Objective
To increase children’s knowledge of gardening, MyPlate concepts, and different varieties of dry edible beans; to improve knowledge of the health benefits associated with beans among parents or caregivers; and to improve the families’ consumption of beans.
Target audience
Forty seven preschool children and their families in 2 preschool centers participated in the pilot project.
Theory, Prior Research, Rationale
Informed by social cognitive theory, this project builds on the potential of gardening as a means of teaching nutrition concepts.
Description
As part of an 8-lesson curriculum, preschool children listened to stories, planted and harvested a variety of beans, and participated in sensory evaluation of ten recipes. Parents were given a weekly nutrition newsletter summarizing their child’s activities, along with nutrition information, recipes and a can of beans.
Evaluation
Observations of children and pre/post surveys among parents were used to measure attitude, knowledge and behavior changes. Frequency data were analyzed using the SPSS computer program. Parents/caregivers significantly increased their knowledge of beans as a source of fiber and folate with potential health benefits. The use of canned beans among the families significantly increased (P < .05). Children rated bean-containing recipes highly and consumed more beans during preschool. The recipes were incorporated in the menus. About 88% of the parents reported reading the newsletter, 69% said their child talked about beans, 83% reported that their child talked about the gardening, and 85% of the children talked about tasting bean recipes.
Conclusions and Implications
Children’s literature and gardening were effective means of teaching children and their families about nutrition and dry edible beans.
Funding
USDA.
Article info
Publication history
P36
Identification
Copyright
© 2013 Published by Elsevier Inc.
