A recent study in U.S. children aged 7-13 years examined the relationship between MPOD and measures of cognitive function.  The researchers hypothesized that macular pigment would be beneficially associated with performance on standardized cognitive assessments.  Macular pigment is related to improved measures of cognitive function on select tests (intellectual ability and executive processes), supporting the hypothesis that lutein is linked to brain health and cognition.  The accumulation of lutein and zeaxanthin in the macula is reported as macular pigment optical density (MPOD) and can be measured with a non-invasive assessment.  MPOD is a direct reflection of lutein in the neural tissue, and as such, is used as a reliable indicator of brain lutein levels.  In infants, the observations that lutein is preferentially taken up by the developing brain suggest a critical role in neural development.  Emerging data link MPOD to measures math and written comprehension in children and studies are underway to further evaluate the relationship to cognitive function².

 Higher intake of carotenoid-rich vegetables and fruits has been consistently identified as a characteristic of healthy eating patterns.  Lutein and zeaxanthin are carotenoids present in egg yolks.  These yellow carotenoids are selectively taken up by macular tissue of the retina and new research links these pigments to eye health as well as cognition¹. Although eggs provide a lower amount of lutein + zeaxanthin compared to vegetables (252 mcg/large egg, as compared to over 20,000 mcg/cup canned spinach, for example), there is evidence that the lutein in eggs is more bioavailable, meaning it is in a form that is readily absorbed and used in the body.  Eggs additionally provide high-quality protein, a variety of B-vitamins required for the production of energy, and are one of the most concentrated food sources of choline in the American diet, a shortfall nutrient essential for brain health.  This nutrient profile gives reason to recommend eggs as an important part of healthy dietary patterns for all ages.

in December of 2018 I attended an agent training course entitled "The Egg and I". This training included lesson involving egg safety, quality, cooking methods, functional properties and information on buying eggs. By the end of this training I had concluded this was perfect material for my after school 4-H Cooking Class, and researching and finding the above information about the importance of nutrients provided by eggs solidified my conviction that this was much needed material for the 4-H age audience.  It has been very simple to use the formatted lesson plan to set up meetings for the Fall 2019 Semester, as well as to find backup information regarding the nutritional value of eggs.  And the biggest initial plus was that Cassinda Bechanan, Promotions Coordinator for the Kentucky Poultry Federation, offered to come and do my opening class session in September with me.

Meanwhile in the days prior to the event, I publicized 4-H Cooking class and its topic for the semester, both to create interest in the class and to inform the parents that we were cooking eggs so as to alert them in case their children had any food allergies.  We requested that those children attending bring slips from their parents stating that either they were allergic to eggs or had no sensitivities to them. When the day arrived and class began, we both discussed the values of eggs, ways to cook them and the importance of kitchen sanitation.  The real attention getter was the individual gas units that Cassinda brought to use for cooking the eggs. She had each child preparing an individual custom omelette.  In the beginning the participants were interested but fearful of dealing with the open flame then adapted quickly after the first few stepped up and gave it a try. They were also afraid of making a mess when breaking eggs but when handed a wipe to clear up any drips they started get brave and cracking eggs with a flair.  One girl asked if she could make another omelette which was fine to do, but when the School's Superintendent showed up to look in on the class and was offered a sample, she said "Let me make it for him!"  I thought this was true proof that she felt confident in her skills, enough to prepare the dish for someone else.  Another boy asked to prepare some to take home for his dad and his brother for supper.  His mother was both surprised and pleased, when she came to pick him up, both to see him working so independently and to see her evening meal preparations lessened.

At the end of the class, I asked everyone if they thought they could prepare this dish at home, by themselves, and received a resounding yes in answer. To me this showed that this lesson taught independence as well as encouraging an adventuresome spirit in food preparation.  It was very nice as well to receive kudos at the Volunteer Appreciation Picnic later that week when many attendees said their young family members came home raving about what they had made at cooking class and wanting to demonstrate for the rest of the family.