Determining the feasibility and acceptability of a garden-based nutrition curriculum for preschoolers

Obesity rates around the nation have risen to epidemic proportions. Rates of childhood obesity are at very high levels with 24.4% of preschool-aged children in the U.S. currently considered as overweight or obese. The percentage of childhood obesity is much higher in the southern part of the United States as compared to the rest of the nation. Minority populations, especially African American and Hispanic, are affected more than other ethnic groups. Obesity prevention programs are needed targeting young children <6 years of age from minority populations. Currently, there are few obesity prevention programs that have been implemented and evaluated in children <6 years of age. Gardening programs have been successful in improving the health status of elementary school children by increasing fruit and vegetable intake and increasing preferences for healthier food choices. However, there is no evidence of the feasibility and acceptability of a garden-based obesity prevention program among preschoolers. This pretest study, a classroom-based gardening curriculum program with 16 lesson plans and coordinating activities for preschool age children (3-5 years old) enrolled in Head Start, provides the opportunity to address this need. The study included 103 preschoolers from two centers and 9 teachers or teachers' aides. Qualitative data on feasibility and acceptability was collected from process evaluation forms of individual lesson plans and focus groups with teachers. Teacher questionnaires assessed individual teacher characteristics and provided feedback regarding the curriculum. Quantitative measures of teachers' self-efficacy, attitudes, and knowledge pertaining to nutrition were analyzed from pre and post-test surveys. Results revealed this preschool garden-based nutrition curriculum was both feasible and acceptable. The program improved teacher's self-efficacy, knowledge, and attitudes about nutrition, with teacher's confidence in ability to teach a gardening curriculum increasing from a mean score of 2.14 to 3.00 from pre to post test (P value = 0.0046). These results indicate implementing garden-based nutrition lessons within preschools is achievable. Employing garden-based nutrition lessons in the classroom is the first step in teaching children about nutrition and gardening concepts. Constructing gardening beds for more hands-on learning is the next proposed step in the larger parent study of this program.^

The impact of a cooking and gardening summer camp experience on the fruit and vegetable consumption of elementary school-aged children

Childhood obesity is a significant public health problem. Over 15 percent of children in the United States are obese, and about 25 percent of children in Texas are overweight (CDC NHANES). Furthermore, about 30 percent of elementary school aged children in Harris County, Texas are overweight or obese (Children at Risk Institute 2010). In addition to actions such as increasing physical activity, decreasing television watching and video game time, decreasing snacking on low nutrient calorie dense foods and sugar sweetened beverages, children need to consume more fruits and vegetables. According to the National Health and Nutrition Examination Survey (NHANES) from 2002, about 26 percent of U.S. children are meeting the recommendations for daily fruit intake and about 16 percent are meeting the recommendations for daily vegetable intake (CDC NHANES). In 2004, the average total intake of vegetables was 0.9 cups per day and 1.1 cups of fruit per day by children ages four to nine years old in the U.S. (CDC NHANES). Not only do children need effective nutrition education to learn about fruits and vegetables, they also need access and repeated exposure to fruits and vegetables (Anderson 2009, Briefel 2009). Nutrition education interventions that provide a structured, hands-on curriculum such as school gardens have produced significant changes in child fruit and vegetable intake (Blair 2009, McAleese 2007). To prevent childhood obesity from continuing into adolescence and adulthood, effective nutrition education interventions need to be implemented immediately and for the long-term. However, research has shown short-term nutrition education interventions such as summer camps to be effective for significant changes in child fruit and vegetable intake, preferences, and knowledge (Heim 2009). ^ A four week summer camp based on cooking and gardening was implemented at 6 Multi-Service centers in a large, urban city. The participants included children ranging in age from 7 to 14 years old (n=64). The purpose of the camp was to introduce children to their food from the seed to the plate through the utilization of gardening and culinary exercises. The summer camp activities were aimed at increasing the children's exposure, willingness to try, preferences, knowledge, and intake of fruits and vegetables. A survey was given on the first day of camp and again on the last day of camp that measured the pre- and post differences in knowledge, intake, willingness to try, and preferences of fruits and vegetables. The present study examined the short-term effectiveness of a cooking and garden-based nutrition education program on the knowledge, willingness, preferences, and intake among children aged 8 to 13 years old (n=40). The final sample of participants (n=40) was controlled for those who completed pre- and post-test surveys and who were in or above the third grade level. Results showed a statistically significant increase in the reported intake of vegetables and preferences for vegetables, specifically green beans, and fruits. There was also a significant increase in preferences for fruits among boys and participants ages 11 to 13 years. The results showed a change in the expected direction of willingness to try, preferences for vegetables, and intake of fruit, however these were not statistically significant. Interestingly, the results also showed a decrease in the intake of low nutrient calorie dense foods such as sweets and candy.^

Education for life; the story of Hampton Institute, told in connection with the fiftieth anniversary of the foundation of the school,

Bibliography: p. 329-334.

A collection of farces and other afterpieces : which are acted at the Theatres Royal, Drury-Lane, Covent-Garden and Hay-Market. /

v.6. The deuce is in him / by George Colman. Edgar and Emmeline / by John Hawkesworth. Richard Coeur de Lion / [by M.J. Sedaine] The maid of the Oaks / by John Burgoyne. Tom Thumb / [by Henry Fielding] The doctor and the apothecary / [by James Cobb] The first floor / [by James Cobb] The adopted child / by Samuel Birch. The farm house / [by Charles Johnson]--v.7. Lodoiska / by J.P. Kemble. Ways and means / by George Colman. The school for authors / by John Tobin. Midas / [by Kane O'Hara] The waterman / by Charles Dibdin. The author / by Samuel Foote. The old maid / [by Arthur Murphy] The miller of Mansfield / by Richard Dodsley. Comus / altered from John Milton.

School of Nursing Class of 1979

Top Row: Jane Alcala, Katherine Atkin, sandra Shea Baer, Dee Baker, barbara Barnes, Rhonda Baruch, Adrien Beregsasy, Sally Bidol, Kathleen Birchmeier, Maureen Bishop, Julia Blanchard, Theresa Boyd, Janice Brown, Deborah Budde, Genevieve Burns, Mary Kaye Busch, Laurie Carroll

Row 2: Bonnie Cesak, Mary christensen, Julie Colegrove, Susan coleman, Cheryl coney, William cophenhaver, Wendy Culbertson, Angela Dade, Renee Damm, Lynn Darin, Michele DeMaria, Julie DeFouw, Martha Deming, Mary Dent, Michelle Diepenhorst, Janice Dietrich, Catherine Dilworth

Row 3: Barbara Dusseau, Fancine Eagle, Carolyn Eames, Janeen Ellis, Lisa Fandell, Melissa Fear, Michelle Revis, Barbara Ross, Thomas Bissonnette, Michele Henderson, Susan barnes, Catherine Foley, Marica Fosnaugh, Leana Fox, Carol Frens, Debra Furlette, Denise Garden

Row 4: Mary Lois Gardner, Jeanetter Giroux, Stephanie Glanton, Beverly Goodman, Debra Giffin, Laurie Guyton, Bobbie Hafford, Linda Haggerty, Cindy Hammelef, Kim Hand, Patricia Hartman, Susan Hepker

Row 5: Jayne Hetzner, Diana Hill, Sandra Hirsch, Margaret Howard, Carol Huebel, Beverly Jackson, Christine Jacobson, Dennis Johnson, SerVonia Jones, Kathleen Kadlec, Pamela Katz, Kim Kittle, Mary Jo Klepser, Cheryl Kole

Row 6: Julie Konkle, Mary Anne Kosek, Mary Kowalski, Kathryn Krawec, Cynthia Krc, Kathryn Leinberger, Linda Lewandowski, Deborah Lobert, Karen Lyon, Mary Beth McGowan, Deborah Mclnerney, Douglas McLellan, Mary McDonald, Donna Macksood

Row 7: Bruce macnee, Pamela Mandelkorn, Debra Mast, Constance Maynard, Carol Meach, Karen Meyer, Linda Moore, Robert Morgan, Lynn Murray, Cindy Nestell, Carol O'Dell, Christine Ostrowski, Jeanne Palmer, Frances Palms, Diane Parrish, Jennifer Patton, Cathy Plachetka

Row 8: Dawn Rhoades, Carolyn Riegling, Jill Rodammer, Michael Romej, Ann Rondi, Cindy Salesin, Cynthia Sapsford, Russsell Savage, Angela Schaefer, Lee Anne Schaefer, Debra Schafer, Paula Schelp, Sandra Schlump, Cindy Schneider, Brenda Schroeder, Laurie Schultz, Wanda Scott

Row 9: Michael sseator, Kimberley Sherman, Vicki Singer, Ingrid Smith, Mary Alice Smith, Kathy Snyder, Karen Staudt, Kathy Steinke, Sue Stevens, Kimberly Stone, Sheri Sutherland, Ann Marie Swiderski, Jane Sydlowski, Debra Thelen, Deborah Thompson, Phyllis Toney, Jill Triick

Row 10: Tara Trinrud, Kay Tupala, Rosemary Turckes, Richard Urbanski, Lynn VanDenBerg, Brenda VanDervoort, Catherine VanWagnen, Ellen Victor, Mary Anne Vitalis, Celia Wald, Anne Weber, Jurlean White, Martha White, Judith Wilcewski, Lynda Wood, Susan Wroblewski, Victoria Zielinski