduced solids before 4
months.White mothers were more likely to discontinue breast-feeding (62%) and
introduce solids early (37%) than most other ethnic minority groups; Socio-economic
status was positively associated with breast-feeding. Hence it was concluded that the
important geographic, ethnic and social inequalities in breast-feeding continuation and
introduction of solids within the UK, many of which have not been reported previously.

4. Variables that influence knowledge and attitude on weaning

Musaiger AO, Abdulkhalek N.(2000) was conducted a study in Baharin to find
out the current attitudes of infant feeding and the impact of educational level of the
mothers on these attitudes. Total samples of 200 mothers of children less than 2 years
were interviewed. The study revealed that the attitude of sound infant feeding was less
among highly educated mothers when compared to low and middle education mothers.
This is mainly due to socioeconomic factors rather than lack of awareness.

Wright CMet.al.(2004) was carried out a study to examine the age of weaning
and how this relates to weight gain and morbidity. Data collected from 923 term infant’s
mothers. The findings revealed that the age of first weaning was 3-5 months and is due
to low socio economic status, the parent’s perception that baby was hungry. Weight gain

23 
 
after 6 weeks was unrelated to age of weaning babies weaned before 3 months compared
to after 4 months, had an increased risk ofdiarrhea.

Kalanda BF, Verhoeff FH et.al(2006) conducted a study on Breast and weaning

practices in relation to morbidity and growth in Malawian infants to compare growth,
morbidity incidence and risk factors for undernutrition between infants receiving
weaning practices early, before three months of age, with those receivingweaning foods
after three months in a poor rural Malawian community.Over 40% of infants had
received weaning foods by two months and 65% by three months. Infants with early
weaning practices had lower weight for age at 3 and 6 months , and at 9 months and at 2
months they were approximately 200 g lighter. Early weaning practices was significantly
associated with increased risk for respiratory infection and marginally increased risk for
eye infection and episodes of malaria. Maternal illiteracy was associated with early
weaning .

Liaqat et.al (2007) was conducted a study to examine the association between
mothers’ education status, weaning attitudesand malnutrition amongst mothers attending
out patient clinics in Islamabad. The results revealed that a positive relationship was
found between the nutritional status of infants and educational status of mothers .A
similar relationship was observed between the educational status of respondents and the
introduction of weaning foods at an appropriate age (6 months) ofinfants. Hence it was
concluded that mother’s education plays aimportant role in nutritional needs of their
infants. .

Saldiva SR, Escuder et.al(2007) conducted a study on Feeding habits of children

aged 6 to 12 months and associated maternal factors. This was a cross-sectional study
analyzing data from the 2004 Breastfeeding and the Municipalities Project, which was
implemented in 136 municipalities in the state of São Paulo, Brazil, with 24,448 children.
The probability of a 6-month-old child being given soup is elevated (78%), while for the
family meal it is low (39%), and the probability of being fed breastmilk is 59%, lower
than for other milks (70%) and than for porridge (63%). Associations were observed

24 
 
between milk-based meals and primiparous mothers, mothers employed outside the home
and mothers who had spent longer in education..Excessive consumption was observed of
liquid and semi-solid foods, suggesting that appropriate guidance on weaning is needed,
taking into account age, primiparity, education and employed mothers.

Alves CRet.al (2008) conducted a study on Risk factors for weaning among users
of a primary health care unit in Belo Horizonte, Minas Gerais State, Brazil. Five
retrospective longitudinal studies (historical cohorts) were performed with the same
questionnaire, and 790 mothers of children less than two years of age were interviewed.
The statistical analysis was conducted year-by-year using the Kaplan-Meier method and
Cox model. The conditions significantly associated with risk of weaning were:
primiparity,unknown uneducated paternal opinion concerning breastfeeding and weaning.

Wijndaele K et.al(2009) conducted a study on association between health risk

and initiation of weaning before 4-6 months of age. Six factors for early weaning were
identified. Age, education, socio-economic status, duration of breast feeding , smoking,
lack of advice.

Tarrant M et.al(2010) conducted a study on the weaning practices of Hong

Kong mothers to identify the determinants associated with early cessation. One
thousand four hundred and seventeen mother-infant pairs was selectedand
followeduntilweaned.Young mothers start weaning early. Mothers with higher
education like to start weaning at appropriate time.

25 
 
CONCEPTUAL FRAMEWORK OF THE STUDY
Conceptual framework is the conceptual underpinning of the study. It isa group of
concepts and a set of propositions that spell out the relationship between them.

POLIT and HUNGLER (2000) states that a conceptual framework is

interrelated concepts that are assembled together in some rational scheme by virtue of
their relevance to common theme. The purpose is to make research meaningful and
generalize.
A conceptual framework is used in research to outline possible courses of action
or to present a preferred approach to a system analysis project. The framework is built
from a set of concepts linked to a planned or existing system of methods, behaviors,
functions, relationships, and objects. A conceptual framework might, in computing terms,
be thought of as a relational model.

The study was aimed at assessing the knowledge and attitude regarding weaning
before and after the video teaching program.. The conceptual framework for this study
was derived from the concepts of Danielstuffle beam model (CIPP MODEL) and was
presented in (Fig-1).It is a comprehensive framework for evaluating the programmes.

The Model Include

* Context evaluation
* Input evaluation
* Process evaluation
* Product evaluation

26 
 
Context Evaluation
Highlights the environment in which the proposed program exists describes the
plan for decisions and collection of data apart from providing rationale for determination
of objectives .In this study it refers to age, religion, marital status. Educational status,
type of occupation, monthly income, type of family, No of children, source of
information.

Input Evaluation
Serve as a basis for structuring decision. In this study it refers to existing
knowledge and attitude of mothers of infants regarding weaning.

Process Evaluation
Evaluates implementing decisions, involves identifying decision and limitation. In
this study it refers to administration of video teaching programmere garding weaning.
Product Evaluation
It refers to energy, information or matter that is transferred to environment and
enables recycling of decision as it relates to goals and objectives of input information and
process information. In this study it refers to post test knowledge and attitude of mothers
of infants regarding weaning.

27 
 
 CHAPTER – III

RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the researchproblem.

Research methodology has many dimensions and research methods do constitute a part
of the research methodology. The scope of research methodology is wider than the
research methods. Thus, when we talk of research methods but also consider the logic
behind the methods. So that the research results are capable of being evaluated either
by researcher himself or by others.

According to Sharma (1990) research methodology involves the systematic

procedures by which the research starts from initial identification of the problem to its
final conclusion. The roleof methodology consist of procedures and techniques for
conducting the study.

This chapter deals with the research approach, research design, setting of the
study, population of the study, sample, sampling techniques, criteria for sample
selection, inclusion criteria and exclusion criteria, development and description of the
tool, pilot study, data collection and plan for data analysis as a part of the study.

RESEARCH APPROACH
The research approach used for this study was an evaluating approach. A pre
experimental study, one group pre test, post test method was used to assess the
effectiveness of structured video teaching programme on knowledge and attitude of
mothers of infants regarding weaning .

29 
 
RESEARCH DESIGN
The research design is a blue print for conducting the study that maximum
control over factors that could interfere with the validity of the findings. It guides the
researcher in planning and implementing the study in a way than intended goal
(Nancy Burns).

Pre experimental design was used for the study.

Group Pre Test Intervention Post Test

Experiment X O Y

x = Assessment of knowledge and attitude. (Pre test)

o = Structured Video Teaching Programmeon weaning.
y = Assessment of knowledge and attitude. (Post Test)
y-x = Teaching effect

VARIABLES
1. Dependent variables:
Knowledge and attitude of mothers of infants regarding weaning.
2. Independent variables:
Structured video teaching programmeon weaning.
3. Attributed variables:
Age,Religion, Marital status, Educational status, Occupation, Income, Type of
family, Number of children, Source of information.

30 
 
 TARGET POPULATION
Mothers of Infants

ACCESSIBLE POPULATION
Mothers of Infants Residing at Samayanallur, Madurai. 

SAMPLING TECHNIQUE
Convenient sampling -60 

DATA COLLECTION PROCEDURE

Structured Video Teaching

Programme on Weaning.

PRE TEST POST TEST

Assessment of knowledge and Assessment of knowledge and
attitude regarding weaning  attitude regarding Weaning 

DATA ANALYSIS
Descriptive and Inferential

CRITERIA MEASURES
Knowledge and attitude on Weaning 

REPORTING
Thesis 

Fig – 2 : DIAGRAMMATIC REPRESENTATION OF

RESEARCH DESIGN

31 
 
SETTING OF THE STUDY
The study was conducted at Samayanallur, Madurai ,considering the proximity,
availability of samples and cooperation from the hospital management. The
Samayanallur is situated at a distance of 20 km away from Government Rajaji
hospital, Madurai.

POPULATION
A population is the entire aggregation of cases in which the researcher is interested
(Polit and Hungler 1999). The target population selected for this study was mothers of
infants. The accessible population selected for this study was mothers of infants
residing at samayanallur, Madurai.

SAMPLE
The sample selected for the present study was 60 mothers of infantsresiding
atSamayanallur, Madurai during the period of data collection.
CRITERIA FOR SAMPLE SELECTION
Inclusion criteria
• Mothers of infants residing at Samayanallur, Madurai.
• Mothers having 6-12 month infant.
• Mothers who are willing to participate.
• Mothers who can understand Tamil.
Exclusion criteria
• Mothers of infants with other medical problems.
• Mothers who are not available at the time of data collection.
• Mothers who are not willing to participate.
• Mothers who can not understand Tamil.
SAMPLING TECHNIQUE
Sampling is the process of selecting the portion of the population (PolitandHungler ).
Samples were selected for this study by adopting convenient sampling technique.
Convenient sampling is a non-probability sampling technique where subjects are
selected because of their convenient accessibility and proximity to the researcher.
Samples were selected from the mothers of infants residing at samayanallur, Madurai.

32 
 
DEVELOPMENT OF THE TOOL
The research tool was developed in English and tamil after extensive review of
literature and 1 medical expert and 3 nursing expert opinion. The structured self
administered multiple choice questionnaire was used as an instrument to assess the
knowledge and self administeredfive point rating scale was used to assess the attitude
of mothersof infants regarding weaning.

DESCRIPTION OF THE TOOL

The tool consists of three parts

Part-1
It consists of demographic variables of mothers of infants. (Age,Religion,
Marital status, Educational status, Occupation, Income, Type of family, Number of
children, Source of information.etc)

Part-2
The self administered questionnaire consists of multiple choice questions to
assess the knowledge of mothers of infants regarding weaning.

Part -3
The self administeredfive point rating scale to assess the attitude of mothers of
infants regarding weaning.

STRUCTURED VIDEO TEACHING PROGRAMME

Structured video teaching program was developed by the researcher after
intensive review and experts opinion. It consists of definition, importance, types,
methods, preparation of weaning..The time taken to show the video teaching was
30minutes.

33 
 
SCORING PROCEDURE
Tool-1
The maximum possible score is 25 for 25 items. A score of ‘1’ mark was
given for every correct answer and a score of ‘0’ was given to every wrong answer.
For the purpose of study the total score was classified as follows
>75% adequate knowledge
51 -74% moderately adequate knowledge
<50% inadequate knowledge.

Tool-2
The rating scale to assess the attitude of mothers of infants regarding
weaning.

For a positive statement highest scores were given (5,4,3,2,1)

For a negative statement scores were reversed (1,2,3,4,5)
For the purpose of study the total score was classified as follows
>75% satisfactory attitude
51-74% moderately satisfactory attitude
<50% unsatisfactory attitude.

VALIDITY AND RELIABILITY

A) VALIDITY OF THE TOOL

HustingsTolsma 1989 stated that content validity is a judgementregarding how
well the instrument represents the characteristics to be assessed. Judgments are based
on prior research in the field and on the opinion of the experts.

The content of the self administered questionnaire and video

teachingprogramme were checked and evaluated by 4 experts including 3 nursing
experts, 1medical expert who validated the instrument regarding the adequacy of the
content and sequence in framing the questions. Based on their valid suggestions
reframing of the instrument was done.

34 
 
B) RELIABILITY OF THE TOOL
Reliability of the tool concerns its ability to produce similar results when
repeated measurements are made under identical conditions (Kenneth and Bordens)
Reliability was established through test retest method. The tool was administered to
six samples representing the characteristics of the population. After a gap of one week
the retest was given. Coefficient correlation score of knowledge and attitude was
calculated and found to be reliable r=0.81(Knowledge) and 0.83 (Attitude)

PILOT STUDY
Polit and Hungler (1999) denoted that pilot study is a small scale revision on
trial run done in preparation for a major study.Pilot study was conducted at
Samayanallur, Madurai afterobtaining the permission from the Block medical officer.
Six mothers of infants were selected using convenience sampling.

After getting oral consent from the subjects pre testquestionnaire was
administered. Structured video teaching was administered by means of video show to
the individual mothers, after 1weeks post test was conducted. The pilot study revealed
that the study is feasible. Data was analyzed to find out the suitabilityof the statistical
methods.

Sl.No Pre-test Experiment Interval Post-test

No No of
Mothers Mothers
of Total days Total
Per day Per day
1. days 3 days 6 days

2 3 6 2 3 6

DATA COLLECTION PROCEDURE

The data collection was be done for a period of one month. Permission to
conduct the study was obtained from the Deputy Director of Health services and
Block medical Officer, samayanallur. The samples were informed by the investigator
about the nature and purpose of the study.

35 
 
After obtaining the oral consent, self administered questionnaire and rating scale were
given to the study samples to assess the pretest. After collecting the pretest
questionnaire the video teaching on weaning was given. After one weekinterval again
the same self administered questionnaire and rating scale was given to the same
samples to assess the post test.

The same duration was givento the study samples. All samples were very
cooperative and investigator expressed his gratitude for their cooperation .The tool
was checked for computation.

Sl.No Pre-test Experiment Interval Post-test

No No
Mothers Mothers
of Total of Total
Per day Per day
1. days 7 days 7 days days

10 6 60 10 6 60

PLAN FOR DATA ANALYSIS

The demographic variables were analyzed by using descriptive
statistics(frequency and percentage) The knowledge and attitude were assessed by
using mean and standard deviation. The effectiveness of video teaching programme
was assessed by using paired ‘t’ test.

Correlation between knowledge and attitude was assessed by using correlation

coefficient. Association between knowledge and attitude of mothers with their
selected demographic variables was analyzed by using inferential statistics
(chisquare).

ETHICAL CONSIDERATIONS
The study was conducted after the approval of the dissertation committee.
Samples were informed about the nature and purpose of the study.Consent was
obtained before the collection of samples. Assurance was given to the study samples
that the anonymity of each sample would be maintained strictly. 

36 
 
 CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

This chapter deals with the description of sample analysis andinterpretation of

the collected data from the mothers of sixty infants with reference to their knowledge
and attitude regarding weaning.

According to Denis Polit (2005) analysis is the method of organizing, sorting,

and scrutinizing data in such a way that the esearch question can be answered.The
analysis and interpretation of the study was based on the data collected through
structured multiple choice questionnaire to assess theknowledge and rating scale to
assess the attitude of the mothers of infants regarding weaning The result was
computed by using descriptive and inferential statistics based on the objectives of the
study.The study findings are presented in sections as follows.

SECTION I : Deals with the distribution of the demographic variables of mothers of

infants regarding weaning.
SECTION II : Deals with the pretest and post test score of knowledge of mothers of
infants regarding weaning
SECTION III : Deals with the pretest and post test score of attitude of mothers of
infants regarding weaning
SECTION IV : Deals with the data on the effectiveness of structured video teaching
programme in improving the knowledge and attitude of mothers of
infants regarding weaning.
SECTION V : Deals with the correlation coefficient between knowledge and attitude
of mothers of infants regarding weaning.
SECTION VI :Deals with the association between post test knowledge and attitude
of mothers of infants regarding weaning with their selected
demographic variables.

37 
 
SECTION I

Distribution of demographic variables of mothers of infants

Table -1
Frequency and percentage distribution of mothers of infants

S. No. Demographic Variables n %

1. Age of the mother
0 0.0
(a) 18-20 years
16 26.7
(b) 21-25 years
34 56.7
(c) 26-30 years
10 16.7
(d) 31-35 years
2. Religion
44 73.3
(a) Hindu
10 16.7
(b) Christian
6 10.0
(c) Muslim
0 0.0
(d) Other specify
3. Marital status
60 100
(a) Married
0 0
(b) Unmarried
0 0
(c) Divorced
0 0
(d) Widow
4. Educational status
8 13.3
(a) No formal education.
20 33.3
(b) Primary education
24 40.0
(c) Secondary education
8 13.3
(d) Graduation and above
 

38 
 
 5. Type of occupation
(a) House wife 28 46.7

(b) Agriculture 16 26.7

(c) Labourer 16 26.7

0 0.0
(d) Skilled worker
6. Income of the family per
month (In Rupees)
32 53.3
(a) 1500-2000
18 30.0
(b) 2001-3000
10 16.7
(c) 3001- 4000
0 0.0
(d) Above 4000
7. Type of family
(a) Nuclear family 40 66.7
(b) Joint family 20 33.3
(c) Extended family 0 0.0

8. Number of children
(a) One 18 30.0
(b) Two 38 63.3
(c) Three 2 3.3
(d) Above 3 2 3.3

9. Source of information
(a) Mass media 18 30.0
(c) Magazine 28 46.7
(d) Peer group 14 23.3

39 
 
 Table 1 shows that regard to age, among 60 mothers of infants
16(26.7%) mothers were in the age group of 21-25 years ,34(56.7%) mothers
were in the age group 26-30 years and 10( 16.7%) mothers were in the age
group of 31-35 years.

Regarding Religion, Majority of mothers 44 (73.3%) are hindu ,10

(16.7%) are Christian 6 (10%) are muslims. Regarding marital status , all
mothers 60 (100%) are married .

Regarding education of mothers, 8 (13.3%) of mother had no formal

education 20 (33.3%) of mothers had primary education, 24 (40%) of mothers
had higher secondary education ,8 (13.3%) mothers were graduate.

Regarding type of occupation , 28(46.7%)mothers are House wife,16

(26.7%) mothers are agriculturer, 16 (26.7%)mothers are labourer, none of
mother have skilled work.

Regarding income of the family 32(53.3%) of family earn 1500-2000/

month.18(30%) of family earn 2001-3000/ month.10(16.7%) of family earn
3001-4000/month.Regarding the type of family majority 40(66.7%) having
nuclear family and 20(33.3%) having joint family.

Regarding number of children 18(30%)of mothershad 1child,38(63.3%)

of mothers had two children and 2( 3.3%) of mothers had 3 children and 2
(3.3%) of mothers had more than 3 children.

Regarding the previous source of information 18(30%) of mothers

received through mass media, 28 (46.7%) received through magazine , 14
(23.3%) received from peer group.

40 
 
 A
AGE DIS
STRIBU
UTION
56.7%
60%
% off mothers

40%
th

26..7%
16.7%
%
20%

0%
21 -25 yrs 26 -30 yrs
y 3
31 -35 yrrs

g-3:Percenttage distrib
Fig bution of mothers
m acccording to age

Regarrd to age, among

a 60 m
mothers of infants 166 (26.7%) mothers
m werre
in
n the age grroup of 21-25 years ,34 (56.7%) mothers
m weere in the ag
ge group 266-
30 years andd 10 ( 16.7%
%) mothers were in thee age group of 31-35 years

41
 RELIGION

Christian
16.7%

Muslim
10.0%
Hindu
73.3%

Fig-4:Percentage distribution of mothers according to religion

Regarding Religion, Majority of mothers 44 (73.3%) are hindus,10

(16.7%) are Christian and 6(10%) are muslims.

42 
 
 100%

90%

80%

70%
0%
%..
% of mothers

60%
0%
%.
50%
0%
%
40%
10
00%
30%

20%

10%

0%
Married Unmarrried Divvorced widow

Fig-5:Peercentage distribution
d n of motherrs accordin
ng to marittal status

Regarrding marittal status , aall mothers 60

6 (100%) are marriedd .

43
 ED
DUCATION ST
40.0%
TATUS
S
40% 3
33.3%

30%
% of mothers

20% 13.3
3% 13.3%
%

10%

0%
No form
mal Primary Secondary
S Graduatio
on
educattion edu
ucation e
education and abovve

F
Fig-6:Perce
entage distrribution off mothers according
a to education
nal status

Regarrding education of m
mothers,8 (1
13.3%) of mother hadd no formaal
ed
ducation 20
0 (33.3%) of
o mothers had primarry educationn, 24 (40%)) of motherrs
h higher secondary ed
had ducation ,8 (13.3%) mothers
m weree graduate.

44
 OCCUPATION
N STAT
TUS

100%

80%
% of mothers

60% 46.7
7%

40% 26.7%
% 26.7%

20%

0%
House wife
w Agriculturre Labour

Fig-7:P
Percentage distributioon of motheers accordiing to Occu
upation

Regarrding type of occupattion, 28 (466.7%) mothhers are Ho

ouse wife,116
(226.7%) motthers are aggriculturer, 16 (26.7%) mothers arre labourer.

45
 MO
ONTHL
LY INCO
OME

60% 53
3.3%

50%
40%
% off mothers

3
30.0%

30%
16.7%
%
20%
10%
0%
Rs.1500
0-2000 Rs.2001- 3000 R
Rs.3001- 4
4000

Fig-8
8:Percentagge distribution of motthers accorrding to In
ncome

Regarrding incom
me of the faamily, 32(553.3%) of fa
family earn 1500-20000/
m
month.18(30
0%) of fam
mily earn 22001-3000/ month.10(16.7%) of family earrn
3001-4000/m
month.

46
 TYPE
E OF FAMIL
F LY

Joint familly
J
33.3%
Nucleaar
family
y
66.7%
%

Fig-9:Peercentage distribution
d n of motherrs accordin
ng to type of
o family

Regarrding the ty
ype of family majorityy 40 (66.7%
%) having nuuclear
faamily and 20
2 (33.3%) having joinnt family.

47
 NU
UMBER
R OF CHILDR
REN

100%

80%
% of mothers

63
3.3%
60%

40% 30.0%
%

20% 3.3% 3.3

3%
0%
One Tw
wo Three > Thrree

Fig-10:Percentagee distributiion of moth

hers accord
ding to num
mber of
Children

%)of motheers had 1chhild,38(63.3%)

Regarrding numbber of childrren 18 (30%
of mothers had
h two chhildren andd 2 ( 3.3%)) of motheers had 3 children
c andd 2
(33.3%) of mothers
m had more than 3 children.

48
 SOURCE OF
O INFO
ORMAT
TION
47%
50%
40% 30%
% of mothers

30% 23%
20%
10%
0%
Mass
s media Magazin
ne Peer group

Fig-11:Percentag
ge distributtion of motthers accorrding to Source of
i
information
n

Regarrding the previous

p soource of in
nformation 18 (30%)) of motheers
reeceived thrrough masss media, 28
2 (46.7%) received through
t magazine , 14
(223.3%) receeived from peer group.

 
 
 
 
 
 

49
 
 

SECTION II

Deals with the pretest and post test score of knowledge of mothers of
infants

Table -2

Frequency and percentage distribution of mothers of infants according to

level of knowledge in the pre test and post test.

N=60
Pre test Post-test
SL.NO Level of Knowledge
n % n %
1 Adequate Knowledge 0 0 46 76.7
2. Moderately adequate 24 40 14 23.3

Knowledge
3. 36 60 0 0
Inadequate Knowledge

Table 2 shows that out of 60 mothers 36(60 %)of mothers had inadequate
knowledge, 24 (40%) of mothers had moderately adequate knowledge and none of
them had adequate knowledge in the pre test .

In the post test 46(76.7 %) of mothers had adequate knowledge , 14(23.3 %)

had moderately adequate knowledge and none of them had inadequate knowledge .

50 
 
 PRE
ETEST AND
A POSTTEST
T LEVEL
L OF
KNOWLEDGE

100%
7
76.7%
80%
60.0%
% off mothers

Inadequate
60%
th

0.0%
40 Moderate
40%
23.3% Adequ
uate

20%
0.0% 0..0%
0%
Prettest Posttest

Knowledgee on weanin
Fig -12:K ng among mothers

It shoows that ouut of 60 m

mothers 36 (60 %)of mothers
m hadd inadequatte
knnowledge, 24
2 (40%) off mothers haad moderatelly adequate knowledge and none of
o
thhem had adeequate know
wledge in thee pre test .Inn the post tesst 46(76.7 %)
% of motherrs
had adequate knowledge , 14 (23.3 %
%) had modeerately adequuate knowledge and nonne
of them had inadequate knowledge.
k

51
SECTION III

Deals with the pretest and post test score of attitude of mothers of infants.

Table-3

Frequency and percentage distribution of mothers of infants according to

the level of attitude in the pre test and post test.

N = 60
SL.NO Level of attitude Pre test Post-test
n % n %
1. Satisfactory Attitude 0 0 44 73.3
2. Moderately Satisfactory 22 36.7 16 26.7

attitude
3. 38 63.3 0 0
Unsatisfactory Attitude

The data presented in table 3 shows that out of 60 mothers 38(63.3 %) of

mothershadUnsatisfactoryattitude, 22(36.7 %) of mothers had Moderately
satisfactory attitude and none of them had Satisfactoryattitude in the pre test .

In the post test 44(73.3 %) of mothers had Satisfactoryattitude, 16(26.7 %)

had Moderately Satisfactoryattitude and none of them had Unsatisfactory attitude.

52 
 
 PRETEST AND POST
TTEST LEVEL OF
O
ATTITUDE
100%
%
73.3%
%
80%
% 63.3
3%
% of mothers

Unsatisfactoo
ry
60%
% Moderately
36.7% satisfactory
40%
% 26.7% Satisfactory
y

20%
%
%
0.0% 0.0%
0%
%
P
Pretest Posttest

Fig -13: Attitude on weaningg among m

mothers

It shoows that out of 60 mothhers 38(63.3 %) of mothhers had Un

nsatisfactorry
atttitude, 22(3
36.7 %) of mothers
m hadd Moderatelly satisfacto
ory attitude and none of
o
thhem had Sattisfactory atttitude in thee pre test .In
n the post test 44(73.3 %)
% of motherrs
had Satisfacttoryattitude,, 16(26.7 %) had Modeerately Satisfactoryattituude and nonne
of them had Unsatisfacto
U ory attitude.

53
SECTION IV

Data on the effectiveness of structured video teaching programme on

knowledge and attitude regarding weaning

Table 4

Mean, SD and ‘t’ value of knowledge regarding weaning among

mothers of infants

N = 60
S.No: Variables Mean SD ‘t’ Value

1 Pre Test Knowledge 12.37 1.38 33.28

P=0.001***
2 Post Test Knowledge 20.57 1.72 DF=58

* significant at P≤0.05 ** highly significant at P≤0.01 *** very high significant at

P≤0.001

Table No.4 shows that Considering the knowledge aspect, in pretest they
scored 12.37 out of 25 score after video assisted teaching they are scored 20.57 . So
the difference is 8.2. This difference is large and statistically significant difference .
Comparison of pretest and posttest score was analysed using student’s paired
t-test. The obtained ‘t’ value 33.28 was highly significant at 0.001 level. Hence the
stated hypothesis was accepted.

54 
 
 COMPARISON OF EACH MOTHER PRETEST AND
POSTTEST MEAN
25 WEANING KNOWLEDGE SCORE

20
Mean knowledge score

15

10

0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Pretest
No. of mothers
Posttest

Fig -14: Comparison  of  each  mother  pretest  and  posttest  mean  weaning 
knowledge score 
 
Considering the knowledge aspect, in pretest they scored 12.37 out of 25
score after video assisted teaching they are scored 20.57 . So the difference is 8.2.
This difference is large and statistically significant difference . 

55 
 
 Table 5

Mean , SD and ‘t’ value of attitude regarding weaning among

mothers of infants

N = 60
S.No: Variables Mean SD ‘t’ Value

1 Pre Test Attitude 48.23 3.58 68.45

P=0.001***
2 Post Test Attitude 80.07 4.04
DF=58

* significant at P≤0.05 ** highly significant at P≤0.01 *** very high significant at

P≤0.001

Table No.5 shows that Considering the attitude aspect, in pretest they scored
48.23 out of 100 score after video assisted teaching they are scored 80.07. So the
difference is 31.84. This difference is large and statistically significant difference .
Comparison of pretest and posttest score was analysed using student ‘s paired t-test.
The obtained ‘t’ value 68.45 was highly significant at 0.001 level. Hence the stated
hypothesis was accepted.

56 
 
 COMPARISON OF EACH MOTHER PRETEST AND
POSTTEST
MEAN ATTITUDE SCORE
100
90
80
Mean attitude score

70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Pretest
Posttest

Fig -15: Comparison of each motherwise pretest and posttest mean

attitude score

Considering the attitude aspect, in pretest they scored 48.23 out of 100 score
after video assisted teaching they are scored 80.07. So the difference is 31.84. This
difference is large and statistically significant difference .
 

57 
 
 Table 6

EFFECTIVENESS OF STRUCTURED VIDEO TEACHING PROGRAMME

Pretest Posttest % of Difference

Knowledge 49.5% 82.3% 32.8%
Attitude 48.2% 80.1% 32.0%

Table no 6 shows the effectiveness of structured video teaching programme

on weaning Considering the overall score, mothers are improved 32.8% of weaning
knowledge and 32% of attitude on weaning after the structured video teaching
programme.This percentage of gain is the net benefit of this study, which indicates
the effectiveness of study.

58 
 
 COMPAR
RISON OF
O PRE A
AND PO
OSTTEST
T
PE
ERCENTTAGE OF
F SCOR
RE

100% 82.3% 80.1%

80%
% of mothers

60% 49.5
5% 48.2%
Knowledge
Attitud
de
40%

20%

0%
Pre
etest Posttest

Fig 16:Compar
rison of prre and possttestperceentage of score
s

It show
ws the effecctiveness of structured
s viideo teaching programm
me on weaninng
C
Considering t overall score, mothhers are impproved 32.8%
the % of weaninng knowledgge
annd 32% of attitude
a on weaning
w afterr the structurred video teaaching prograamme.

59
SECTION V

Data on the relationship between the pre test and post test knowledge and
attitude of mothers of infants

Table -7

Mean , standard deviation, ‘r’ value of knowledge and Attitude

regarding weaning among mothers of infants.

N = 60
Sl.No Variables Knowledge attitude r value
Mean SD Mean SD
0.19
1. Pre test 12.37 1.38 48.23 3.58
P=0.11
0.44
2. Post test 20.57 1.72 80.07 4.04
P=0.001***

* significant at P≤0.05 ** highly significant at P≤0.01 *** very high significant at

P≤0.001

Table 7 Reveals that, the pre test knowledge score 12.37,standard deviation
1.38 and attitude score 48.23, standard deviation 3.58 has poor Correlation. Since the
obtained r value is 0.19. It means, when knowledge increases their attitude also
increases poorly.

The post test knowledge score 20.57,standard deviation 1.72 and attitude
score 80.07, standard deviation 4.04 has a significant moderate correlation since the
obtained ‘r’ value is 0.44. It means, when knowledge increases their attitude also
increases moderately The above findings supports the research hypothesis.

60 
 
 60

55
Pretest attitude score

50

45

40

35

30
10 11 12 13 14 15 16

Pretest knowledge score

Fig 17: Scatter Plot with regression estimate shows there is a poor correlation
between pretest knowledge score and pretest attitude score among infants
mothers on weaning.

It shows that pre test knowledge score 12.37,standard deviation 1.38 and
attitude score 48.23, standard deviation 3.58 has poor Correlation. Since the obtained
r value is 0.19. It means, when knowledge increases their attitude also increases
poorly.
 

61 
 
 88

86

84
Posttest attitude score
82

80

78

76

74

72

70
16 17 18 19 20 21 22 23 24

Posttest knowledge score

Fig 18: Scatter Plot with regression estimate shows there is a moderate positive
correlation between posttest knowledge score and posttest attitude score among
infants mothers on weaning.

It shows that the post test knowledge score 20.57,standard deviation 1.72 and
attitude score 80.07, standard deviation 4.04 has a significant moderate correlation
since the obtained ‘r’ value is 0.44. It means, when knowledge increases their attitude
also increases moderately.

Interpretation for r-value:

Pearson correlation coefficient is denoted by “r”
“r” always lies between -1 to +1
0.0 – 0.2 poor correlation
0.2 – 0.4 fair correlation
0.4 – 0.6 moderate correlation
0.6 – 0.8 good correlation
0.8 – 1.0 strong correlation

62 
 
SECTION VI :Data on the association between post test

knowledge and attitude of mothers of infants regarding

weaning with their selected demographic variables.
Table -8
Frequency, percentage and x² distribution of knowledge among mothers
ofinfants
Posttest level of knowledge Pearson
Moderate Adequate χ2test/
Demographic variables Total Yates
n % n % corrected
χ2test
Age < 25 yrs 10 62.5% 6 37.5% 16 χ2=18.70
> 25 yrs P=0.001***
4 9.1% 40 90.9% 44 DF=1
significant
Religion Hindu 10 22.7% 34 77.3% 44 χ2=0.03
Christian/ P=0.85 DF=1
muslim 4 25.0% 12 75.0% 16 not
significant
Educational No formal
status /primary 12 42.9% 16 57.1% 28 χ2=11.20
education P=0.01**DF=1
Secondary significant
2 6.3% 30 93.7% 32
/graduate
Type of House wife 4 14.3% 24 85.7% 28 χ2=2.40
occupation Agriculture P=0.12 DF=1
/labour 10 31.3% 22 68.8% 32 not
significant
Monthly Rs.1500-
6 18.8% 26 81.3% 32 χ2=0.80
income 2000 P=0.36 DF=1
> Rs.2000 not
8 28.6% 20 71.4% 28
significant
Type of Nuclear
12 30.0% 28 70.0% 40 χ2=2.98
family family
P=0.08 DF=1
Joint
2 10.0% 18 90.0% 20 not significant
family
Number of One child 8 55.6% 10 55.6% 18 χ2=6.40
children > One child P=0.01**
6 14.3% 36 85.7% 42 DF=1
significant
Source of Mass
χ2=1.56
information media/ 9 19.6% 37 80.4% 46
P=0.21DF=1
Magazine
not significant
Peer group 5 35.7% 9 64.3% 14
 

63 
 
 To find out the association between the knowledge of mothers of infants
regarding weaning andtheir selected demographic variables the null hypothesis was
stated as follows.

H04- There will be no significant association between the knowledge of

mothers of infantswith their selected demographic variables.

The association between knowledge score of mothers and their religion the
obtained x² value (0.03)p=0.85 was not significant at 0.05 level.The association
between knowledge score of mothers and their type of occupation the obtained
x²value (2.40)p=0.12 was not significant at 0.05 level .The association between
knowledge score of mothers and their income the obtained x²value (0.80)p=0.36 was
not significant at 0.05 level. The association between knowledge score of mothers and
their type of family the obtained x²value (2.98)p=0.08 was not significant at 0.05
level. The association between the knowledge score of mothers of infants and source
of information the obtained x² value 1.56 p=0.21 was not significant.

This shows that there was no association between post test knowledge
regarding weaning among mothers of infants with their selected demographic
variables like religion, marital status, type of occupation, income of the family, type
of family and source of information .So the researcher has accepted the null
hypothesis.

The association between the post test knowledge score of mothers of infants
and age the obtained x² value 18.70 p=0.001 wassignificant. The association between
the knowledge score of mothers of infants and education the obtained x² value
11.20p=0.001was significant. The association between the knowledge score of
mothers of infants and their number of children the obtained x² value 6.40 p=0.01was
significant.

This shows that there was an association between knowledge of mothers of

infantsregarding weaning with their age and education, number of children. Hence the
researcher has rejected the null hypothesis and accepted the research hypothesis.

64 
 
 ASSOCIATTION BEETWEEN POSTTEEST LEVEEL 
A
OF KN
NOWLEDGE SCOR RE AND THEIR 
DEEMOGRA APHIC V
VARIABLEES
100%
80% 37.5%
% of  mothers

57.1% 55.6%
60% 90.9% %
93.7% 85.7%
40%
62.5%
20% 42.9% 44.4%
9.1% %
6.3% 14.3%
0%
Adequate
< 25 yrs

> 25 yrs

Normal

Others
Secondary /graduate
No formal /primary education
No formal /primary education Moderate

F 19:Asso
Fig ociation beetween possttest levell of knowlledge score and theiir
demoggraphic va
ariables

It sh
hows that th
here was an associationn between kknowledge of
o mothers of
o
inffants regardiing weaning with their aage, educatioon and num
mber of childrren.

65
 Table 9

Frequency, percentage and x² distribution of Attitude among mothers of infants

Posttest level of attitude

Moderately Pearson χ2test/
Demographic variables Satisfactory Total Yates corrected
satisfactory
χ2test
n % n %
Age < 25 yrs 10 62.5% 6 37.5% 16 χ2=14.32
> 25 yrs P=0.001***
6 13.6% 38 86.4% 44 DF=1
significant
Religion Hindu 10 22.7% 34 77.3% 44 χ2=1.30
Christian/ P=0.25 DF=1
6 37.5% 10 62.5% 16
muslim not significant
Educational No formal
status /primary 12 42.8% 16 57.2% 28 χ2=7.04
education P=0.01**DF=1
Secondary significant
4 12.5% 28 87.5% 32
/graduate
Type of House wife 10 35.7% 18 64.3% 28 χ2=2.20 P=0.14
occupation DF=1
Agriculture/
6 18.8% 26 81.3% 32 not significant
labour
Monthly Rs.1500- χ2=2.08 P=0.15
11 34.3% 21 65.7% 32
income 2000 DF=1
> Rs.2000 5 17.8% 23 82.2% 28 not significant
Type of Nuclear χ2=2.72 P=0.12
8 20.0% 32 80.0% 40
family family DF=1
Joint family 8 40.0% 12 60.0% 20 not significant
Number of One child 10 55.6% 8 44.4% 18 χ2=10.96
children P=0.001***
> One child
6 14.2% 36 85.8% 42 DF=1
significant
Source of Mass media/ χ2=2.44 P=0.13
information Magazine 10 21.7% 36 78.3% 46
DF=1
Peer group 6 42.9% 8 57.1% 14 not significant

66 
 
 To find out the association between the post test attitude of mothers of infants
regarding weaning and selected demographic variables the null hypothesis was stated
as follows.

H05- There will be no significant association between the post test attitude of
mothers of infants with their selected demographic variables.

The association between attitude score of mothers and their religion the
obtained. x² value ( 1.30) p=0.25 was not significant at 0.05 level. The association
between attitude score of mothers and their type of occupation the obtained x² value
( 2.20) p=0.14 was not significant at 0.05 level . The association between attitude
score of mothers and their income the obtained x² value ( 2.08) p=0.15 was not
significant at 0.05 level. The association between attitude score of mothers and their
type of family the obtained x² value (2.72) p=0.12was not significant at 0.05 level.
The association between the attitude score of mothers of infants and source of
information ,the obtained x² value(2.44) p=0.13 was not significant.

This shows that there was no association between attitude regarding weaning
among mothers of infants with their selected demographic variables like religion,
maritalstatus,occupation, income, type of family, source of information.So the
researcher has accepted the null hypothesis.

The association between attitude score of mothers and their age the obtained
x² value (14.32) p=0.001 was significant at 0.001 level. The association between the
attitude score of mothers of infants and educational status the obtained x² value (7.04)
p=0.01 was significant . The association between attitude score of mothers and
number of children , the obtained x²value (10.96) p=0.001wassignificant at 0.001
level. This shows that there was an association between post test attitude of mothers
of infants with their age, educational status and number of children. Hence the
researcher has rejected the null hypothesis and accepted the research hypothesis.

67 
 
 ASSOC
CIATION B
BETWEENN POSTTEEST LEVELL OF 
ATTITUD
DE AND THEIR DEM
MOGRAPHIC VARIABLES
100%

80% 37.5% 44.4%

57.2
2%
% of mothers 

60% 86.4%
8 %
87.5% 85.8%
Satisfaactory
40%
62.5% 55.6%
42.8
8% Moderrately 
20%
satisfaactory
13.6%
1 %
12.5% 14.2%
0%
< 25 yrs > 2
25 yrs No formal  Secondaryy  One child > One child
/primary  /graduate
e
educattion

Fig 20 :Associatio
on between posttest level of atttitude and their
demoggraphic va
ariables

This shows
s that thhere was an association between post test attitudde of mothers
of infants witth their age, educational status and number
n of chhildren.

68
 CHAPTER V

DISCUSSION

The aim of present study was to evaluate the effectiveness of structured video
teaching programme on knowledge and attitude regarding weaning among mothers of
infants residing atSamayanallur, Madurai.. The study was conducted by using pre
experimental design. The mothers of infants from 6 to 12 month were selected as the
samples for the study. The sample size was 60.

The self administered multiple choice questionnaire and rating scale were
used to assess the knowledge and attitude regarding weaning The response were
analyzed through descriptive statistics (mean, frequency, percentage and standard
deviation) and Inferential statistics (correlation coefficient, paired ‘t’ test and chi
square). The findings of the study have been discussed with reference to the
objectives and hypothesis and with the findings of other studies. The data is
organized, analyzed and presented.

The first objective of the present study was to assess the knowledge ofmothers
of infants regarding weaning. The present study findings revealed that out of 60
mothers 36(60 %) had inadequate knowledge, 24 (40%) of mothers had moderately
adequate knowledge and none of them had adequate knowledge in the pre test . In
the post test 46(76.7 %) of mothers had adequate knowledge , 14 (23.3 %) had
moderately adequate knowledge and none of them had inadequate knowledge .

This finding is consistent with the findings of Mohammed Khalil (2005),

who conducted a study on Assessment of knowledge and weaning practices among
mothers of infants. He concluded that weaning practices were not adequate due to a
number of reasons including low income of the family, poor educational status, lack
of knowledge about how, when, what to give during weaning period .

69 
 
 This finding was supported by Appoh LY (2005), conducted a study on
maternal nutritional knowledge and child nutritional status; he concluded that mother’s
practical knowledge about nutrition may be more important than formal maternal
education for child nutrition outcome. As indicated in the above mentioned studies,
there is a need for more elaborated assessment of knowledge regarding different
aspects of weaning practices, which may intern help to get a widened data base on
knowledge of weaning practices.

The second objective of the study was to assess the attitude of mothers
regarding weaning.The data presented in table 3 shows that out of 60 mothers 38(63.3
%) hadunsatisfactoryattitude, 22(36.7 %) of mothers had moderately satisfied attitude
and none of them had satisfied attitude in the pre test .In the post test 44 (73.3 %) of
mothers had satisfied attitude, 16 (26.7 %) had moderately satisfied attitude and none
of them had unsatisfied attitude.

This finding is consistent with the findings ofAlJassir (2006)conducted a

study on mothers’ attitude towards infant feeding practices andfound that solid foods
tended to be introduced late because of age, educational status ofthe mother and
nationality. Hence, there is a need to focus the attention towardseducating the
community.

This finding was supported by Kruger R, Gericke GJ. (2003) conducted

an exploratory qualitative investigation was carried out to determine knowledge and
attitude towards nutrition of mothers of children up to 3 years old attending baby
clinics in Moretele district, South Africa. Results showed that Solids was introduced
early and mixed family diet at 7-9 months. Hence the data analysis was revealed that
in adequate nutrition knowledge and adherence to cultural attitudes lead to poor
quality feeding attitudes.

The third objective was to evaluate the effectiveness of structured

videoteachingprogramme on knowledge and attitude regarding weaning. The present
study indicated that the post test mean value (20.57) of knowledge was higher than
the pretest mean value (12.37) among mothers of infants. The obtained ‘t’ value 33.28
which was highly significant at 0.001 level (P≤0.001). Hence the stated hypothesis
was accepted.

70 
 
 The post test mean value (80.07) of attitude was higher than the pre test mean
value (48.23) among mothers of infants. The obtained ‘t’ value 68.45 was highly
significant at 0.001 level (P≤0.001). Hencethe stated hypothesis was accepted .The
structured video teaching programmewas effective in imparting the knowledge and
attitude to mothers regarding weaning.

These findings were consistent with the study done by

Shi L, Zhang .J(2011) conducted a study on inappropriate weaning practices have
been identified as the major causes of malnutrition in young children in developing
countries. The purpose of this study was to provide evidence from published studies
in the past decade on the effectiveness of educational intervention programs on
improving weaning practices in the developing world.

Evidence from these studies supports that educational intervention can

effectively improve weaning practices and child nutrition and growth. The
intervention should be culturally sensitive, accessible and integrated with local
resources.

The fourth objective was to find out the relationship between knowledge and
attitude regarding weaning among mother of infants. Table 7 Reveals that, the pre
test knowledge score 12.37,standard deviation 1.38 and attitude score 48.23, standard
deviation 3.58 has poor Correlation. Since the obtained r value is 0.19. It means,
when knowledge increases their attitude also increases poorly. The post test
knowledge score 20.57,standard deviation 1.72 and attitude score 80.07, standard
deviation 4.04 has a significant moderate correlation since the obtained ‘r’ value is
0.44. It means, when knowledge increases their attitude also increases moderately
The above findings supports the research hypothesis.This shows that efforts can be
undertaken to educate the community regarding weaning practices.

The fifth objective was to determine the association between the posttest
knowledge among mothers of infants regardingweaning with their selected
demographic variables. It revealed that there was a significant association between
knowledge of mothers with their Age (x² = 18.70 p=0.001) and education ( x² = 11.20
p=0.001) and number of children(x2=6.40 p=0.01) . There was no significant

71 
 
association between the knowledge with their religion, marital status,type of
occupation, income of the family, type of family and source of information.

These findings was supported by a study conducted byKalanda BF,

Verhoeff FH et.al(2006) on Breast and weaning practices in relation to morbidity
and growth in Malawian infants to compare growth, morbidity incidence and risk
factors for undernutrition between infants receiving weaning practices early, before
three months of age, with those receiving weaning foods after three months in a poor
rural Malawian community.. Early weaning practices was significantly associated
with increased risk for respiratory infection and marginally increased risk for eye
infection and episodes of malaria. Maternal illiteracy was associated with early
weaning .

These findings were consistent with the study done byAlves CRet.al
(2008) on Risk factors for weaning among users of a primary health care unit in Belo
Horizonte, Minas Gerais State, Brazil. Five retrospective longitudinal studies
(historical cohorts) were performed with the same questionnaire, and 790 mothers of
children less than two years of age were interviewed. The statistical analysis was
conducted year-by-year using the Kaplan-Meier method and Cox model. The
conditions significantly associated with risk of weaning were: primiparity,unknown
uneducated paternal opinion concerning breastfeeding and weaning.
 
These findings was supported by a study conducted by Tarrant M
et.al(2010) on the weaning practices of Hong Kong mothers to identify the
determinants associated with early cessation. One thousand four hundred and
seventeen mother-infant pairs was selected and followeduntilweaned. Young mothers
start weaning early. Mothers with higher education like to start weaning at
appropriate time.

The sixth objective was to determine the association between the post
testattitude among mothers of infants regardingweaning with their selected
demographic variables. It revealed that there was a significant association between
attitude of mothers with their Age (x² = 14.32 p=0.001) and education ( x² = 7.04
p=0.01) and number of children(x2=10.96 p=0.001) .

72 
 
 These was no significant association between the attitude with their religion,
marital status,type of occupation, income of the family, type of family and source of
information.

These findings were consistent with the study done by Liaqat et.al
(2007) was conducted a study to examine the association between mothers’ education
status, weaning attitudesand malnutrition amongst mothers attending out patient
clinics in Islamabad. The results revealed that a positive relationship was found
between the nutritional status of infants and educational status of mothers . A similar
relationship was observed between the educational status of respondents and the
introduction of weaning foods at an appropriate age (6 months) of infants .Hence it
was concluded that mother’s education plays a important role in nutritional needs of
their infants..

These findings was supported by a study conducted by Saldiva SR,

Escuder et.al (2007) conducted a study on Feeding habits of children aged 6 to 12
months and associated maternal factors. This was a cross-sectional study analyzing
data in 136 municipalities in the state of São Paulo, Brazil, with 24,448 children.
Associations were observed in age, education, number of children.

73 
 
 CHAPTER – VI

SUMMARY AND RECOMMENDATIONS.

This chapter deals with summary, findings, discussion, implications,

limitations, conclusion and recommendations. The research effort of the investigator
has helped in presenting the study findings that was revealed from the mothers of
infants regarding weaning.

SUMMARY
The summary includes the objective of the study, description of procedure
used, major findings and conclusion and recommendations for further research study.
The present investigation was regarding “Assess the Effectiveness of Structured
Video teaching Programme onknowledge and attitude regarding weaning among
mothers of infants residing at Samayanallur, Madurai.’’

The objectives of the study were the following

™ To assess the level of knowledge of mothers of infants regarding weaning.
™ To assess the level of attitude of mothers of infants regarding weaning.
™ To evaluate the effectiveness of structured video teaching programmeon
knowledge and attitude regarding weaning.
™ To correlateknowledge and attitude of mothersof infants regarding weaning.
™ To determine the association between knowledge among mothers of infants
regarding weaning with their selecteddemographic variables.
™ To determine the association between attitude among mothers of infants
regarding weaning with their selecteddemographic variables.

The conceptual framework adopted for the study was from the concepts of
Daniel Stuffle beam model. It includes context, input, process, and product. This
helped the investigator to evaluate the effectiveness of video teaching program on
knowledge and attituderegarding weaningamong mothers of infants residing at
Samayanallur, Madurai..
74 
 
 In the methodology the investigator selected one group pretest and a post test
design. The variables in the study were as follows:

Independent Variable – Video teaching program on Weaning.

Dependent variable – Knowledge and attitude regarding weaning.
Associate variable – Age, religion, marital status , Educational status, type
of occupation, monthly income, type of family, No of
children, source of information

For the pilot study, Samayanallur, Madurai was chosen, and 6mothers were
selected using convenient sampling, who were not included later in the main study.
After getting consent from the subjects, pretest questionnaire was administered for
treatment group. Video teaching programonweaning was administered to the group.
After one week post-test questionnaire was administered to the group.

Convenience sampling was used to select study subjects. In this

samplingtechnique the subjects who satisfied the inclusion criteria and present in the
home during the time of data collection.60mothers of infants were selected for the
study.

The structured questionnaire used for data collection was developed by the
investigator, which comprised of 3 sections. Section – 1 consisted of demographic
variables, Section- II consisted of knowledge regarding Weaning.and Section – III
consisted of Attituderegarding Weaning. The Reliability of the tool for the present
study was established by using test retest method. Reliability was computed using
Karl Pearson’s correlation coefficient method and it was found to be r=
0.81(Knowledge), 0.83(Attitude) high.

The researcher prepared video package on Weaning. Based onstudy

objectives, a blue print was developed covering content area. The content was given
to three nursing experts and 1medical expert and modifications were made in content
according to suggestions made by experts.

75 
 
 The main study was conducted at Samayanallur, Madurai for 4weeks.60
mothers were selected as per the sampling criteria using convenience sampling
method. Purpose, objectives were explained and confidentiality was assured. With
prior informed consent, pretest was conducted for treatment group. The investigator
conducted video teaching programme. After one weekpost-test was conducted to
treatment group. All the subjects were very cooperative and investigator expressed her
gratitude for their co-operation. The data gathered were analyzed .

MAJOR FINDINGS
The major findings of the study are presented under the following headings
based the objectives of the study.
™ There was a significant difference between knowledge regardingWeaning
before and after the video teaching program. The post test mean score was
20.57high as compared to the pretest mean value of12.37
™ There was a significant difference between attitude of mothersregarding
weaning before and after the video teaching program.Thepost test mean score
was 80.07 as compared to pretest mean score of 48.23
™ The structured video teaching programme was highly effective inimparting
knowledge on weaning. The obtained ‘t’ value was 33.28 for knowledge,68.45
for attitude which was significant at 0.001 level.
™ There was a poor correlation between the knowledge and attitude among
mothers regarding weaning before video teaching program ‘r’ = 0.19
(P=0.11).
™ There was a significant moderate positive correlation between the knowledge
and attitude among mothers regarding weaning after video teaching program,
‘r’ = 0.44 (p=0.001).
™ There was a significant association between the age of mothers ,Educational
statusandnumber of children with theirknowledge on weaning.
™ There was no significant association between religion, marital status,
occupation, income, type of family and source of information, with the
knowledge of mothers.
™ There was a significant association between the age of mothers,Educational
statusandnumber of children with their attitude on weaning.

76 
 
 ™ There was no significant association between religion, maritalstatus,
occupation, income, type of family, source of information with the attitude
ofmothers.

CONCLUSION
The study brought out the following conclusions
1. The knowledge and attitude of mothers of infants regarding weaning in the
post test was significantly higher than the pre test.
2. The structured video teaching programme was found to be effective in
increasing the knowledge and attitude
3. There was a poor correlation between the knowledge and attitude in the pre
test and moderate positive correlationbetween the knowledge and attitude in
thepost test.

IMPLICATIONS
It includes implication for nursing practice, nursing education, nursing
administration and nursing research.

IMPLICATIONS FOR NURSING PRACTICE

™ Mothers of infants need to develop positive attitude on Weaning.
™ Nurses need to assess the knowledge and attitude on Weaning among mothers.
™ Nurses need to upgrade their knowledge on weaning
™ The teaching helps to improve the knowledge and there by change their
behaviour.
™ Health education can be an effective method to improve the knowledge of
mothers.
™ Video teaching program can be made part of health education.
™ The nurse as a service provider plays an important role in impartingknowledge
and helping the mothers to be aware about weaning practices.

77 
 
IMPLICATIONS FOR NURSING EDUCATION
™ In-service education program for nursing personnel on weaning can upgrade
the knowledge thereby helps to give health education to mothers of infants.
™ The study insists the need for the teaching on weaning to the nursing students
and make them expert. Nursing curriculum should enable nursing students to
develop advancedknowledge and acquire skills inweaning.
IMPLICATIONS FOR NURSING ADMINISTRATION
™ The study assists the nursing administrative authorities to initiate and carry out
health education program in health care setting.
™ Nursing leaders must utilize available resources, which are technologically
sound in teaching mothers through mass health education program in
community settings.
™ Nursing administrators should provide adequate infrastructure facilities in
counseling, teaching the mothers regarding weaning.
™ Nursing leaders should enhance nursing service at home through readymade
video package.
™ The special implication of nursing administration in community is that they
should pay attention to all women in reproductive age and to see whether they
are provided withenough education about weaning practices.
™ Nurse administrator can arrange in- service education and special
trainingprogrammes regarding weaning practices.

IMPLICATIONS FOR NURSING RESEARCH

™ The study helps the investigator to develop insight regarding weaning.through
structuredvideo teaching program.
™ This study will serve as a valuable reference material for future investigators.
™ Teaching package prepared by the researcher will be helpful for giving mass
health education.

LIMITATIONS
™ Evaluation of effectiveness of structured video teaching program was limited
to knowledge and attitude domain.
™ Sample size was limited to 60
™ Setting was limited to only samayanallur, Madurai.
78 
 
 ™ Attitude was assessed by verbal response only.
™ Video Teaching package may be applicable to middle and high income group
only.
™ Post test was done after 7 days of administration of structured videoteaching
program. Influence of memory was not controlled.

RECOMMENDATIONS
™ A similar study can be undertaken by utilizing other domain.
™ A similar study can be undertaken on larger scale.
™ A comparative study can be done in the urban and rural areas.
™ A similar study can be undertaken with control group.
™ Studies are needed to develop standardized tool on knowledge on weaning.
™ A similar study can be undertaken by using different teaching methods.

79 
 
 BIBLIOGRAPHY

BOOK REFERENCES:

1. Burns, M., & Grave, SK. (1999). Understanding Nursing Research.(3rdEd.).

London:W.B. Saunders Publication.
2. Denise, F. Polit et.al (2004). Text Book of
NursingResearch.(7thEd.).philadelphia:Lippincot Company.
3. Donna E Whaley. (1997).Essentials of Paediatric Nursing. (4thEd.).
New Delhi: ND Lard Coast Publications.
4. Dorothy Marlow. (1998). Text Book of Paediatric Nursing. (6th Edition.).
Philadelphia, WB Saunders Company.
5. Dutta,A.K. (2007). Advances in pediatrics..(6th edi.).New Delhi:JaypeeBrothers.
6. Elizabeth, K.E. (1998).Nutrition and child development.Hyderabad:Pars
publishing .
7. Fortar and Arnells. (1999). Text Book of Paediatrics. (4th Ed.).
Philadelphia: Elbs Publications.
8. Ghai ,OP. (2007).Essential paediatrics (6th Ed.). New Delhi:NDPublications.
9. Gupta, D.C. (1994). Introduction to Statistics.New Delhi: Jaypee
Brothers Publication.
10. Gupta,P.(2005). Statistical Methods.(23rd Ed.). New Delhi: Sultan
Chand and Sons Publications.
11. Guptha,.S. (2004).The Short Text Book of Pediatrics.(4th edi.).
New Delhi:JaypeePublishers.
12. Jane,W., Ball &Ruth.C.Bindler.(2009). Pediatric Nursing.(2nd edi.)
New Delhi:Pearson publishers.
13. Keelinger, FN. (1983). Foundations of Behavioural Research.(2nd Ed.).
New Delhi:Surjeet Publications.
14. Keshav swanaker. (2000). Community Health nursing(2nd Ed.). Indoor: N.R
Brother Publishers.
15. Kader Parohoo. (1997). Nursing Research Principles, Practices and
Issues.(1st Ed.). London: McMillan Publications.
16. Kliegman, RM.,et.al. (2006). Nelson Text Book of Pediatrics.(10th
edi.).Philadelphia: saunders publishers.
17. Kothari ,C.R.(1990). Research Methodology and Techniques.(2nd Ed.).
New Delhi:New Age International Publications.
18. Maria Hastings, T. (2003).Fundamentals of Nursing Research.(3rd Ed.).
Boston:Borlet Publications.
19. Marilyn,J.,&Hocken Berry, et.al. (2004). Essentials of PaediatricNursing.
(7th Ed.). London:Mosby Publications.
20. Nancy burns and Susan .(2005). The Practice of Nursing Research.
(5th Ed.). St. Louis: Elsvier Publishers.
21. Neil Mclntosh .(2003). Text Book of Paediatrics.(6th Ed.). London:
Churchill Livingstone Publications.
22. Park,JE.,& Park, K.(1991). Text book of preventive and social medicine. Jabalpur:
M/s Banarsidas Bhanot publishers.
23. Parul Datta .(2007). pediatric Nursin .(2nd edi.).New delhi: jaypee Brothers
24. Polit, OF.,&Hungler, BP. (1999). Nursing Research Principles and Method.(6th
Ed.). Philadelphia, Lippincot Publications.
25. Reader, SI.,& Martin,LL. (1997). Nursing Research Principles and Method.(6th
Ed.).Philadelphia:Lippincot Publishers.
26. Richard,E.,& Beharman et .al .(2004). Text Book of Paediatrics.(17thEd.).
London: Elsvier Publicatinos.
27. Suchedev HPS, Panna choudary. (2004). Nutrition of children in developing
country concerns. New Delhi: B.I Publications..
28. Sunder Rao,S.,& Richard, T. (1996). An Introduction to Biostatistics a
Manual for students in health science.(3rd Ed.). New Delhi:JaypeePublications.
29. Tern Kyle. (2008). Essentials of Pediatric Nursing.(2nd edi.) New Delhi:
Lippincott Williams & Wilkins.
30. Thambulwadker ,RS.(2005).Paediatric Nursing. (2nd Ed.). Bombay:
Vora Medical Publications.
31. Trecce and Treece .(1986). Elements of Research in Nursing.(2ndEd). Toenoto:
Mosby Publications.
32. TNAI. (2000). Manual of Nursing Practice. (8th Ed.). New Delhi: Jaypee
Brothers Publications.
33. Viswanath, J.,&Avalobita B.Desai.(2000). Achar’s text book of paediatrics(.3rd
ed)Chennai.:Orient Longman.
34. Viswanathan, J.et al. (2004).Text Book of Paediatrics.(3rd Ed.).
Hyderabad:OrientLongman Publications.
35. Wong and Whaley. (1997). Essentials of Paediatric Nursing.(5th Ed.).
Philadelphia:Mosby Publications.
JOURNAL REFERENCES:
1. Abdulraheem ,R.,&Binns, C.W.(2007)The infant feeding attitudes of mothers
in the Maldives.may; 10 (5): 502-507.Public Health Nutr
2. Al-jassir, MS., El Basher, BM., Moizuddin, S.K, Abu-Nayan
AA.(2006)Knowledge and attitude towards infants feeding among mothers in
Saudi Arabia 12 (1-2): 6-13East mediterr Health Journal.
3. Alvarado BE, Tabares RE, Deliste H, Zunzneguni MV.(Mar 2005 ).Wide
range of attitudes and beliefs influence the time of introduction of
weaning55(1): 55-63.Public health Nutr.
4. Appoh, LY.,& Krekling, S.(2005). Maternal nutritional knowledge and child
nutritional status in the volta region of Ghana.April, 1 (2):100-10Matern
Child Nutr
5. Arch Dis Child Y.Yamashiro MD. (2000) Over view of complementary
feeding in countries of Asia Vol. 106 No. 5 .. pp. 1274-1274 Pediatrics .
6. Barton s.(2001)Infant feeding attitudes of low income rural mothers in U.S.A.
(3-4): 93-97 .Nutr Health;.
7. Fewtrell, M.,& Lucas ,A. Morgan JB. (2003)Factors associated with weaning
in full term and pre term infants. July; 88 (4):296 – 301 .Arch Did Child Fetal
Neonatal..
8. Griffiths LJ, Tate AR, Dezateux C. (2007 ).Do early infant feeding attitudes
vary by maternal ethnic groups?Sep; 10 (9):957-64.Public Health Nutr .
9. Heinig MJ, Follet JR, Ishii KD (2001). Nutritional status and feeding attitudes
of child. Indian journal of Community Medicine.July –Sept; 26 (3): 145-150.
10. Iqbedioh ,SO. Oqbeni, AO. (1996)Infant weaning attitudes in some women
resident in Makurdi, Nigeria.11 910: 13-28. Nutr Health.
11. Ijarotimi, OS.,& Ogunsemore, MT. (2006 )Weaning foods and their impact on
child feeding attitudes among low income Nigerian mothers.Dec; 27 (4): 327-
34.Food Nurt Bull.
12. Julie A Manella, Bernardo Turnbull, Paula J, Ziegler and Homero Martinez.
(2005)Infant feeding attitudes and early flavor experiences in Mexican
infants. 105(6): 908-915.Journal of American Dietetic association June.
13. Kruger R, Crericke. (2003 )Knowledge and attitude on nutrition towards rural
feeding and weaning attitudes in South Africa.6 (2); 217-223. Nutr Health
14. Kruger, Gericke, G.(2003)A qualitative exploration of rural feeding and
weaning attitudes,knowledge and attitude on nutrition. 6(11-4): 217 – 224
(8)Public health Nutrition
15. Kraisid Tontisirin and Uruwan Yamborisut.(1995 )Appropriate weaning
attitudes and foods to prevent protein energy malnutrition. Volume 16
(1)Food and nutr bulletin
16. Kumar. (1992)Supplementary feeding pattern in children living in
Resettlement colony(2): 219-221:Indian pediatrics
17. Kumar D. Goel NK, Mittal PC, Misra P.2006 Influence of infant feeding
attitudes on nutritional status of under five children.73 (5):417- 421.Indian J
pediatrics
18. Kulsoom, Sayeed A.(1997)Breast feeding attitudes and beliefs about weaning
among mothers of infants in Lahore.47 (2) 54-60. Nutr Health .
19. Liaqat P, Rizvi MA, Qayyum A, Ahmed H.. (2007 )Association between
complementary feeding attitude and mothers education status in
Islamabad.20(4):340-4. J Hum Nutr Diet
20. Lipsy S, Stephenson PA, Koepsell TD, Gloyd SS, Lopez JL, Bain
CE.(1994).Breast feeding and feeding attitudes in rural Mexico.9(4): 255-
263Nutr Health.
21. Margaret Cameron, Hofvander. (1983 )Manual on feeding infants and young
children. London.12 (4):110-133.
22. Morgan JB, Lucas A, Fewtrell.MS.(2004)Does weaning influence growth and
health up to 18 months?89 (8): 728-733.Arch Dis Child
23. Muhammed Khalil, Junaid Rashid, Mallik M, Nazir Khan, Ahmed Zaheer.
(2005)Assessment of knowledge and attitude regarding weaning among
mothers of in Lahore.29 (1): 9-14.Pak Paged J ..
24. Musaiger, AO.,& Abdul Ahalek, n.(2000) Breast feeding and weaning
attitudes in Baharin; role of mother’s education..14 (4): 257 -263. Nutr
Health.
25. Naz F, Shamim’s S, Jamalvi SW, Ali SS.(2006)Effect of weaning period on
nutrition status of children..16 (8):529 . J coll physician’s surg pak;
26. Nageshwara Rao, C.(1987)Feeding the infant.(11) 281-282. Swasth Hind
27. Norris FJ, Larkin MS, Williams CM, Hampton SM, Morgan JB. (2002).
Factors affecting introduction of complementary foods in the preterm
infants56 (5): 448-454.Eur J Clin Nutr
28. R. Golin, F. Marazari,& V. Zanardo.2003Incidence and correlates of breast
feeding attitudes in the non European community migrant women.23 (8): 983-
990.Nutrition Research.
29. Saldiva SR, Escuder MM, Mondini L, Levy Venancio SI.(2007 )Feeding
habits of children aged 6 to 12 months and associated maternal factors.83 (1):
53-58.J Pediatr
30. Shamim’s. (2006)..Weaning attitudes in peri urban low socio economic
groups.16 (80): 529-531. J coll physician’s surg pak
31. Sarojsharma. (2000)Attitudes related to breast feeding and weaning.(8): 179.
The nursing journal of India
32. Schwartz K.D, Arcy SJ, Gillespie B, Bobo J, Longeway M, and Foxman B.
(2002)Factors associated with weaning in the first 3 months postpartum.51
(6): 419 - 428.J Fam Pract
33. Sarwar ,T. (2002 ). Infant feeding attitudes of Pakistani mothers in England
and Pakistan15 (6): 419 – 428. J Hum Nutr diet Dec
34. Synnot, K. et.al. (2007)Parental perceptions of feeding attitudes in five
European countries.61 (8): 946-56. Eurj Clin Nutr .
35. Walker RB, Conn JA, Davies MJ, Moore VM.(2006 )Mothers views on
feeding infants around the time of weaning.9 (6):707-713.Public Health Nutr
36. W.H.O.(2000 )Health attitude Research.21: 205-207. Public health paper 51
journal of nurses-midwifery.
37. Wright. Drewert R.F. (2004)Why is babies wean early? Data from a
prospective population based cohort study.89 (9): 813-815.
38. Yee, Chye fook, Chin, Rebecca. (2007 )Parental perception and attitudes on
infant feeding attitudes and baby milk formula in East Malaysia..31(4): 363
370.International journal of consumer studies
NET REFERENCES

www.en.wikipedia.org
www..indianwomenshealth.com
www.babycenter.in
www.ncbi.nlm.nih.gov
www.kidandparent.in
www.food.sify.com
www.healthybaccha.com
www.indiaparenting.com
www.indianbabycare.com
www.freeindianrecipes.com
www.healthizen.com
www.diet4infants.com
www.indianmoms.com
www.baby-led.com
www.kidshealth.org
www.webmd.com
www.pubmed.com
www.medscape.com
 APPENDIX-A

ETHICAL COMMITTEE PERMISSION TO CONDUCT THE

STUDY
 A
APPENDI
IX-B
LETTER
R GRANT
TING PE
ERMISSIO
ON TO CO
ONDUCT RESEAR
RCH
S
STUDY
 APPENDIX – C

CONTENT VALIDITY CERTIFICATE

I Here by certify that I have validated the Tool of Thiru

R.RAVI,M.Sc. (N)II year who is under taking “ASSESS THE
EFFECTIVENESS OF STRUCTURED VIDEO TEACHING
PROGRAMME ON KNOWLEDGE AND ATTITUDE
REGARDING WEANING AMONG MOTHERS OF INFANTS
RESIDING AT SAMAYANALLUR, MADURAI”.

Place: Signature of the expert

Date :
Designation
 APPENDIX – C

CONTENT VALIDITY CERTIFICATE

I Here by certify that I have validated the Tool of Thiru

R.RAVI,M.Sc. (N)II year who is under taking “ASSESS THE
EFFECTIVENESS OF STRUCTURED VIDEO TEACHING
PROGRAMME ON KNOWLEDGE AND ATTITUDE
REGARDING WEANING AMONG MOTHERS OF INFANTS
RESIDING AT SAMAYANALLUR, MADURAI”.

Place: Signature of the expert

Date :
Designation
 APPENDIX – C

CONTENT VALIDITY CERTIFICATE

I Here by certify that I have validated the Tool of Thiru

R.RAVI,M.Sc. (N)II year who is under taking “ASSESS THE
EFFECTIVENESS OF STRUCTURED VIDEO TEACHING
PROGRAMME ON KNOWLEDGE AND ATTITUDE
REGARDING WEANING AMONG MOTHERS OF INFANTS
RESIDING AT SAMAYANALLUR, MADURAI”.

Place: Signature of the expert

Date :
Designation
 APPENDIX – C

CONTENT VALIDITY CERTIFICATE

I Here by certify that I have validated the Tool of Thiru

R.RAVI,M.Sc. (N)II year who is under taking “ASSESS THE
EFFECTIVENESS OF STRUCTURED VIDEO TEACHING
PROGRAMME ON KNOWLEDGE AND ATTITUDE
REGARDING WEANING AMONG MOTHERS OF INFANTS
RESIDING AT SAMAYANALLUR, MADURAI”.

Place: Signature of the expert

Date :
Designation
 APPENDIX –D

STRUCTURED QUESTIONNARE

DEVELOPMENT OF THE TOOL FOR DATA COLLECTION:

Section 1 – Comprised of demographic data.

Section II – Comprised of structured questionnare to assess the
knowledge of mothers regarding weaning.
Section III – Comprises of 20 attitudinal statements on weaning.

TOOL:
Demographic proforma:

1.Name of the mother---------------------------------------------------------

2. Age of the mother

(a) 18-20 years ()
(b) 21-25 years ()
(c) 26-30 years ()
(d) 31-35 years ()

(3) Religion
(a) Hindu ()
(b) Christian ()
(c) Muslim ()
(d) Other specify ()
(4) Marital status
(a) Married ()
(b) Unmarried ()
(c) Divorced ()
(d) Widow ()

(5) Educational status

(a) No formal education. ()
(b) Primary education ()
(c) Secondary education ()
(d) Graduation and above ()

(6) Type of occupation

(a) House wife ()
(b) Agriculture ()
(c) Laborer ()
(d) Skilled worker ()

(7) Income of the family per month (In Rupees)

(a) 1500-2000 ()
(b) 2001-3000 ()
(c) 3001- 4000 ()
(d) Above 4000 ()
(8) Type of family
(a) Nuclear family ()
(b) Joint family ()
(c) Extended family ()

(9) Number of children

(a) One ()
(b) Two ()
(c) Three ()
(d) Above 3 ()

(10) Source of information

(a) Mass media ()
(c) Magazine ()
(d) Peer group ()

Section II:

(1) What is weaning?

(a) Gradual increase in the quantity and consistency of the infant’s
food with breast feeding. ()
(b) Decrease in the breast feeding and increasing intake of other
foods gradually ()
(c) Gradual increase in supplemental food ()
(d) Gradual increase in the quantity of milk in the infant’s diet( )
(2) The purpose of weaning is
(a) To maintain mother’s beauty. ()
(b) Breast milk is not sufficient. ()
(c) To decrease babies eating capacity. ()
(d) To improve the relationship between mother and baby. ()

(3) What is the ideal age to initiate weaning?

(a) 4 months after ()
(b) 6 months after ()
(c) 10 months after ()
(d) 12 months after ()

(4) What do weaning foods provide to the infant?

(a) Satisfaction ()
(b) Extra pleasure ()
(c) Extra nutrients ()
(d) Gets aquatinted to various tastes ()

(5) Which of the following factors need to be considered while

selecting
food items?
(a) Cultural attitudes and taboos ()
(b) Age of the infant ()
(c) Sex of the infant ()
(d) Economic status and availability of food items ()
(6) What type of food items should be selected for weaning?
(a) Anything the mother likes ()
(b) Anything child likes ()
(c) Select cereals ()
(d) Frozen food items ()

(7) What type of food should be given initially during weaning?

(a) Clear fluids ()
(b) Semi solids ()
(c) Solids ()
(d) Pastes ()

(8) What type of food should be given to the baby?

(a) Less roughage, non spicy and easily digestible ()
(b) More roughage, spicy and easily digestible ()
(c) Less roughage, spicy and easily digestible ()
(d) More roughage, non spicy and easily digestible ()

(9) What is the ideal food will you given for 7-8 month of baby?
(a)Meat ()
(b) Fish ()
(c) cooked mashed potato ()
(d) Chicken ()
(10) What is the ideal food will you given for 9-10 month of baby?
(a) Fruits ()
(b)Egg ()
(c) Milk ()
(d) Jaggery. ()

(11) What is the ideal food will you given for 11-12 month of baby?
(a) Dhal ()
(b) Fish ()
(c) Cereal ()
(d) Jaggery ()

(12) In what proportion multi mix prepared at home?

(a) 3 parts cereals, 2 parts pulses, 1 part jiggery ()
(b) 2 parts cereals, 1 part pulses, 1 part jiggery ()
(c) 2 parts cereals, 1 part pulses, 2 parts jiggery ()
(d) 1 part cereals, 1 part pulses, 1 part jiggery ()

(13) How many times water should be given during the initial
weaningPeriod?
(a) One time ()
(b) 2-3 times ()
(3) 3-4 times ()
(4) Above 4 times ()
(14) How should weaning foods be stored?
(a) Closed container and store it in hot place ()
(b) Open container and store it in hot place ()
(c) Closed container and store it in cool place ()
(d) Open container and store it in cool place. ()

(15) How long can the cooked weaning food are preserved?
(a) 3 hrs ()
(b) 6 hrs ()
(c) 12 hrs ()
(d) Till the food gets over ()

(16) While feeding the baby where do you place the food in the
mouth?
(a) The middle or back of the tongue ()
(b) Sides of the infant’s tongue ()
(c) Under the infant’s tongue ()
(d) Tip of the tongue ()

(17) What do you do when your child refuses to eat?

(a) Force to feed the child ()
(b) Change the feed( )
(c) Stop giving feed ()
(d) Try again after 2-3 days ()
(18) What type of utensils can be used to keep the food?
(a) Plastic vessel ()
(b) Large enamel vessel ()
(c) Steel vessel with a lid ()
(d) In any type of vessel ()

(19) At what age child start the normal family diet?

(a) Below one year ()
(b) 1year ()
(c) 2-3 years ()
(d) Above 3 years ()

(20) What is the correct method of cleaning the utensils?

(a) Using soap and water ()
(b) Using Dettol ()
(c) Using plain water ()
(d) Using savlon ()

(21) What care should be taken with regard to hand washing prior to
feedingthe infant?
(a) Both the mother and baby’s hands should be washed with soap and
waterThoroughly ()
(b) Both mother and baby’s hands should be rinsed ()
(c) Only mother’s hands should be washed with soap and water
thoroughly ()
(d) Baby’s nails should be cut short and rinse thoroughly ()
(22) What is the common problem associated with poor hand washing
during weaning?
(a) Infant will get diarrhea ()
(b) Food will become dirty ()
(c) Organism will spoil the food faster ()
(d) Infant will get fever ()

(23) What are the common problems due to early weaning?

(a) Irritability ()
(b) itching ()
(c) Lethargy ()
(d) diarrhea ()

(24) What is the most common complication of late weaning?

(a) Heart failure ()
(b) Blindness ()
(c) growth retardation ()
(d) Increased weight ()

(25) What precaution will you take regarding weaning ,

when the baby is sick?
(a) Continue the supplementary feed ()
(b) Stop the supplementary fee d ()
(c) Stop the supplementary feed permanently ()
(d) Stop the supplementary feed for temporarily ()
Section III:

Strongly Strongly
Sl.No Statements Agree Uncertain Disagree
Agree disagree
1. Weaning is essential during infancy
2. Physical changes can be observed
after starting weaning
3. Only freshly washed and cooked
food items should be used
4. Same type of food items
should be given during weaning
5. Liquid and semi solid food items
are needed during weaning period
6. Dilute food is given to the baby
7. Sugar or jaggery or salt is not added to
additional foods
8. Cooked foods can be kept for 12
hours in hot climate
9. Weaning foods are given
after the breast feed
10. The longer the food is cooked, the
greater is the loss of nutrients
11. Buying costly and prestigious food items
to weaning baby
12. Food must not need to covered to protect
from flies, insects and dusts
13. Water may not need to be given in between
the feeds
 Strongly Strongly
Sl.No Statements Agree Uncertain Disagree
Agree disagree

14. Raw water to be given for two or three times

daily

15. Common utensils are used to

feed the baby

16. Utensils used for feeding are

cleaned with soap and water

17. Hands should be washed

thoroughly before preparing food
and feeding the baby

18. New foods should not be started

when the baby has diarrhea

19. Poor hand washing leads to

diarrhea in infants during weaning

20. proper weaning leads to delayed

growth and development
 APPENDIX –E

¹œO Mðó‹ «êèKŠðî‚è£ù «èœMèœ:

ð°F 1:ñ‚è¬÷ ðŸPò ¹œO Mðó‹
ð°F 2:Þ¬í àí¾ ðŸPò î£J¡ ÜP¬õ Ü÷‚èîò‚ «èœMèœ.
ð°F 3. Þ¬í àí¾ ðŸPò î£J¡ ñùŠð£ƒ° ðŸP 20 «èœMèœ

1.î£J¡ ªðò˜_____________________________

2. î£J¡ õò¶:
1.16-20 õ¼ìƒèœ ()
2.21-25 õ¼ìƒèœ ()
3.26-30 õ¼ìƒèœ ()
4.31-35 õ¼ìƒèœ ()

3. ñî‹
1.Þ‰¶
()
2.APv¶õ˜ ()
3.ºvL‹ ()
4.ñŸø¬õ ()

4. F¼ñí G¬ô
1.F¼ñíñ£ùõ˜ ()
2.F¼ñíñ£è£îõ˜ ()
3.Mõ£èóˆî£ùõ˜ ()
4.¬è‹ªð‡ ()
5.è™M î°F
1.ð®ŠðPM™ô£îõ˜. ()
2.Ýóñð è™M ()
3.àò˜ è™M ()
4.ð†ìŠ 𮊹 ()
6.«õ¬ô
1.°´‹ðˆ î¬ôM ()
2.Mõê£ò‹ ()
3.ÃL ()
4.Fø¬ñò£ù «õ¬ô ()

7.ñ£î °´‹ð õ¼ñ£ù‹(¼ð£J™)

1.1500-2000
()
2.2001-3000
()
3.3001-4000
()
4.4000 ˆFŸ° «ñ™
()

8.°´‹ð õ¬è
1.îQ‚ °´‹ð‹ ()
2.Æ´‚ °´‹ð‹ ()
3.MKõ£‚èð†ì °´‹ð‹ ()
9.°ö‰¬îèO¡ â‡E‚¬è
1.å¡Á ()
2.Þó‡´ ()
3.Í¡Á ()
4.Í¡Á‚° «ñ™ ()

10.îèõ™ ¬ñò‹
1.ªð£¶üùˆ ªî£˜ì¹ ()
2.ðˆFK‚¬è ()
3.åˆî õò¶¬ìòõ˜èœ ()

ð°F 2:Þ¬í àí¾ ðŸPò î£J¡ ÜP¬õ Ü÷‚èîò‚ «èœMèœ

1.Þ¬í àí¾ â¡ø£™ â¡ù?

1. ð£½ì¡ °ö‰¬îJ¡ àíM¡ Ü÷¾ ñŸÁ‹ ñ¬òÆ´î™.
()
2. 𣙠Ü÷¬õ °¬øˆ¶ àíM¡ Ü÷¬õ Æ´î™ ()
3.àíM¡ Ü÷¬õ Æ´î™ ()
4.°ö‰¬îJ¡ àíM™ ð£L¡ Ü÷¬õ Æ´î™. ()

2. Þ¬í àíM¡ º‚Aòˆ¶õ‹

1.î£J¡ Üö¬è ðó£ñK‚è ()
2. 𣙠«ð£¶ñ£ùî£è Þ™¬ô. ()
3.°ö‰¬î à‡µ‹ Fø¬ù °¬ø‚è. ()
4. ‚°‹ °ö‰¬î‚°‹ àœ÷ àø¬õ ÜFèK‚è. ()
3. Þ¬í àí¾ Ýó‹H‚è ⶠãŸø õò¶?
1. 4 ñ£îˆFŸ° Hø° ()
2. 6 ñ£îˆFŸ° Hø° ()
3. 10 ñ£îˆFŸ° Hø° ()
4. 12 ñ£îˆF‚° HŸ° ()

4. Þ¬í àí¾ °ö‰¬î‚° â¡ùªè£´‚Aø¶

1. F¼ŠF ÜO‚è‚Aø¶ ()
2. ÜFè F¼ŠF. ()
3. ÜFè ꈶ‚èœ. ()
4. MîMîñ£ù ²¬õ. ()

5. W›è‡ìõŸÁœ â‰î è£óE¬òàí¬õ «î˜‰ªî´‚°‹«ð£¶ èõQŠd˜èœ

1. ðö‚èõö‚èƒèœ ()
2. °ö‰¬îèœ õò¶ ()
3. °ö‰¬îèœ Þù‹ ()
4. °´‹ðˆF¡ õ¼ñ£ù‹ ñŸÁ‹ A¬ì‚°‹ àí¾ ()

6. â‰î õ¬è àí¬õ Þ¬í àíõ£è «î˜‰ªî´Šd˜èœ

1. Ü¡¬ù M¼‹¹‹ àí¬õ ()
2. °ö‰¬î M¼‹¹‹ àí¬õ ()
3. î£Qòƒè¬÷ ()
4. à¬ø‰î àí¾è¬÷ ()

7. â‰î õ¬è àí¬õ Þ¬í àíM¡ ªî£ì‚èˆF™ ªè£´‚è «õ‡´‹?

 1. î‡a˜ ()
2. ð£F Fì‹ ()
3. Fì‹ ()
4. ð¬ê ()

8. â‰î õ¬è àí¬õ °ö‰¬î‚°‚ ªè£´‚è «õ‡´‹?

1. °¬ø‰î ꈶ, è£óI™ô£î , âOF™ ªêK‚èîò ()
2. ÜFè ꈶ, è£óñ£ù, âOF™ ªêK‚èîò ()
3. °¬ø‰î ꈶ, è£óñ£ù, âOF™ ªêK‚èîò ()
4. ÜFè ꈶ, è£óI™ô£î , âOF™ ªêK‚èîò ()

9. 7-8 ñ£î‚°ö‰¬î‚°‚ ªè£´‚è «õ‡®ò Cø‰î àí¾ â¶?

1. èP ()
2. e¡ ()
3, «õè¬õˆ¶ ñC‚èŠð†ì ༬÷‚ Aöƒ° ()
4. «è£N ()

10. 9-10 ñ£î‚°ö‰¬î‚°‚ ªè£´‚è «õ‡®ò Cø‰î àí¾ â¶?

1. ðöƒèœ ()
2. º†¬ì ()
3. 𣙠()
4. ªõ™ô‹ ()

11. 11-12 ñ£î‚°ö‰¬î‚°‚ ªè£´‚è «õ‡®ò Cø‰î àí¾ â¶?

1. 𼊹 ()
2. e¡ ()
3. î£Qòƒèœ ()
4. ªõ™ô‹ ()

12. â‰î MAîˆF™ èô¬õ àí¾ i´èO™ îò£K‚èŠð´Aø¶?

1. 3 ð°F î£Qòƒèœ, 2ð°F 𼊹èœ,1 ð°F ªõ™ô‹ ()
2. 2 ð°F î£Qòƒèœ, 1ð°F 𼊹èœ,1 ð°F ªõ™ô‹ ()
3. 2 ð°F î£Qòƒèœ, 1ð°F ð¼Š¹èœ ,2 ð°F ªõ™ô‹ ()
4. 1 ð°F î£Qòƒèœ, 1ð°F 𼊹èœ,1 ð°F ªõ™ô‹ ()
13. ºî™ Þ¬í àí¾ ªè£´‚°‹ «ð£¶ âˆî¬ù îì¬õ c˜ ªè£´‚è «õ‡´‹?
1. å¼ îì¬õ ()
2. 2-3 îì¬õ ()
3. 3-4 îì¬õ ()
4. 4 îì¬õ‚° «ñ™ ()

14. Þ¬í àí¬õ âšõ£Á ð£¶è£‚è «õí´‹?

1. Í®ò ð£ˆFóˆF™ ñŸÁ‹ ªõŠðñ£ù ÞìˆF™ «êIŠð¶ ()
2. Fø‰î ð£ˆFóˆF™ ñŸÁ‹ ªõŠðñ£ù ÞìˆF™ «êIŠð¶ ( )
3. Í®ò ð£ˆFóˆF™ ñŸÁ‹ °O˜‰î ÞìˆF™ «êIŠð¶ ()
4. Fø‰î ð£ˆFóˆF™ ñŸÁ‹ °O˜‰î ÞìˆF™ «êIŠð¶ ()

15. ê¬ñ‚èŠð†ì Þ¬í àí¾ âšõ÷¾ «ïó‹ õ¬ó ð£¶è£‚è «õí´‹?

1. 3 ñE «ïó‹ ()
2. 6 ñE «ïó‹ ()
3. 12 ñE «ïó‹ ()
4. àí¾ º®»‹ õ¬ó. ()
 16. °ö‰¬î‚° àí¾ ªè£´‚°‹«ð£¶ àí¬õ õ£J¡ â‰î ð°FJ™ ªè£´‚è «õ‡´‹?
1. A¡ ¬ñò ð°F Ü™ô¶ H¡¹ø‹ ()
2. A¡ æó‹ ()
3. A¡ Ü®Š¹ø‹ ()
4. A¡ ¸Q ()

17. àƒèÀ¬ìò °ö‰¬î à‡í ñÁˆî£™ â¡ù ªêŒi˜èœ?

1. °ö‰¬î¬ò ðôõ‰îð´ˆ¶î™ ()
2. àí¬õ ñ£ŸÁî™ ()
3. àí¬õ GÁˆ¶î™ ()
4. 2-3 èÀ‚°Š Hø° ºòŸC ªêŒî™ ()

18. àí¬õŠ ð£¶è£‚è âšõ¬èŠ ð£ˆFó‹ ðò¡ð´ˆî «õ‡´‹?

1. H÷£v®‚ ð£ˆFó‹ ()
2. ªðKò âù£ñ™ ð£ˆFó‹ ()
3. âõ˜C™õ˜ð£ˆFó‹ Í®»ì¡ ()
4. ãî£õ¶ å¼ ð£ˆFó‹ ()

19. â‰î õòF™ °ö‰¬î‚° õö‚èñ£ù àí¬õ‚ ªè£´‚èô£‹?

1. å¼ õòFŸ°‚ W› ()
2. å¼ õòF™ ()
3. 2-3 õòF™ ()
4. 3 õòFŸ° «ñ™ ()

20. ð£ˆFóˆ¬î ²ˆî‹ ªêŒò êKò£ù º¬ø â¶?

1. «ê£Š¹ ñŸÁ‹ î‡a˜ ()
2. ªì†ì£™ ðò¡ð´ˆ¶îî™ ()
3. ê£î£óí c˜ ðò¡ð´ˆ¶îî™ ()
4. ꣚ô£¡ ðò¡ð´ˆ¶îî™ ()

21. °ö‰¬î‚° àí¾ ªè£´‚°‹ º¡ ¬è 迾õ¶ ðŸP â¡ù èõù‹ «õ‡´‹?

1.  ñŸÁ‹ °ö‰¬îJ¡ ¬èè¬÷ «ê£Š ñŸÁ‹î‡a˜
ªè£‡´ è¿¾î™ ()
2.  ñŸÁ‹ °ö‰¬îJ¡ ¬èè¬÷ î‡a˜ ªè£‡´ è¿¾î™ ()
3. î£J¡ ¬èè¬÷ «ê£Š ñŸÁ‹î‡a˜ ªè£‡´ è¿¾î™ ()
4. °ö‰¬îJ¡ ¬èèO™ ïèƒè¬÷ ªõ†® î‡a˜ ªè£‡´ 迾î™( )

22. êKò£è ¬è è¿õ£î õ¼‹ Hó„ê¬ù â¡ù?

1. õJŸÁŠ«ð£‚° ()
2. àí¾ ªè†´Š«ð£î™ ()
3. A¼Ièœ àí¬õ‚ ªè´ˆ¶M´‹ ()
4. °ö‰¬î‚° 裌„ê™ õ¼‹ ()

23. Þ¬í àíM¡ «ð£¶ ªð£¶õ£è ãŸð´‹ Hó„ê¬ù â¡ù?

1. âK„ê™ ()
2. ÜKŠ¹ ()
3. Üò˜¾ ()
4. õJŸÁŠ«ð£‚° ()

24. è£ô‹ èì‰îÞ¬í àíõ£™ ãŸð´‹ M¬÷¾èœ ò£¬õ?

1. Þîò‚ «è£÷£Á ()
2. è‡ð£˜¬õ ÞöŠ¹ ()
3. õ÷˜„C‚ °¬ø𣴠()
4. àì™ â¬ì Ã´î™ ()

25. °ö‰¬îJ¡ àì™G¬ô êKJ™ô£î «ð£¶ Þ¬í àíM¡ «ð£¶ â¡ù Mîñ£ù
º¡ªù„êK‚¬è ïìõ®‚¬è «ñŸ‚ªè£œi˜èœ?
1. Þ¬í àí¬õ ªî£ì˜õ¶ ()
2. Þ¬í àí¬õ GÁˆ¶î™ ()
3. Þ¬í àí¬õ Gó‰îóñ£è GÁˆ¶î™ ()
4. Þ¬í àí¬õ îŸè£Lèñ£è GÁˆ¶î™ ()
õ.⇠ßÁèœ IèàÁF àÁF G„êòI¡¬ñ. ñÁŠ¹ àÁFò£ù
ñÁŠ¹
1. Þ¬í àí¾ 1 õò¶ õ¬ó °ö‰¬î‚° «î¬õò£ù¶.
2. Þ¬í àíMŸ° Hø° àìL™ ñ£Ÿø‹ âŸð´õ¬î
èõQ‚èô£‹.
3. ¹Fò, èöMò, ê¬ñˆî àí¾Šªð£¼¬÷ ñ†´‹
àð«ò£A‚è«õí´‹.
4 å«ó õ¬èò£ù àí¾Š ªð£¼¬÷‚ ªè£´‚è «õ‡´‹.
5. Fóõ ñŸÁ‹ ð£F Fì àí¾Š ªð£¼†èœ Þ¬í
àíMŸ° «î¬õŠð´Aø¶.
6. c˜ˆî àíM¬ù °ö‰¬î‚°‚ ªè£´‚èô£‹.

7. ꘂè¬ó Ü™ô¶ ªõ™ô‹ Ü™ô¶ àŠ¹ Þ¬í àíM™

«ê˜‚è‚Ã죶.
8. ê¬ñˆî àí¬õ 12 ñE «ïó‹ Åì£ù G¬ôJ™
ªèì£ñ™ ¬õˆF¼‚èô£‹.
9. Šð£½‚°Š Hø° Þ¬í àí¾ ªè£´‚èŠð´Aø¶.
10. ÜFè «ïó‹ ê¬ñˆî àíM™ ÜFè ꈶ‚èœ °¬ø‰¶
M´A¡øù.
11. M¬ôàò˜‰î, ñŸÁ‹ ñFŠ¹œ÷ àí¾Š ªð£¼†èœ
°ö‰¬îJ¡ Þ¬í àíMŸ° õ£ƒè «õ‡´‹.

12. àíM¬ù ß‚èœ, Ì„Cèœ, ɲèO™ Þ¼‰¶ 裂è

Í® ¬õˆî™ ÜõCòI™¬ô.

13. àíM¬ù à‡µ‹«ð£¶ Þ¬ìJ™ î‡a˜ ªè£´Šð¶

ÜõCòI™¬ô .

14. ²ˆFèK‚èðì£î î‡a˜ Fùº‹ Þó‡´, Í¡Á îì¬õèœ

ªè£´‚èô£‹.

15. ªð£¶õ£èŠ ðò¡ð´ˆ¶‹ ð£ˆFóƒè¬÷, °ö‰¬î‚°

á†ìŠ ðò¡ð´ˆîô£‹.
16. àí¾ ªè£´‚èŠ ðò¡ð´ˆ¶‹ ð£ˆFóƒè¬÷ «ê£Š
 ñŸÁ‹î‡a˜ ªè£‡´ è¿õ «õ‡´‹.

17. àíM¬ù îò£K‚°‹ º¡,°ö‰¬î‚° ᆴ‹ «ð£¶‹ ¬èè¬÷ ï¡°

è¿õ «õ‡´‹.

18. °ö‰¬î‚° õJŸÁŠ«ð£‚°Þ¼‚°‹ «ð£¶ ¹Fò õ¬è

àí¾è¬÷ ªè£´‚è Ã죶.

19. Þ¬í àí¾ ªè£´‚°‹ «ð£¶ ¬èè¬÷‚ è¿õñ£™

ªè£´Šð¶ õJŸÁŠ«ð£‚A¬ù ãŸð´ˆ¶‹.

20. êKò£ù Þ¬í àí¾ °ö‰¬îJ¡ õ÷˜„C¬òˆ

î£ñîŠð´ˆ¶Aø¶.
 APPENDIX – F
SCORING KEY FOR KNOWLEDGE VARIABLES
Question Correct Response Score
no
1. a 1 
2. b 1 
3. b 1 
4. c 1 
5. b 1 
6. c 1 
7. b 1 
8. a 1 
9. c 1 
10. b 1 
11. b 1 
12. d 1 
13. b 1 
14. c 1 
15. a 1 
16. a 1 
17. d 1 
18. c 1 
19. b 1 
20. a 1 
21. a 1 
22. a 1 
23. d 1 
24. c 1 
25. a 1 
Total 25
 APPENDIX – G
SCORING KEY FOR ATTITUDE VARIABLES
ITEM Strongly Agree Uncertain Disagree Stronglydisagree
NO Agree
1. 5  4 3 2 1 
2. 5  4 3 2 1 
3. 5  4 3 2 1 
4. 1  2 3 4 5 
5. 5  4 3 2 1 
6. 1  2 3 4 5 
7. 1  2 3 4 5 
8. 1  2 3 4 5 
9. 5  4 3 2 1 
10. 5  4 3 2 1 
11. 1  2 3 4 5 
12. 1  2 3 4 5 
13. 1  2 3 4 5 
14. 1  2 3 4 5 
15. 1  2 3 4 5 
16. 5  4 3 2 1 
17. 5  4 3 2 1 
18. 5  4 3 2 1 
19. 5  4 3 2 1 
20. 1  2 3 4 5 
 APPENDIX - H

VIDEO ASSISTED TEACHING

ON
WEANING
SUBMITTED TO
THE TAMILNADU DR. M.G.R. MEDICAL UNIVERSITY
CHENNAI
SUBMITTED BY
30109815
II YEAR M.Sc (N)
COLLEGE OF NURSING ,
MADURAI MEDFICAL COLLEGE,
 MADURAI

SUBJECT CHILD HEALTH NURSING

TOPIC WEANING
NAME OF THE EDUCATOR 30109815
VENUE SAMAYANALLUR, MADURAI
DURATION 30 MINUTES
GROUP MOTHERS
METHOD OF EDUCATION DISCUSSION CUM DEMONSTRATION
MEDIUM OF INSTRUCTION TAMIL
A.V.AIDS VIDEO
Central objectives:
Help the mothers to gain knowledge and understanding about weaning and to develop desirable attitude and
skill to apply this knowledge while taking care of the infants in all health care settings.

Contributory objectives:
The mothers should be able to
define weaning
describe the importance of weaning
mention the types and methods of weaning
enlist the weaning foods
discuss the do’s and dont’s of weaning
list the weaning tips or points
enumerate schedule menu plan for an infant per day
 Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity

1. define weaning 2 mts Definition: Explaining listening

Weaning means giving child other nutritious food With video
in addition to breast milk and slowly taking the
infant away from the breast.
2. describe the 5 mts Importance of Weaning:
importance of ™ Weaning is important in the Explaining listening
weaning following condition: With video
™ The mother’s milk alone is not
sufficient to sustain the growth
beyond six months.
™ After six months the output and
nutrients of breast milk decreases.
™ If mother has any infectious disease
like pulmonary tuberculosis,
 carcinoma breast, not healthy to feed
the child.
Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity
2 describe the 5 mts ™ To encourage eating habits in
importance of children earlier.
weaning ™ Being unsatisfied after a full milk
feed
™ Demanding increasing and more
frequent milk feeds Explaining listening
™ Start with bland foods and make With video
them almost as liquid as milk.
™ The child will develop sense of
autonomy by weaning in correct
time
™ If solid foods are placed on the
infants tongue, they can bite and
swallow means weaning
 bestarted at correct time.

Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity
3 mention the types 5 mts TYPES OF WEANING :

and methods of There are 4 types of weaning. Explaining

weaning Cereal group: With video
¾ Rice, ragi, wheat, pulses, fried Listening
powdered and cooked conjee type
can be given. Biscuits can be added
in cereal group.
Vegetable group:
¾ Carrots, potatoes, beetroot, beans,
Explaining
pumpkin, tomato, cauliflower,
With video Listening
green leafy vegetables can be given
Fruit group:
¾ Orange, apple, mango, all fruit
juices, papaya ,Mashed banana can
be given.
 Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity

Meat group:
¾ Chicken, fish, egg etc. can be given
Soft boiled, finely chopped and
mashed. Explaining
Methods: With video listening
™ Weaning by trying a new food
™ Weaning by use of a cup
™ Weaning by feeding himself

 
  

Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity
4. enlist the weaning 8 mts 1-6 months
foods by month 9 Only breast milk
wise 7th month
9 Semisolid diet, fruit juices, mashed
banana, mashed potato, tomato’s ,
boiled and mashed vegetables, green
Explaining Listening
leafy vegetables, beans, carrots,
With video
idly, pongal, idiyappam, cooked and
mashed rice, ragi, maize, wheat,
biscuits may be given.
8th month:
9 pulses,Dhal and ghee, rice
dosai,rusk, uppuma ,chappathi
soaked in milk,.
listening
th
9 month
Explaining
 9 Egg yolk, mulaikeerai boiled With video
mashed green leafy vegetables may
be given.
Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity
4. enlist the weaning 8 mts 10th month
foods by month 9 White of the egg, dried fruits, dates
wise given with all the above soiled
foods.
11th month:
9 Finely chopped, pressure cooked or Explaining listening
steam cooked chicken, meat, cheese, With video
drumstick leaves, ponnanganni
leaves can be given.
12th month:

9 Fully planned diet according to the

family choice without spices and hot
food.
 Student
Contributory Learners
S.No Time Content teacher’s
objective activity
activity
5. discuss the do’s and 5 mts When preparing weaning foods the
don’ts of weaning mother should followthe following:
¾ To use water from a safe clean
source to boil and cool it for
drinking purposes
¾ Hand and utensils are washed with
soap and water before preparing Explaining listening
food. With video
¾ Well cooked, non spices food will
provided to the infant.
¾ Limit seasoning to salt, sugar and
jaggery
Strain seeds, remove tough skin
 or.fibre and cook the food until it
becomes soft.

Student
Contributory Learners
s.no Time Content teacher’s
objective activity
activity
5. discuss the do’s and ¾ Mash food for infants up to the age
don’ts of weaning of 10 months and fine chopped foods
after 10 months of age.
¾ Prepare fresh food for each infant’s
feeding. Explaining Listening
¾ Protect the prepared food from dust With video
and flies and by keeping covered.
The mother should not follow the
things mentioned below;
™ Don’t give spicy food
™ Don’t give onion, chocolate, Explaining
drumstick, cucumbers during I year With video
™ Avoid concentrated sweet, they may listening
 cause obesity and decays in teeth
™ Don’t give too salted or too
sweetened foods
Student
Contributory Learners
s.no Time Content teacher’s
objective activity
activity
5. discuss the do’s and ™ Don’t give honey
don’ts of weaning ™ Beverages (tea, coffee) should not be
given to infants because they
promote tooth decanis in early stage.
™ Don’t threat the child for eating
™ Don’t force the infant to eat more
food Explaining listening
™ Don’t punish the child before or With video
during giving food.
™ Don’t reuse the food left behind after
eating, it will cause gastro-intestinal
problems.
™ Discard the unused weaning food
 immediately.

Student
Contributory Learners
s.no Time Content teacher’s
objective activity
activity
6. list out the weaning 5 Mts The following points to be followed
tips or points during introducing solids to an
infant’s diet
™ Start with fruit juice on first day.
Introduce only one new food at a time
allow the infant to become familiar
with the same before starting Explaining listening
another. With video
™ Care should be taken to avoid
contamination
™ Give very small quantity of any new
food, it is advisable to start with one
or two spoonful of boiled vegetables
 and gradually work up to three to
four spoonful a day.

Student
Contributory Learners
s.no Time Content teacher’s
objective activity
activity
6. list out the weaning 5 Mts ™ Start with some kind of cereal food
tips or points and then go on the fruits. Vegetables,
egg,fish, and meat one by one.
™ Never force an infant to eat more of
a food than what he takes willingly.
™ Watch any food allergies .
Explaining listening
™ There should be choice for food
With video
™ Make the child drink from cup on his
hands
™ Food must be smooth and soft and
infant needs high fat diet for brain
and nervous system development
™ Make the caring time pleasurable
with play
 ™ Give some amount of water if the
infant is not able to swallow water is
advised only after feeding.
™ wash vegetables while cooking.
Student
Contributory Learners
s.no Time Content teacher’s
objective activity
activity
6. list out the weaning 5 Mts ™ Give some kind of food for week then
tips or points change to next type of food
™ The presentation and small of food
should be pleasant to the baby
™ The food should cover all proteins,
fat,vitamin and minerals, daily caloric Explaining listening
needs of the baby. With video
™ Avoid allergic foods, avoid for any
nausea, vomiting, diarrhea and rashes
™ After giving food give some warm
water and mouth should be cleaned.
Baby hands should be kept clean
 before and after feedings.
™ Weigh the baby every month for
successful weaning.

s.no Contributory Time Content Student Learners

objective teacher’s activity
activity
7. enumerate schedule The infants one day meal plan may be as follows:
menu plan for an 6-9 month
infant per day 6.00 am Milk 100ml with one tsp sugar (or) Explaining listening
jiggery With video
8.00am Provide with 2 spoons extra proteins
and sugar 2 tsp
10.00am Fresh fruits such as mashed banana,
tomato,papaya, mango and sappota
12.00 Well cooked rice or other staple food
Noon 15 to 100gms boiled egg well cooked
and mashed dhal 2 tab.spoon. 3-4
tsp.spoon ghee or coconut oil well
 mixed in the food while hot.

s.no Contributory Time Content Student Learners

objective teacher’s activity
activity
7 enumerate schedule
menu plan for an 3.00pm Pulse or nuts roasted and powdered Explaining listening
infant per day and made to conjee boiled 25 gms, With video
add milk 100 ml with sugar or
jaggery
5.00pm Any fruits cut into pieces or mashed
7.30pm Well cooked rice or other staple food
15 to 100gms boiled egg well cooked
and mashed dhal 2 tab.spoon. 3-4
tsp.spoon ghee or coconut oil well
mixed in the food while hot.
10.30 Biscuits 2 nos. Rusk 2nos soaked in
pm milk or only milk 100 ml with 1 tsp
 of sugar
After Demand feeds(breast feeds) in
10.00pm between these times, if baby cries for
hunger breast feeds can be given.
Contributory Time Content Student Learners
s.no objective teacher’s activity
activity
7 enumerate schedule 10 months to 1 year:
menu plan for an 6.00am Milk 100 ml – 200 ml with sugar Explaining listening
infant per day 7.00am Biscuit - 2 With video
8.00am Idly-1,idiyappam/doai/pongal/cereal
conjee
10.00am Any fruits/only fruit juices/snacks/
Vegetable mash/butter milk/soup
11.00am Milk 100ml -200ml
Vegetable soup
12.00 Rice with dhal/ghee/sambar/
Noon Vegetable soup/rasam/curd/mashed
vegetables. Green leaves, egg half
boiled/yellow yolk only
2.00pm Milk 100ml-200ml
 3.00pm Snacks/fruits/fruit juice/sundal/
Pulses
4-5pm Milk 100ml-200ml
Biscuits – 2nos

Conclusion:
I hope the entire mothers have gained knowledge about weaning and its importance and also they
will be practice in their life. During this teaching I also gained more things from audience.
 APPENDIX – I

¦ºÅ¢Ä¢Â÷ ¸øæ¡¢
ÁШà ÁÕòÐÅ ¸øæ¡¢
ÁШÃ.
þ¨½ ¯½× ÀüÈ¢ ´Ç¢-´Ä¢ ¿¡¼¡ ¯¾Å¢ ãÄõ ¸üÀ¢ò¾ø

ºÁ÷ôÀ¢ì¸Àθ¢ÈÐ
¼¡ì¼÷ ±õ.ƒ¢. ¬÷. ÁÕòÐÅô Àú¸¨Ä¸Æ¸õ
¦ºý¨É.

ºÁ÷ôÀ¢ôÀÅ÷
30109815
 þÃñ¼¡õ ¬ñÎ Óи¨Ä ¦ºÅ¢Ä¢Â Àð¼ôÀÊôÒ
¦ºÅ¢Ä¢Â÷ ¸øæ¡¢
ÁШà ÁÕòÐÅ ¸øæ¡¢
ÁШÃ

À¡¼õ ÌƉ¨¾ ¿Ä ¦ºÅ¢Ä¢Â÷

¾¨ÄôÒ þ¨½ ¯½×

¸øŢ¡Ç÷ ¦ÀÂ÷ 30109815

þ¼õ ºÁÂøæ÷, ÁШÃ.

¸¡Äõ 30 ¿¢Á¢¼í¸û
Àí¸Ç¢ôÀÅ÷ ¾¡öÁ¡÷¸û
¸øÅ¢ Ó¨È Å¢Å¡¾õ ¯¼ý ¦ºÂøÅ¢Çì¸õ
À¢üÚÅ¢ìÌõ ¦Á¡Æ¢ ¾Á¢ú
´Ä¢ ´Ç¢ ¯¾Å¢ ´Ç¢-´Ä¢ ¿¡¼¡

Ó츢 §¿¡ì¸õ:
¾¡öìÌ þ¨½ ¯½× ÀüÈ¢ «È¢¨Å ÅÇ÷ì¸×õ, Ò¡¢óÐ ¦¸¡ûÇ×õ, þ¨½ ¯½×
ÀüȢ ÁÉôÀ¡íÌ ÁüÚõ ¾¢È¨Á¨Â ÅÇ÷ì¸×õ ÁüÚõ «¨ÉòР͸¡¾¡Ã
«¨ÁôÀ¢ÖõÌÆ󨾨 ÀáÁ¡¢ìÌõ ¦À¡ÆÐ ¸ð¼¨ÁôÒ §À¡¾¨Éì ¸øÅ¢ ãÄõ
¦ÀüÈ«È¢¨Å ÀÂýÀÎò¾×õ ¯¾×¸¢ÈÐ.

Àí¸Ç£ôÒ §¿¡ì¸õ:

¸£ú¸ñ¼Åü¨È ¾¡Â¡ø ¦ºö ÓÊÔõ

1. þ¨½ ¯½× ŨÃÂÚì¸×õ
 2. þ¨½ ¯½Å¢ý Ó츢ÂòÐÅò¨¾Å¢Å¡¢ì¸×õ.
3. þ¨½ ¯½Å¢ýŨ¸¸û ÁüÚõ Өȸ¨Ç ÌÈ¢ôÀ¢¼×õ
4. þ¨½ ¯½¨Å Å¡¢¨º ÀÎò¾×õ.
5. þ¨½ ¯½Å¢ý ¦À¡ÆÐ ¦ºö §ÅñʨŠ¦ºö ܼ¡¾¨Å Ţš¾¢ì¸×õ.
6. þ¨½ ¯½Å¢ý ¦À¡ÆÐ À¢ýÀüȧÅñÊ ÌÈ¢ôÒ¸¨Ç Å¡¢¨º ÀÎò¾×õ.
7. 6 Á¡¾õ Ó¾ø 1 ÅÂРŨà ¯ûÇ ÌÆó¨¾ìÌ ¯¡¢Â ¯½× «ð¼Å¨½
Ţš¢ì¸×õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
1. þ¨½ ¯½× 2¿¢Á¢
"Þ¬í àí¾ â¡ð¶ Šð£½ì¡
ŨÃÂÚì¸×õ. ¼õ ´Ä¢-´Ç¢ ¿¡¼¡ ¸ÅÉÁ¡¸
ꈶœ÷ àí¾ ªð£¼†è¬÷ 6 ¯¾Å¢Ô¼ýÅ¢Çì¸õ §¸ð¼ø
ñ£îˆFL¼‰¶ °ö‰¬î‚°
ªè£´Šð, ܶ õ÷˜„C¬ò
ð£¶è£‚°‹”
Þ¬í àíM¡ º‚Aòˆ¶õ‹:
 6 ñ£îˆFŸ° «ñ™ Šð£™
2. ñ†´‹ °ö‰¬îJ¡ õ÷˜„C‚°
«ð£¶ñ£ùî£è Þ¼‚裶 ´Ä¢-´Ç¢ ¿¡¼¡
þ¨½ ¯½Å¢ý
¯¾Å¢Ô¼ýÅ¢Çì¸õ ¸ÅÉÁ¡¸
5¿¢Á¢ 6 ñ£îˆFŸ° Hø° Šð£L¡
Ó츢ÂòÐÅò¨¾ §¸ð¼ø
¼õ Ü÷¾ ñŸÁ‹ ꈶ °¬ø‰¶
Ţš¢ì¸×õ.
M´Aø¶.
‚° è£ê«ï£Œ ñŸÁ‹ ñ£˜ðè
¹ŸÁ«ï£Œ Þ¼‰î£™ °ö‰¬î‚°
Šð£™ ªè£´Šð¶ °ö‰¬îJ¡ ´Ä¢-´Ç¢ ¿¡¼¡
¯¾Å¢Ô¼ýÅ¢Çì¸õ
àì™ ïôˆ¶‚° àè‰î¶ Ü™ô. ¸ÅÉÁ¡¸
§¸ð¼ø

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
2. þ¨½ ¯½Å¢ý 5¿¢Á¢ °ö‰¬îJ¡ à‡µ‹ ðö‚般î
Ó츢ÂòÐÅò¨¾ ¼õ ÜFèK‚Aø¶ ´Ä¢-´Ç¢ ¿¡¼¡ ¸ÅÉÁ¡¸
¯¾Å¢Ô¼ýÅ¢Çì¸õ §¸ð¼ø
Ţš¢ì¸×õ. Šð£™ ñ†´‹
º¿F¼ŠF¬ò î¼õF™¬ô.
 Šð£™ Ü®‚è® ªè£´‚è
«õ‡® àœ÷¶.
´Ä¢-´Ç¢ ¿¡¼¡
è£óI™ô£î, ð£FF캜÷ àí¾è¬÷ ¸ÅÉÁ¡¸
¯¾Å¢Ô¼ý
ªè£‡´ Þ¬í àí¾è¬÷ Ýó‹H‚èô£‹. Å¢Çì¸õ §¸ð¼ø
°ö‰¬îè¬÷ êKò£ù «ïóˆF™
Þ¬í àí¬õ î£ù£è«õ ꣊H´õ
ðö‚èŠð´ˆî «õ‡´‹.
6 ñ£îˆF™ °ö‰¬î‚° Fì àí¾
ªè£´‚°‹ ªð£ö¶ ܬõè¬÷ 讈¶,
´Ä¢-´Ç¢ ¿¡¼¡
º¿ƒè Ýó‹H‚A¡øù. ¯¾Å¢Ô¼ý
¸ÅÉÁ¡¸
Å¢Çì¸õ
§¸ð¼ø

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
3. þ¨½ 5¿¢Á¢ Þ¬í àíM¡ õ¬èèœ: ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¼õ ¿¡¼¡ §¸ð¼ø
¯½Å¢ýŨ¸¸û
¯¾Å¢Ô¼ý
ÁüÚõ Өȸ¨Ç Þ¬í àíM™ 4 õ¬èèœ àœ÷ù. Å¢Çì¸õ
 ÌÈ¢ôÀ¢¼×õ î£Qò õ¬è:
ÜKC, «èŠ¬ð, «è£¶¬ñ,
𼊹õ¬èèœ ð£CŠð¼Š¹ õÁˆî,
ªð£®ò£‚èŠð†ì, ê¬ñ‚èŠð†ì
´Ä¢-´Ç¢
èƒC. Hv膬ì î£Qò õ¬è Þ¬í ¸ÅÉÁ¡¸
¿¡¼¡
§¸ð¼ø
àíM™ «ê˜‚èô£‹. ¯¾Å¢Ô¼ý

裌èP õ¬è: Å¢Çì¸õ

«èó†, ༬÷Aöƒ°, d†Ï†, d¡v

ÌêE î‚è£O è£OH÷õ˜
ð„¬ê裌èPèœ ªè£´‚èô£‹.

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
3. þ¨½ 5¿¢Á¢¼õ ðö õ¬è:
¯½Å¢ýŨ¸¸û Ýó…², ÝŠHœ ñ£‹ðö‹
´Ä¢-´Ç¢
 ÁüÚõ Өȸ¨Ç ðö„ê£Á ðŠð£O ñCˆî ¿¡¼¡ ¸ÅÉÁ¡¸
¯¾Å¢Ô¼ý §¸ð¼ø
ÌÈ¢ôÀ¢¼×õ õ£¬öŠðö‹ ªè£´‚èô£‹
Å¢Çì¸õ

ܬêõ õ¬è:
«è£N, e¡, º†¬ì, ªè£´‚èô£‹

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
3. þ¨½ 5¿¢Á¢¼õ Þ¬í àíM¡ º¬øèœ:
¯½Å¢ýŨ¸¸û 1. ¹Fò àí¾ ªè£‡´ ºòŸC
´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
ÁüÚõ Өȸ¨Ç ªêŒî™ ¿¡¼¡ §¸ð¼ø
 ÌÈ¢ôÀ¢¼×õ 2. A‡í‹ ªè£‡´ ºòŸC ªêŒî™ ¯¾Å¢Ô¼ý
Å¢Çì¸õ
3. °ö‰¬î î£ù£è«õ à‡µñ£Á
ªêŒî™.

Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
4. þ¨½ ¯½¨Å 8¿¢Á¢¼õ 1-6 ñ£î‹: ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
Å¡¢¨º Šð£™ ñ†´‹
¯¾Å¢Ô¼ý
ÀÎò¾×õ
Å¢Çì¸õ
 7‹ ñ£î‹:
ð£F F캜÷ àí¾, ðö„ê£Á,
ñCˆî õ£¬öŠðö‹, ñCˆî
´Ä¢-´Ç¢
༬÷Aöƒ°, î‚è£O, «õè¬õˆî ¿¡¼¡ ¸ÅÉÁ¡¸
ñCˆî 裌èPèœ, ¯¾Å¢Ô¼ý §¸ð¼ø

ð„¬ê裌èPèœ, d¡v, «èó†, Å¢Çì¸õ

Þ†L, ªð£ƒèœ, Þ®ò£Šð‹,

ê¬ñ‚èŠð†ì ñCˆî ÜKC, «èŠ¬ð,
«è£¶¬ñ, 𼊹õ¬èèœ. Hv膬ì
ªè£´‚èô£‹.

Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
4. þ¨½ ¯½¨Å 8¿¢Á¢¼õ 8‹ ñ£î‹: ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
 Å¡¢¨º 𼊹õ¬èèœ, ªïŒ, ÜKC «î£¬ê, ¿¡¼¡ §¸ð¼ø
¯¾Å¢Ô¼ý
ÀÎò¾×õ óv‚, àŠ¹ñ£, ð£L™ ï¬ù‚èŠð†ì
Å¢Çì¸õ
êŠð£ˆF ªè£´‚èô£‹.

9‹ ñ£î‹: ´Ä¢-´Ç¢
¿¡¼¡ ¸ÅÉÁ¡¸
«õè¬õˆî º†¬ìJ¡ ñ…êœ è¼,
¯¾Å¢Ô¼ý §¸ð¼ø
º¬÷‚W¬ó «õè¬õˆî ñCˆî
Å¢Çì¸õ
ð„¬ê裌èPèœ.
10‹ ñ£î‹:
«ñ«ô ÃøŠð†ì Fìàí¾ì¡ «õè¬õˆî º†¬ìJ¡
ªõœ¬÷ è¼ ðöƒèœ ñŸÁ‹ ´Ä¢-´Ç¢
¸ÅÉÁ¡¸
¿¡¼¡
«ðK„ê‹ðö‹ ªè£´‚èô£‹. §¸ð¼ø
¯¾Å¢Ô¼ý
Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
 ¿¼ÅÊ쨸
4. þ¨½ ¯½¨Å 8¿¢Á¢¼õ 11‹ ñ£î‹ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
Å¡¢¨º ï¡ø£è «õè¬õˆî C‚è¡, e¡, ñ†ì¡
¯¾Å¢Ô¼ý
ÀÎò¾×õ º¼ƒ¬è W¬ó ªð£¡ù£ƒè¡Q W¬ó Å¢Çì¸õ
ªè£´‚èô£‹.
12‹ ñ£î‹:
ºö¬ñò£è °´‹ðˆî£™ F†ìIìŠð†ì ´Ä¢-´Ç¢
¿¡¼¡ ¸ÅÉÁ¡¸
è£óI™ô£î «õè¬õˆî Åì£ù àí¬õ §¸ð¼ø
¯¾Å¢Ô¼ý
ªè£´‚èô£‹. Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
 ¿¼ÅÊ쨸
5. þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ Þ¬í àí¾ îò£K‚°‹ ªð£ö¶  ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
¦À¡ÆÐ ¦ºö H¡ðŸø «õ‡®ò¬õ:
¯¾Å¢Ô¼ý
§ÅñʨÅ
Å¢Çì¸õ
¦ºö ܼ¡¾¨Å ²ˆîñ£ù î‡a¬ó ªè£F‚è ¬õˆ¶ °Oó
Ţš¾¢ì¸×õ. ¬õˆ¶ °®Šð ðò¡ð´ˆîô£‹.

Þ¬í àí¾ îò£KŠð º¡ ¬èèœ

ñŸÁ‹ ð£ˆFóˆ¬î «ê£Š¹ ñŸÁ‹
î‡a¬ó ªè£‡´ èöõ «õ‡´‹
´Ä¢-´Ç¢
¿¡¼¡ ¸ÅÉÁ¡¸
è£óI™ô£î,«õè¬õˆî àí¬õ §¸ð¼ø
¯¾Å¢Ô¼ý
ªè£´‚èô£‹. Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
 þ¨½ ¯½Å¢ý 5¿¢Á¢¼ àŠ¹, ꘂè¬ó, ªõ™ô‹ ÝAòõŸ¬ø ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
5. ¦À¡ÆÐ ¦ºö õ °¬ø‰î Ü÷¾ ðò¡ð´ˆîô£‹.
¯¾Å¢Ô¼ý
§ÅñʨŠªè£†¬ìèœ ñŸÁ‹ è®ùñ£ù
Å¢Çì¸õ
¦ºö ܼ¡¾¨Å «î£¬ô c‚AM†´ àí¾ ªñ‡¬ñò£°‹
Ţš¾¢ì¸×õ õ¬ó «õè M쾋.
ñC‚èŠð†ì àí¬õ 10 ñ£î‹ õ¬ó‚°‹
ï¡ø£è «õè ¬õˆî àí¬õ 10 ´Ä¢-´Ç¢
¿¡¼¡ ¸ÅÉÁ¡¸
ñ£îˆFŸ° Hø°‹ ªè£´‚èô£‹
¯¾Å¢Ô¼ý §¸ð¼ø
¹Fî£è îò£K‚èŠð†ì àí¬õ Þ¬í
Å¢Çì¸õ
àíMŸ° ðò¡ð´ˆîô£‹.
àí¬õ ɲ ñŸÁ‹ ß‚èOìI¼‰¶ð£¶è£‚è
Í® ¬õ‚è «õ‡´‹.

´Ä¢-´Ç¢
¿¡¼¡
¸ÅÉÁ¡¸
¯¾Å¢Ô¼ý
§¸ð¼ø
Å¢Çì¸õ
Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
 ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼ Þ¬í àíM™«ê˜‚è Ãì£î¬õ: ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
5. ¦À¡ÆÐ ¦ºö õ è£óñ£ù àí¬õ ªè£´‚è Ã죶.
¯¾Å¢Ô¼ý
§ÅñʨÅ
Å¢Çì¸õ
¦ºö ܼ¡¾¨Å ªõƒè£ò‹, I†ì£Œ,
Ţš¾¢ì¸×õ º¼ƒ¬è‚裌,ªõœ÷K‚裌 ªè£´‚è
Ã죶.

´Ä¢-´Ç¢
ÞQŠ¹è¬÷ îM˜‚è «õ‡´‹. ÞQŠ¹ ¸ÅÉÁ¡¸
¿¡¼¡
àì™ ð¼ñ¬ù Æ´‹ ñŸÁ‹ ð™ §¸ð¼ø
¯¾Å¢Ô¼ý
C¬î¬õ ãŸð´ˆ¶‹. Å¢Çì¸õ

ÜFè àŠ¹ ñŸÁ‹ ÜFè ÞQŠ¹è¬÷

ªè£´‚è Ã죶.
Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ «î¡ªè£´‚è Ã죶.
5. ¦À¡ÆÐ ¦ºö ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸

§ÅñʨŠè£H ñŸÁ‹ ¯ «ð£¡ø ªð£¼†è¬÷ ªè£´‚è ¿¡¼¡ §¸ð¼ø

¯¾Å¢Ô¼ý
¦ºö ܼ¡¾¨Å Ã죶. ܶð™ C¬î¬õ ãŸð´ˆ¶‹.
Å¢Çì¸õ
Ţš¾¢ì¸×õ
°ö‰¬î¬ò ꣊H´‹ð® Ió†ì‚
Ã죶.

´Ä¢-´Ç¢
°ö‰¬î¬ò ÜFè àí¬õ ꣊H´‹ð® ¸ÅÉÁ¡¸
¿¡¼¡
è†ì£òŠð´ˆî Ã죶. ¯¾Å¢Ô¼ý §¸ð¼ø

Å¢Çì¸õ
°ö‰¬î¬ò ꣊H´õˆFŸ° º¡ ñŸÁ‹
꣊H´‹ªð£ö¶ ‚èÃ죶. ´Ä¢-´Ç¢
¸ÅÉÁ¡¸
¿¡¼¡
§¸ð¼ø
¯¾Å¢Ô¼ý
Å¢Çì¸õ
Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ e÷ àí¬õ e‡´‹ ðò¡ð´ˆî‚Ã죶. ´Ä¢-´Ç¢
5. ¿¡¼¡
¦À¡ÆÐ ¦ºö ܶ õJŸÁŠ«ð£‚¬è ãŸð´ˆ¶‹.
¯¾Å¢Ô¼ý ¸ÅÉÁ¡¸
§ÅñʨÅ
Å¢Çì¸õ §¸ð¼ø
¦ºö ܼ¡¾¨Å ðò¡ð´ˆî£î e÷ Þ¬í àí¬õ
Ţš¾¢ì¸×õ àìù®ò£è ÜèŸPMì «õ‡´‹.
Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
6. þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ Þ¬í àí¬õ ÜPºèŠð´ˆ¶‹ ªð£ö¶ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
¿¡¼¡ §¸ð¼ø
¦À¡ÆÐ èõQ‚è «õ‡®ò¬õ:
¯¾Å¢Ô¼ý
À¢ýÀüȧÅñÊ ºî™  Þ¬í àí¬õ ðö„ê£Áì¡
Å¢Çì¸õ
ÌÈ¢ôÒ¸¨Ç Ýó‹H‚è «õ‡´‹.
Å¡¢¨º
å¼ «ïóˆF™ å¼ Þ¬í àí¬õ ñ†´‹
ÀÎò¾×õ.
Ýó‹H‚è «õ‡´‹. ܶðö‚èŠð´‹ õ¬ó ´Ä¢-´Ç¢
ñŸªø£¼ Þ¬í àí¬õ Ýó‹H‚è «õ‡ì£‹ ¿¡¼¡ ¸ÅÉÁ¡¸

¯¾Å¢Ô¼ý §¸ð¼ø

Þ¬í àí¬õ ªèì£ñ™ Iè èõùñ£è Å¢Çì¸õ

îò£K‚è «õ‡´‹.

¹Fò Þ¬í àí¬õ Iè °¬ø‰î ´Ä¢-´Ç¢

¸ÅÉÁ¡¸
¿¡¼¡
Ü÷M™ ºîL™ ªè£´‚è «õ‡´‹. 1 §¸ð¼ø
¯¾Å¢Ô¼ý
 Ü™ô¶ 2 èó‡® «õè ¬õˆî Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ 裌èPè¬÷ ªè£´‚è «õ‡´‹. Hø°
6. ¦À¡ÆÐ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
3 Ü™ô¶ 4 èó‡® ªè£´‚èô£‹.
¿¡¼¡ §¸ð¼ø
À¢ýÀüȧÅñÊÂ
¯¾Å¢Ô¼ý
ÌÈ¢ôÒ¸¨Ç î£Qò õ¬è Þ¬í àí¬õ ªè£´‚è Å¢Çì¸õ
Å¡¢¨º «õ‡´‹. H¡ ðöƒèœ,
ÀÎò¾×õ. ð„¬ê裌èPèœ, º†¬ì, e¡,
C‚è¡, ñ†ì¡ âù ð®Šð®ò£è
ªè£´‚è «õ‡´‹.
´Ä¢-´Ç¢
¸ÅÉÁ¡¸
¿¡¼¡
§¸ð¼ø
°ö‰¬î¬ò ÜFè àí¬õ ¯¾Å¢Ô¼ý

꣊H´‹ð® è†ì£òŠð´ˆî Ã죶. Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ °ö‰¬î‚° àí¾ åšõ£¬ñ ãŸð´Aøî£
6. ¦À¡ÆÐ âù èõQ‚è «õ‡´‹.
´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
À¢ýÀüȧÅñÊÂ
¿¡¼¡ §¸ð¼ø
ÌÈ¢ôÒ¸¨Ç Þ¬í àí¾ «î˜‰ªî´‚°ñ£Á Þ¼‚è
¯¾Å¢Ô¼ý
Å¡¢¨º «õ‡´‹.
Å¢Çì¸õ
ÀÎò¾×õ.
°ö‰¬î î£ù£è èŠHL¼‰¶
°®Šð ðö‚è «õ‡´‹.

àí¾ I辋 I¼¶õ£è¾‹ ªñ¡¬ñò£è¾‹

´Ä¢-´Ç¢
ñŸÁ‹ ªè£öŠ¹ ꈶ G¬ø‰îî£è¾‹ ¸ÅÉÁ¡¸
¿¡¼¡
§¸ð¼ø
Þ¼‚è «õ‡´‹. ܶ ͬ÷ñŸÁ‹ ïó‹¹ ñ‡ìô‹ ¯¾Å¢Ô¼ý
 õ÷ó à. Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ Þ¬í àí¾ °ö‰¬î ꣊H´‹ªð£ö¶ ´Ä¢-´Ç¢
6. ¿¡¼¡ ¸ÅÉÁ¡¸
¦À¡ÆÐ M¬÷ò£†´ ªð£¼¬÷ ¬õˆ¶ ñAö
¯¾Å¢Ô¼ý §¸ð¼ø
À¢ýÀüȧÅñÊ ¬õ‚è «õ‡´‹. Å¢Çì¸õ
ÌÈ¢ôÒ¸¨Ç Þ¬í àí¾ °ö‰¬î ꣊H´‹ªð£ö¶
Å¡¢¨º Þ¬ì Þ¬ì«ò 2 Ü™ô¶ º¬ø î‡a˜
ÀÎò¾×õ. ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
ªè£´‚è «õ‡´‹.
¿¡¼¡ §¸ð¼ø
Þ¬í àí¾ î£ò£K‚°‹ ªð£ö¶
¯¾Å¢Ô¼ý
裌èPè¬÷ ï¡ø£è èöõ «õ‡´‹. Å¢Çì¸õ
Þ¬í àí¾ î£ò£K‚°‹ ªð£ö¶ å«ó
õ¬èò£ù àí¬õ ªè£´‚è Ã죶.
¸ÅÉÁ¡¸
 ´Ä¢-´Ç¢ §¸ð¼ø
¿¡¼¡
¯¾Å¢Ô¼ý
Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ å¼ õ£ó‹ å¼ àí¾‹ Ü´ˆî õ£ó‹
6. ¦À¡ÆÐ «õÁ àí¾‹ ªè£´‚è «õ‡´‹.
À¢ýÀüȧÅñÊÂ
Þ¬í àíM¡ õ£ê¬ù °ö‰¬î¬ò ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
ÌÈ¢ôÒ¸¨Ç
¿¡¼¡ §¸ð¼ø
Å¡¢¨º èõó «õ‡´‹.
¯¾Å¢Ô¼ý
ÀÎò¾×õ. Å¢Çì¸õ
Þ¬í àíM™ °ö‰¬î‚° «î¬õò£¡
¹óî‹, ªè£öŠ¹, M†ìI¡, ‚èœ
ꈶ‚èœ Þ¼‚è «õ‡´‹.

åšõ£¬ñ 㟊𴈶‹ àí¾è¬÷ ´Ä¢-´Ç¢

 îM˜‚è «õ‡´‹. ܶ õ£‰F ¿¡¼¡ ¸ÅÉÁ¡¸
¯¾Å¢Ô¼ý §¸ð¼ø
õJŸÁŠ«ð£‚¬è îM˜‚°‹.
Å¢Çì¸õ

Å.±ñ Àí¸Ç£ôÒ §¿¡ì¸õ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
6. þ¨½ ¯½Å¢ý 5¿¢Á¢¼õ Þ¬í àí¾ ªè£´ˆî Hø° °öï¬îJ¡
¦À¡ÆÐ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
õ£Œ ñŸÁ‹ ¬èè¬÷ ï¡ø£è èöõ
¿¡¼¡ §¸ð¼ø
À¢ýÀüȧÅñÊ «õ‡´‹.
¯¾Å¢Ô¼ý
ÌÈ¢ôÒ¸¨Ç Å¢Çì¸õ
Å¡¢¨º °ö‰¬îJ¡ àì™ â¬ì¬ò ñ£î£
ÀÎò¾×õ. ñ£î‹ Ü÷‚è «õ‡´‹
Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
7. 6 Á¡¾õ Ó¾ø 1 5 6 Á¡¾õ Ó¾ø 1 ÅÂРŨà ¯ûÇ ÌÆó¨¾ìÌ
ÅÂРŨà ¯ûÇ ¿¢Á¢¼õ ¯¡¢Â ¯½× «ð¼Å¨½ ´Ä¢-´Ç¢
ÌÆó¨¾ìÌ ¯¡¢Â 6-9 Á¡¾õ ¿¡¼¡
¯½× «ð¼Å¨½ ¯¾Å¢Ô¼ý ¸ÅÉÁ¡¸
Ţš¢ì¸×õ À¡ø 100 Á¢.Ä¢ ´Õ ¸ÃñÊ Å¢Çì¸õ §¸ð¼ø
6.00 Á½¢
º÷츨à «øÄÐ ¦ÅøÄõ
8.00Á½¢ þÃñÎ ¸ÃñÊ ÒþõþÃñÎ
¸Ãñʺ÷츨à «øÄÐ ¦ÅøÄõ
10.00Á½¢ Ò¾¢¾¡É Àúí¸û -Áº¢ì¸ôÀð¼
Å¡¨ÆôÀúõ, ¾ì¸¡Ç¢
´Ä¢-´Ç¢
¸ÅÉÁ¡¸
 ÀôÀ¡Ç¢,Á¡õÀúõ, ÁüÚõ ¿¡¼¡ §¸ð¼ø
ºô§À¡ð¼¡ ¯¾Å¢Ô¼ý

12.00 óýÈ¡¸ §Å¸¨Åò¾ «¡¢º¢ 100 Å¢Çì¸õ

Á½¢ ¸¢Ã¡õ,§Å¸¨Åò¾
Óð¨¼,óýÈ¡¸ §Å¸¨Åò¾
Áº¢ò¾ ÀÕôÒ þÃñÎ ¸ÃñÊ 3-
4 ¸ÃñÊ ¦¿ö
óýÈ¡¸ ¸ÄóÐ ¦¸¡Îì¸Ä¡õ

Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý

§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
7. 6 Á¡¾õ Ó¾ø 1 5 6 Á¡¾õ Ó¾ø 1 ÅÂРŨà ¯ûÇ ÌÆó¨¾ìÌ
ÅÂРŨà ¯ûÇ ¿¢Á¢¼ ¯¡¢Â ¯½× «ð¼Å¨½ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
ÌÆó¨¾ìÌ ¯¡¢Â õ 6-9 Á¡¾õ ¿¡¼¡ §¸ð¼ø
¯½× «ð¼Å¨½ 3.00 25 ¸¢Ã¡õ ÀÕôÒ «øÄÐ ¸¼¨Ä ¯¾Å¢Ô¼ý
Ţš¢ì¸×õ
Á½¢ ÅÕòÐ ¦À¡ÊÂ츢ÂÐ 100 õ.Ä¢
Å¢Çì¸õ
À¡Ö¼ý ¸ÄóÐ ¸ïº¢Â¡¸
¦¸¡Îì¸Ä¡õ
5.00 Ò¾¢¾¡É Àúí¸û -Áº¢ì¸ôÀð¼
Á½¢ Å¡¨ÆôÀÆõ, ¾ì¸¡Ç¢
 ÀôÀ¡Ç¢,Á¡õÀÆõ, ÁüÚõ
ºô§À¡ð¼¡
7.30 ¿ýÈ¡¸ §Å¸¨Åò¾ «¡¢º¢ 100
Á½¢ ¸¢Ã¡õ,§Å¸¨Åò¾ Óð¨¼,¿ýÈ¡¸
§Å¸¨Åò¾ Áº¢ò¾ ÀÕôÒ þÃñÎ
´Ä¢-´Ç¢
¸ÃñÊ 3-4 ¸ÃñÊ ¦¿ö
¿ýÈ¡¸ ¸ÄóÐ ¦¸¡Îì¸Ä¡õ ¿¡¼¡
¸ÅÉÁ¡¸
10.00 À¡Ä¢ø ¿Éì¸ôÀ𼠦áðÊ 2 ÃŠì ¯¾Å¢Ô¼ý
§¸ð¼ø
Á½¢ 2 «øÄÐ À¡ø 100 Á¢.Ä¢ ´Õ Å¢Çì¸õ
¸ÃñÊ º÷츨Ã
10.00 ÌÆó¨¾ «Æ¾¡ø ¾¡öôÀ¡ø
Á½¢ ¦¸¡Îì¸Ä¡õ.
ìÌ
À¢üÌ
Å.±ñ Àí¸Ç£ôÒ §¿Ãõ ¯ûǼì¸õ Á¡½Å ¸üÀÅ¡¢ý
§¿¡ì¸õ ¬º¢¡¢Â¡¢ý ¿¼ÅÊ쨸
¿¼ÅÊ쨸
7. 6 Á¡¾õ Ó¾ø 1 5 6 Á¡¾õ Ó¾ø 1 ÅÂРŨà ¯ûÇ ÌÆó¨¾ìÌ
ÅÂРŨà ¯ûÇ ¿¢Á¢¼ ¯¡¢Â ¯½× «ð¼Å¨½ ´Ä¢-´Ç¢ ¸ÅÉÁ¡¸
ÌÆó¨¾ìÌ ¯¡¢Â õ 10Á¡¾õ Ó¾ø 1 ÅÕ¼õ Ũà ¿¡¼¡ §¸ð¼ø
¯½× «ð¼Å¨½ 6.00Á½¢ À¡ø 100 ml – 200 ml ¯¾Å¢Ô¼ý
Ţš¢ì¸×õ 7.00Á½¢ ¦Ã¡ðÊ - 2 Å¢Çì¸õ
8.00Á½¢ þðÄ¢, þÊ¡ôÀõ, §¾¡¨º,¸ïº¢
10.00Á½¢ ÀÆí¸û,ÀÆÚ, Áº¢ì¸ôÀð¼
¸¡ö¸È¢¢¸û,Ýô
11.00Á½¢ À¡ø 100 ml – 200 ml
¸¡ö¸È¢¢¸û,Ýô
12.00 ÀÕôÒ º¡¾õ, ¦¿ö, º¡õÀ¡÷,
Á½¢ ¸¡ö¸È¢¢¸ûÝô, úõ,¾Â¢÷,
´Ä¢-´Ç¢
Áº¢ì¸ôÀð¼ ¸¡ö¸È¢¢¸û,À
¸¡ö¸È¢¢¸û §Å¸¨Åò¾ ¿¡¼¡
¸ÅÉÁ¡¸
Óð¨¼Áïºû ¸Õ ÁðÎõ ¯¾Å¢Ô¼ý
§¸ð¼ø
2.00Á½¢ À¡ø 100 ml – 200 ml Å¢Çì¸õ
3.00 ÀÆí¸û,ÀÆîº¡Ú Íñ¼ø,ÀÕôÒ¸û
Á½¢
4-5 Á½¢ À¡ø 100 ml – 200 ml
¦Ã¡ðÊ - 2
ÓÊרÃ:«¨ÉòÐ ¾¡öÁ¡÷¸Ùõ þ¨½ ¯½× ÀüȢ «È¢¨Å ¦ÀüÈмý «¾ý
Ó츢ÂòÐÅò¨¾ «È¢óÐ «¨¾ ¿¨¼Ó¨ÈÀÎòÐÅ¡÷¸û ±É ¿õÒ¸¢§Èý.¸üÀ¢ò¾Ä¢¦À¡ÆÐ
¿¡ý ¾¡öÁ¡÷¸Ç¢¼Á¢ÕóÐ «¾¢¸Á¡¸ ¦¾¡¢óÐ ¦¸¡ñ§¼ý.