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Garden‐enhanced nutrition education improves nutrition knowledge and behavior in second‐grade students
Author(s) -
Jones Anna,
Ly Carol,
Wasilewski Lisa,
ZidenbergCherr Sheri
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.940.8
Subject(s) - curriculum , nutrition education , consumption (sociology) , intervention (counseling) , preference , medicine , environmental health , psychology , gerontology , pedagogy , social science , psychiatry , sociology , economics , microeconomics
This study assessed the impact of the Healthy Eating Active Living (HEAL) nutrition curriculum on improving the nutrition and health knowledge and vegetable preferences of second grade children. Second graders and their parents in three schools in San Mateo County, California, participated in the study. Children received 21 weekly garden‐enhanced nutrition education lessons and participated in active games twice weekly during lunchtime. Knowledge and behavior surveys were administered to children pre‐ and post‐intervention, and a behavior survey was completed by parents, pre‐ and post‐intervention. Mean nutrition knowledge increased among students (p<0.001). Out of the five vegetables tasted by students, only zucchini preference increased (p=0.016). Parents reported their child increased consumption of other fruits (p=0.006), and decreased consumption of cookies (p=0.000). They also reported an increase in their child's enjoyment of active games after intervention (p=0.001). In summary, 21 weeks of exposure to the HEAL curriculum increased nutrition knowledge, improved preference for zucchini, increased consumption of fruit, and decreased consumption of cookies. The HEAL curriculum is an effective way to improve knowledge and behavior and is popular with students. Funded in part by the San Mateo County Department of Public Health.