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
