| Autor: |
Resor J; Department of Human Development and Family Science, East Carolina University, Greenville, NC 27858, USA., Dixon JB; Department of Agricultural and Human Sciences, North Carolina State University, Raleigh, NC 27695, USA., Wu Q; Department of Public Health, East Carolina University, Greenville, NC 27834, USA., Hegde AV; Department of Human Development and Family Science, East Carolina University, Greenville, NC 27858, USA., Lee TD; Department of Mathematics, Science, and Instructional Technology Education, East Carolina University, Greenville, NC 27858, USA., Goodell LS; Department of Food, Bioprocessing & Nutrition Sciences, North Carolina State University, Raleigh, NC 27695, USA., Méndez LI; Department of Communication Sciences and Disorders, University of North Carolina Greensboro, Greensboro, NC 27412, USA., McMillan VJ; Department of Family and Consumer Services, North Carolina Agricultural and Technical State University, Greensboro, NC 27412, USA., Stage VC; Department of Agricultural and Human Sciences, North Carolina State University, Raleigh, NC 27695, USA. |
| Abstrakt: |
Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers' ( n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL. |
