Dixon J, Hegde AV, Goodell LS, Arnold NL, Swindle T, Dev DA, Méndez LI, McMillan VJ, Lee TD, Stage VC. Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities.
JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2023;
55:266-284. [PMID:
37028898 PMCID:
PMC10083887 DOI:
10.1016/j.jneb.2023.01.002]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 12/21/2022] [Accepted: 01/04/2023] [Indexed: 06/11/2023]
Abstract
OBJECTIVE
To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom.
DESIGN
Phenomenological approach using in-depth semistructured telephone interviews.
SETTING
North Carolina Head Start preschools.
PARTICIPANTS
Thirty-five Head Start lead and assistant teachers.
PHENOMENON OF INTEREST
All interviews were transcribed verbatim. Authors coded interview data for emergent themes.
ANALYSIS
Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model.
RESULTS
Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal.
CONCLUSIONS AND IMPLICATIONS
Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes.
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