Lessons learned from implementing of garden education program in early child care

Authors: SOLTERO, ERICA - CHILDREN'S NUTRITION RESEARCH CENTER (CNRC); PARKER, NATHAN - UNIVERSITY OF HOUSTON; MAMA, SCHEREZADE - PENNSYLVANIA STATE UNIVERSITY; LEDOUX, TRACEY - UNIVERSITY OF HOUSTON; LEE, REBECCA - ARIZONA STATE UNIVERSITY

Submitted to: Health Promotion Practice
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 7/31/2019
Publication Date: 3/1/2021
Citation: Soltero, E.G., Parker, N.H., Mama, S.K., Ledoux, T.A., Lee, R.E. 2021. Lessons learned from implementing of garden education program in early child care. Health Promotion Practice. 22(2):266-274. https://doi.org/10.1177/1524839919868215.
DOI: https://doi.org/10.1177/1524839919868215

Interpretive Summary: Over 60% of children in the U.S. receive care from early childcare and education centers (ECECs). Early childhood is an important life period for developing healthy diet and physical activity behaviors to prevent obesity and related diseases. However, youth spend a significant amount of their day being sedentary within ECECs and there is a lack of strong early childhood curricula that teach topics such as nutrition and healthy dietary habits. Thus, while ECECs are an ideal setting for early intervention, there is a significant need for engaging obesity prevention interventions designed for this setting. In response to this need, our research group developed an active garden and nutrition education program for children in ECECs. The purpose of this qualitative study was to interview ECEC directors to obtain a better understanding of the acceptability, feasibility, and sustainability of the active garden and nutrition program. Directors were interviewed before the implementation of the program and participating directors were also interviewed after the implementation of the program. Directors reported that the program was age-appropriate, engaging, and aligned with existing ECEC accreditation standards. Most directors felt that the program improved activity and nutrition related knowledge while building other social and academic skills (e.g. expanding vocabulary) that are critical to this important developmental life stage. To improve the sustainability of the program, most directors suggested that we include stronger parent engagement and provide more opportunities for staff trainings, particularly in regard to the maintenance of the garden. Our findings demonstrate that this program is desired, feasible, and acceptable among ECEC directors. More research is needed to explore the sustainability of these types of programs within the ECEC setting.

Technical Abstract: Early childhood is a critical life period for promoting health behaviors, and early child care and education centers (ECECs) are critical settings, as 60% of U.S. children attend ECECs. Yet few programs or curricula that promote physical activity and nutrition in this setting exist. This study explored the acceptability, feasibility, and sustainability of the Sustainability via Active Garden Education (SAGE) program. Preintervention interviews were conducted to inform the design of SAGE and postintervention interviews were conducted to evaluate the implementation of SAGE in the ECEC setting. A constant comparison approach was used to capture emergent themes on acceptability, feasibility, and sustainability from interviews. ECEC directors (N = 10, 90% female, 20% Hispanic, 30% African American)participated in the study. Directors expressed that SAGE was acceptable and feasible as it was age-appropriate, engaging, and aligned with existing curricula and accreditation standards. Most directors reported that SAGE improved activity and nutrition related knowledge while building other social and academic skills (e.g., expanding vocabulary) that are critical to this important developmental period. Suggestions for improving the sustainability of the program included stronger parental involvement and opportunities for ECEC staff trainings.