Nutrition Education Resources in North Carolina–Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use

Lisson, S.; Goodell, L. Suzanne; Dev, Dipti A.; Wilkerson, Kristi; Hegde, Archana V.; Stage, Virginia C.

doi:10.1016/j.jneb.2016.07.016

Cited by 9 publications

(8 citation statements)

References 20 publications

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“…Schools are important places to deliver policies, acts, or interventions [18]. Studies have reported that the lack of understanding about the importance of nutrition education in school administrators was a significant barrier to deliver nutrition education [26,38], which is consistent with our findings. In our study, more than 31.3% of the teachers who never taught nutrition courses claimed that teaching nutrition was not required by school administrators.…”

Section: Current Status and Barriers Of Delivering Nutrition Educatiosupporting

confidence: 91%

Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach

Fan

Yuan

et al. 2019

IJERPH

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China is facing challenges in both undernutrition and overnutrition, resulting from unhealthy diets. Nutrition education early in life, especially in school settings, has been reported to be effective in addressing these challenges. However, little is known about how nutrition education is delivered in schools in China. This study aimed to investigate the current status of delivering nutrition education by health teachers in Shanghai and to determine the barriers and resources that influence the teachers' practices and their willingness to teach nutrition. In 2016-2017, a cross-sectional questionnaire survey was conducted on 904 health teachers from 823 K-12 schools in Shanghai, China. There were 722 (79.9%) teachers that had the experience of teaching nutrition, but only 137 (19.0% of 722) spent ≥1 h teaching nutrition courses in each school year. Only 18.6% of the teachers had received a formal education in nutrition in college. About 88.5% of teachers expressed their willingness to teach nutrition in the future. The three major reasons for never teaching nutrition were categorized as: nutrition being taught by other teachers (39.5%), willing to teach but lack of knowledge (37.9%), and the subject not being required by school administrators (31.3%). Teachers who spent more time or were more willing to teach nutrition courses were those who were female, from private schools, had a better background in receiving nutrition education, and were more concerned about nutrition. Our data show that nutrition education is at a formative stage in Shanghai, China.

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Section: Current Status and Barriers Of Delivering Nutrition Educatiosupporting

confidence: 91%

Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach

Fan

Yuan

et al. 2019

IJERPH

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“…While research-based evidence supports the benefits of implementing gardening in classrooms for young children, teachers and administrators reported the barriers that prevent the implementation of traditional gardening into schools were time, funding, administrative support, space, limited technology, and lack of teacher training [10][11][12][13]31]. Many of these barriers can be addressed by additional resources and effective implementation.…”

Section: Addressing Barriers To School Gardeningmentioning

confidence: 99%

“…School gardening can encourage students to consume more fruits and vegetables and improve their experiences with healthy food habits [8,9]. However, the time necessary to integrate gardening into curricula, space needed to effectively plant, and lack of training inhibit many teachers from incorporating gardening into their classrooms [10][11][12][13]. Therefore, a two-tier approach to build capacity for sustaining nutrition education programs inclusive of gardening education is necessary.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Integrating Tower Gardens into Pre-K4 Curriculum

Sills,

Stapp,

Lambert

et al. 2024

Recent Prog Nutr

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Schools play an integral role in providing opportunities for children of all ages to be exposed to nutrition education. There are a variety of ways children can receive nutrition education in the school setting, such as explicit lessons, modeled dialogue, and exposure to nutrition-based principles. However, there continues to be a disconnect between teacher perceptions of nutrition education and time spent implementing it in the classroom. Nutrition education can come in many forms, including hands-on gardening and explicit discussions on the impact of food choices on overall health. Effective nutrition education in any form elicits numerous benefits for children, but there are a multitude of barriers that inhibit teachers from implementing hands-on gardening into their classrooms—such as time, space, and teacher self-efficacy. Tower Gardens,<sup> </sup>otherwise known as hydro- and aeroponic, vertical gardening systems, offer an alternative to the space and time required for traditional gardening. Nonetheless, the body of literature surrounding the impact and feasibility of implementing tower gardening systems is limited, specifically in the preschool setting. Therefore, this study explored teachers’ perceptions of and experiences with implementing Tower Gardens into pre-kindergarten 4-year-old (pre-K4) classrooms. A qualitative approach was employed wherein a focus group was conducted with pre-K-4 teachers who integrated Tower Gardens through the <em>Growing Healthy Minds, Bodies, and Communities</em> Curriculum. Findings were analyzed and four themes emerged as follows: (a) novelty of Tower Gardens increases opportunities to learn; (b) a multitude of interactions with growing and food; (c) increased engagement from children; and (d) implementation and positive outcomes for teachers. These findings suggest that Tower Gardens can be implemented with relative ease in the classroom and produce positive outcomes for student engagement and interactions with foods.

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“…Hal ini ditunjukan pula pada penelitian ini, yaitu pada analisis kuisoner pengukuran keterampilan yang menunjukkan bahwa keterampilan guru dalam memberi edukasi mengenai "dampak negatif bagi kesehatan apabila siswa jajan di sembarang tempat" naik setelah intervensi. Strategi pendidikan kesehatan tentang makanan sehat perlu dikolaborasikan dengan guru (Lisson, et al, 2016). Model KOGUSIGA menjadikan guru sebagai salah satu pemeran utama dalam memberikan pendidikan gizi sebagai usaha meningkatkan pemenuhan gizi siswa yang seimbang.…”

Section: Hasilunclassified

Model Kolaborasi Guru, Siswa, Dan Keluarga (Kogusiga) Meningkatkan Pengetahuan Dan Keterampilan Guru Tentang Keamanan Makanan Anak Sekolah

Mulyono

Nurachmah

Sahar

et al. 2017

Jurnal Keperawatan Indonesia

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AbstrakMasalah kesehatan akibat makanan yang tidak aman di Indonesia masih sering terjadi, terutama pada kelompok anak usia sekolah untuk itu dikembangkan sebuah model yang melibatkan pihak sekolah, orang tua dan siswa. Penelitian ini merupakan bagian dari sebuah penelitian besar. Tujuan penelitian ini adalah menguji pengaruh model kolaborasi guru, siswa, dan keluarga (KOGUSIGA) terhadap peningkatan pengetahuan dan keterampilan guru tentang keamanan makanan pada siswa Sekolah Dasar (SD). Penelitian ini menggunakan desain eksperimen semu dengan pre-post test dengan menggunakan kelompok kontrol. Subjek sampel penelitian menggunakan total sampling sebanyak 28 responden guru. Kelompok intervensi diberi perlakuan berupa proses kelompok yang dilakukan selama 10 minggu sebagai implementasi model KOGUSIGA dengan kelengkapan modul untuk guru. Hasil penelitian menunjukkan model KOGUSIGA berpengaruh secara signifikan terhadap peningkatan pengetahuan (p= 0,003) dan keterampilan (p= 0,015) guru tentang keamanan makanan pada anak usia sekolah. Model KOGUSIGA diharapkan dapat menjadi program intervensi dalam Usaha Kesehatan Sekolah (UKS) dan disarankan perawat kesehatan sekolah menjadi koordinatornya.

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Nutrition Education Resources in North Carolina–Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use

Abstract: Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed.

Cited by 9 publications

References 20 publications

Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach

Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach

Teachers’ Perceptions of Integrating Tower Gardens into Pre-K4 Curriculum

Model Kolaborasi Guru, Siswa, Dan Keluarga (Kogusiga) Meningkatkan Pengetahuan Dan Keterampilan Guru Tentang Keamanan Makanan Anak Sekolah

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