|
| Day | Topic | Duration and activity | TPB construct |
|
| 1 | Growth monitoring | 2-hour education and 2-hour counselling | Knowledge, attitude, and self-efficacy |
| 2 | WHO principle of complementary feeding practice | 2-hour education and 2-hour counselling | Knowledge, attitude, and self-efficacy |
| 3 | How to read the label of fortified complementary foods | 2-hour education and 2-hour counselling | Knowledge, attitude, self-efficacy, and subjective norms |
| Hands-on activities: practice reading packaged food labels | Hands-on activity | Intention and perceived behavioral control |
| 4 | Nutrient content of foods | 2-hour education and 2-hour counselling | Knowledge, attitude, and self-efficacy |
| How to develop complementary feeding menu according to children’s nutritional needs | 2-hour education and 4-hour counselling | Knowledge, attitude, and self-efficacy |
| 5 | Hands-on activities: self-developing complementary feeding menu | Hands-on activity | Intention and perceived behavioral control |
| 6 | Prepare the first complementary feeding, cooking spices, and homemade food recipes | 2-hour education and 2-hour counselling | Knowledge, attitude, self-efficacy, and subjective norms |
| 7 | Overcoming constipation in children during complementary feeding period | 2-hour education and 2-hour counselling | Knowledge, attitude, self-efficacy, and subjective norms |
| 8 | Overcoming eating problems in children | 2-hour education and 4-hour counselling | Knowledge, attitude, self-efficacy, and subjective norms |
|
