More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children.
Background/Objectives: Traditional nutrition education can increase children's exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been iden...
| Publicado en: | Nutrients Vol. 17; no. 11; pp. 1922 - 1948 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185867206&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185867206 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20726643 B0TT jtl: Nutrients issn: 20726643 maglogo: N pubinfo: dt: Jun2025 vid: 17 iid: 11 pid: 97109 pub: MDPI artinfo: ui: 185867206 185867206 185867206 10.3390/nu17111922 185867206 ppf: 1922 ppct: 26 formats: tig: atl: More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children. aug: au: Stage, Virginia C. Dixon, Jocelyn B. Grist, Pauline Hegde, Archana V. Lee, Tammy D. Lundquist, Ryan Goodell, L. Suzanne affil: Department of Agricultural & Human Sciences, College of Agriculture and Life Sciences, North Carolina State University, Raleigh, NC 27695, USA sug: subj: Program Evaluation Diet Food Quality Project Head Start Science Education Language Development In Infancy and Childhood Communication Skills Nutrition Education In Infancy and Childhood School Health Education Professional Competence Program Development Human Funding Source Child, Preschool Health Food Professional Development Pilot Studies Rural Areas North Carolina Teachers Interviews Seminars and Workshops Learning Environment Black Persons African Americans Descriptive Statistics Personal Satisfaction Confidence Child, Preschool: 2-5 years ab: Background/Objectives: Traditional nutrition education can increase children's exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers' integration of food-based learning (FBL) and science, seeking to improve children's science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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