Authors (year) Location Evidence level	Study Objective Study Design	Type of technology	Main Results
Nascimento et al. (2013) [9] Brasil IV	Describe an intersectoral action and teachers/students’ opinion about the prevention of childhood accidents. Descriptive	Model, cardboard book, puppet theatre, panel.	The children participated in the activities, the knowledge on accident prevention increased and the teacher’s assessment was positive.
Rebolho et al. (2009) [10] Brasil III	Check the efficacy of two educational strategies on correct postural habits. Quasi experimental	Comics, demonstration circuit of postural habits.	Both strategies were effective with a statistically significant before-and-after difference in the two groups regarding the knowledge about postural habits, which was greater (23%) in the practical experience group about the posture to sleep, against 7% in the Comics group. Comics can favor knowledge communication, but requires a greater need to strengthen the information.
Barbosa et al. (2009) [11] Brasil IV	Sensitize children and their responsible caregivers about the prevention of parasitic infections. Descriptive	Puppet theater, dynamics.	The educational message about parasitic infections was understood, as verified by the children’s participation when they correctly answered the questions after the intervention.
Maia et al. (2012) [12] Brasil IV	Describe the validation of active teaching-learning methods in health promotion about healthy eating habits. Descriptive	Dynamic, video, theater, box of meanings.	84% of the children demonstrated knowledge gains based on the interaction with communication media and social contact among the children about healthy eating habits. Interaction and learning was found among subjects and researchers about healthy eating and its importance for childhood development.
Sichieri et al. (2008) [13] Brasil II	Determine whether an educational program aimed at reducing soft drink consumption could avoid excessive weight gain. Experimental	Drawing contest, music, banners, enigmas, games, fridge magnet, pamphlets.	The intervention group had a greater decrease in the mean intake of soft drinks and among the overweight students at the start of the study, the Body Mass Index showed a greater reduction and also a greater increase in the intake of fruit juice.
Buller et al. (2008) [14] Estados Unidos II	Assess the use of an isolated computer program in comparison with a one-hour class for education on sun protection and the combined use of both interventions. Experimental	Computer program with different stages, games, practical activities and critical thinking exercise.	The exposure to a computer program together with the teacher’s presentation produced more satisfactory reports on greater protection from the sun among the students than the separate use of both technologies. The computer program alone exceeded the results of the traditional class as it took less time, the students could complete it and it could be adapted to the risk profile.
Morton (2008) [15] Inglaterra III	Assess the effect of a radio program at the school about health knowledge among students. Quasi experimental	Radio program	The program was considered an innovative technology but cannot replace formal education. The classes who took part in the discussion with the teacher after the exhibition of the program showed better knowledge.
Parmer et al. (2009) [16] Estados Unidos III	Analyze the effects of a nutritional educational action linked to a school garden with fruits and vegetables, in comparison with an educational action restricted to theoretical knowledge on nutritional education. Quasi experimental	Nutritional education, practical gardening activities.	A significant improvement was found in the intervention group (gardening + nutritional education) regarding nutritional knowledge and fruit and vegetable consumption than in the control group. School gardens as a component of nutritional education play a key role in positively influencing the children to increase their knowledge, preference and consumption of fruits and vegetables.