Adapting Preschool Food and Nutrition Lessons for New Immigrant Children Público
Schwei, Rebecca (2011)
Abstract
Introduction: Inadequate fruit and vegetable consumption in preschoolers is a public health concern because eating patterns developed early in life track into adulthood. New immigrant families and children are especially at risk of low fruit and vegetable consumption as a result of lower familiarity with foods found in the United States and limited English proficiency. This project adapts experiential preschool food and nutrition lessons to be used for new immigrant preschoolers and their mothers.
Methods: New immigrant mothers and preschoolers (n = 26) participated in lessons designed to help children experience and learn about healthy foods. The lessons included five general sections: story, exercise, classroom activity, hand washing and taste test. Observational data were used to measure acceptability of lessons and reactions to taste test. Pre/post-test assessments assessed changes in knowledge, attitudes and behaviors of preschool children relating to fruits and vegetables.
Results: Effective teaching strategies including repetition and active participation engaged mothers and children in lesson activities and subsequent teaching concepts such as fruit and vegetable identification. Preschool children's reactions to food ranged from very positive to unwillingness to participate. The mothers' reactions to the taste tests also ranged from positive to no participation. As expected, only limited changes in preschoolers' knowledge, attitudes and behaviors were observed.
Discussion: Certain sections of the food and nutrition lessons, such as the story, were more difficult to adapt for English Language Learners (ELLs) as compared to the taste tests, which were immediately engaging. Communication issues with preschool staff, the language barrier and lesser familiarity with a formal educational setting were challenges that affected the effectiveness of the food and nutrition lessons. With increased exposure to taste tests preschool children became more comfortable working with food and more comfortable with the researcher. This research provides an example of the process of adapting food and nutrition lessons and highlights successful teaching strategies for ELLs. This project will provide community organizations with the resources to help new immigrant families adopt healthy diets in the United States.
Table of Contents
Preamble
Chapter 1: Introduction...1
Chapter 2: Background...5
Development of Food Preferences in Young Children...5
Wisdom of the Body Theory...5
Development Systems Perspective...6
Biological Factors...6
Environmental Factors...7
Diet Selection in New Immigrant Families...8
Existing Preschool Food and Nutrition Programs...10
Adapting Education Lessons for English Language Learners...12
Chapter 3: Project Content...15
Methods...15
Adapting Preschool Food and Nutrition Lessons...15
Figure 1: Adaptation Process...17
Study Sample...17
Qualitative Analysis of Lesson...17
Table 1: Code Book...18
Figure 2: Coding Schematic for Qualitative Data Analysis...20
Figure 3: Spectrum of Child Behavior, Participation, and Reaction to Taste Test...21
Pre and Post-Assessment...22
International Review Board...23
Results...23
Adapting Preschool Food and Nutrition Lessons...23
Graph 1: Comparison of Adaptation Indicators in Lesson One Pre and Post-Teaching...24
Graph 2: Comparison of Adaptation Indicators in Lesson Two Pre and Post-Teaching...24
Graph 3: Comparison of Adaptation Indicators in Lesson Three Pre and Post-Teaching...25
Graph 4: Comparison of Adaptation Indicators in Lesson Four Pre and Post-Teaching...25
Graph 5: Comparison of Adaptation Indicators in Lesson Five Pre and Post-Teaching...26
Qualitative Analysis of Lessons...26
Children's Response to Lesson Categories...26
Story...26
Exercise...28
Classroom Activity...28
Hand Washing...31
Taste Test...31
General Themes...33
Children's Response to Food...35
Mothers' and Teacher's Response to Food...35
Pre and Post-Assessment...36
Graph 6: Change in Preschoolers' Identification of Fruits and Vegetables after Five Education Lessons, Pre and Post-Test (n=5)...37
Graph 7: Change in Preschoolers' Self Reported Behavior Relating to Fruits and Vegetables after Five Education Lessons, Pre and Post-Test (n=5)...38
Graph 8: Change in Preschoolers' Attitudes Relating to Fruits and Vegetables after Five Education Lessons: Pre and Post-Test (n=5)...38
Graph 9: Increased Number of Questions Answered by Preschoolers in the Post -Test Evaluation as Compared to Pre- Test Evaluation (n=5)...39
Chapter 4: Discussions, Conclusions and Recommendations...40
Discussion...40
Limitations...43
Future Directions...44
Conclusions...45
References...46
Appendix One: Lesson Adaptation Tool...49
Appendix Two: Finalized Lesson Plans...50
Appendix Three: Pre and Post-Test Worksheet...63
Appendix Four: Pictures of Evaluation Fruits and Vegetables...66
Appendix Five: Field Notes...68
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