Abstract
Objective
To assess the effectiveness of food-based science, technology, engineering, arts,
and mathematics (STEAM) learning activities on preschoolers’ liking of 9 target vegetables
and objectively-assessed fruit and vegetable (FV) intake.
Methods
Seven hands-on, food-based STEAM learning activities were implemented to expose children
to 9 target vegetables in 3 Head Start preschools (11 classrooms) across North Carolina. Child-reported vegetable liking
scores and skin carotenoid status (SCS) were dependent variables collected at baseline,
midpoint, and posttest. Adjusted repeated-measures ANOVA was used to examine intervention
impact.
Results
A total of 113 children (intervention = 49; comparison = 64) participated. Children
were an average age of 3.7 ± 0.57 years at baseline. Mean target vegetable liking
scores for the intervention and comparison groups, respectively, were 3.2 ± 0.19 and
3.2 ± 0.17 at baseline, 2.9 ± 0.17 and 3.1 ± 0.15 at midpoint, and 2.8 ± 0.15 and
3.1 ± 0.13 at posttest. A time × group interaction was not significant for target
vegetable liking scores. Mean SCS were 268.6 ± 13.24 and 270.9 ± 12.13 at baseline,
271.3 ± 12.50 and 275.6 ± 11.46 at midpoint, and 267.8 ± 11.26 and 229.6 ± 10.32 at
posttest for the intervention and comparison groups, respectively. A time × group
interaction was significant for SCS (F1,77 = 3.98; P = 0.02; r = 0.10). Both groups declined from baseline to posttest (intervention = 0.06%; comparison = 15.09%),
which occurred after winter break, with a smaller decline observed in the intervention
group (P = 0.02).
Conclusions and Implications
Food-based STEAM learning activities may present a unique opportunity to affect FV
intake while meeting academic standards. More research is needed to understand how
liking for familiar FV changes over time and its relationship with consumption. In
addition, more implementation research featuring larger sample sizes, teachers as
the interventionist, and a longer study duration is needed to confirm the outcomes
of food-based STEAM learning observed in the current study and the long-term impact
this approach may have on children's’ dietary quality.
Key Words
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Article info
Publication history
Published online: December 19, 2020
Accepted:
October 24,
2020
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2020 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
