‘Read for Nutrition’ programme improves preschool children’s liking and consumption of target vegetable

Objective: To determine whether the ‘Read for Nutrition’ programme would increase liking and consumption of broccoli (a target vegetable) in preschool children and test acceptability and practicality of the programme. Design: Pilot pre-post intervention study, where childcare teachers received training and coaching followed by reading the book ‘Monsters Don’t Eat Broccoli’ multiple times with the children during a three-week intervention. Setting: Five classrooms of Educare, Lincoln, Nebraska in 2018. Participants: Sixty-nine (11 to 16 children per classroom) preschool-aged children and sixteen teachers (minimum, three per classroom). Results: Average total consumption of broccoli increased 35 % (0·14 ounces or 0·05th cup) after the ‘Read for Nutrition’ programme (t = 2·66; P = 0·01; 95 % CIs (0·035, 0·246)) for all children. Proportional consumption increased for children who received ≥ five exposures to the book (t46 = 2·77; P = 0·008). Exposures to the book predicted proportional consumption (β = 0·365; P = 0·002). Liking of broccoli increased (W69 = 2·2, P = 0·03) as well. Teachers rated the programme as acceptable, practical and enjoyable to children and to themselves. Conclusions: Programmes such as ‘Read for Nutrition’ have the potential to improve children’s vegetable liking and consumption in early care and education settings with only book readings and no exposure to a real vegetable

Development and Evaluation of ‘Read for Nutrition’ Program

This thesis investigated the formative, process and outcome evaluation of ‘Read for Nutrition’ program in childcare center settings. First, formative evaluation was conducted with the purpose of improving the program materials based on childcare providers’ feedback. A qualitative approach was used where 4 childcare providers from different childcare centers were interviewed after receiving the program. The interview questions were based on the Attention, Relevance, Confidence and Satisfaction Motivation Model. Formative evaluations results helped refine the program materials and identify positive characteristics that are engaging and useful from childcare providers’ perspective. Second, process and outcome evaluations were conducted to determine the feasibility and acceptability of the program, and to identify preliminary effects of the program on the interaction between childcare providers and children and preschool children’s preference and consumption of the target vegetable (broccoli). The participants in the process and outcome evaluations were 16 childcare providers and 70 preschool age children. The childcare providers’ feasibility and acceptability of the intervention were assessed through self-reported survey. Differences in children’s preference and consumption of the target vegetable before and after the program were measured through food selection and preference tasks. Results indicated that childcare providers perceived the intervention as acceptable and easy to implement, and that the intervention was effective in increasing interaction between childcare providers and children during story time, and preschool children’s preference and consumption of the target vegetable. Advisor: Dipti A. De

Development and Evaluation of ‘Read for Nutrition’ Program

This thesis investigated the formative, process and outcome evaluation of ‘Read for Nutrition’ program in childcare center settings. First, formative evaluation was conducted with the purpose of improving the program materials based on childcare providers’ feedback. A qualitative approach was used where 4 childcare providers from different childcare centers were interviewed after receiving the program. The interview questions were based on the Attention, Relevance, Confidence and Satisfaction Motivation Model. Formative evaluations results helped refine the program materials and identify positive characteristics that are engaging and useful from childcare providers’ perspective. Second, process and outcome evaluations were conducted to determine the feasibility and acceptability of the program, and to identify preliminary effects of the program on the interaction between childcare providers and children and preschool children’s preference and consumption of the target vegetable (broccoli). The participants in the process and outcome evaluations were 16 childcare providers and 70 preschool age children. The childcare providers’ feasibility and acceptability of the intervention were assessed through self-reported survey. Differences in children’s preference and consumption of the target vegetable before and after the program were measured through food selection and preference tasks. Results indicated that childcare providers perceived the intervention as acceptable and easy to implement, and that the intervention was effective in increasing interaction between childcare providers and children during story time, and preschool children’s preference and consumption of the target vegetable. Advisor: Dipti A. De