Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities

Jocelyn Dixon; Archana V Hegde; Lora Suzanne Goodell; Nicole L Arnold; Taren Swindle; Dipti A Dev; Lucía I Méndez; Valerie J McMillan; Tammy D Lee; Virginia C Stage

doi:10.1016/j.jneb.2023.01.002

Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities

J Nutr Educ Behav. 2023 Apr;55(4):266-284. doi: 10.1016/j.jneb.2023.01.002.

Authors

Affiliations

¹ The Food-based Early Education (FEEd) Lab, Project Coordinator, East Carolina University, Greenville, NC.
² Department of Human Development and Family Science, College of Health and Human Performance, East Carolina University, Greenville, NC.
³ Department of Food, Bioprocessing and Nutrition Sciences, North Carolina State University, Raleigh, NC.
⁴ Ohio State University Extension, Family and Consumer Sciences, The Ohio State University, Columbus, OH.
⁵ Department of Family and Preventative Medicine, University of Arkansas for Medical Sciences, Little Rock, AR.
⁶ Childhood Health Behaviors Extension Specialist, University of Nebraska-Lincoln, Lincoln, NE.
⁷ Department of Communication Sciences and Disorders, University of North Carolina Greensboro, Greensboro, NC.
⁸ Department of Family and Consumer Sciences, North Carolina Agricultural and Technical State University, Greensboro, NC.
⁹ Department of Mathematics, Science, and Instructional Technology Education, College of Education, East Carolina University, Greenville, NC.
¹⁰ Department of Agricultural and Human Sciences, NC State Extension, North Carolina State University, Raleigh, NC. Electronic address: carrawaystagev@ecu.edu.

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.

Keywords: STEAM; food-based learning; integration; kindergarten readiness; preschool.

Publication types

Research Support, N.I.H., Extramural

MeSH terms

Child
Child, Preschool
Food*
Humans
Motivation
North Carolina
Refuse Disposal*
School Teachers
Schools

Grants and funding

R25 GM132939/GM/NIGMS NIH HHS/United States