School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students

Parmer, Sondra; Salisbury-Glennon, Jill D.; Shannon, David; Struempler, Barb

doi:10.1016/j.jneb.2008.06.002

Cited by 259 publications

(259 citation statements)

References 7 publications

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“…Also, children's attitudes, nutrition knowledge, food preference and consumption patterns in terms of vegetables and fruit were shown to be positively affected through school gardens as a component of nutrition education (30,31) . Promoting healthy eating through a comprehensive approach that includes the classroom curriculum, policy and environmental changes, and support of parents and the community, may create a demand for healthier food options to be sold.…”

Section: Discussionmentioning

confidence: 99%

Is the school food environment conducive to healthy eating in poorly resourced South African schools?

Faber

Laurie

Maduna³

et al. 2013

Public Health Nutr.

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Objective: To assess the school food environment in terms of breakfast consumption, school meals, learners' lunch box, school vending and classroom activities related to nutrition. Design: Cross-sectional survey. Setting: Ninety purposively selected poorly resourced schools in South Africa. Subjects: Questionnaires were completed by school principals (n 85), school feeding coordinators (n 77), food handlers (n 84), educators (n 687), randomly selected grade 5 to 7 learners (n 2547) and a convenience sample of parents (n 731). The school menu (n 75), meal served on the survey day, and foods at tuck shops and food vendors (n 74) were recorded. Results: Twenty-two per cent of learners had not eaten breakfast; 24 % brought a lunch box, mostly with bread. Vegetables (61 %) were more often on the school menu than fruit (28 %) and were served in 41 % of schools on the survey day compared with 4 % serving fruit. Fifty-seven per cent of learners brought money to school. Parents advised learners to buy fruit (37 %) and healthy foods (23 %). Tuck shops and vendors sold mostly unhealthy foods. Lack of money/poverty (74 %) and high food prices (68 %) were major challenges for healthy eating. Most (83 %) educators showed interest in nutrition, but only 15 % had received training in nutrition. Eighty-one per cent of educators taught nutrition as part of school subjects. Conclusions: The school food environment has large scope for improvement towards promoting healthy eating. This includes increasing access to vegetables and fruit, encouraging learners to carry a healthy lunch box, and regulating foods sold through tuck shops and food vendors. Keywords School food vendorsSchool tuck shop Lunch box School feeding South AfricaSouth Africa experiences the double burden of undernutrition and overweight. A national survey showed that 20?7 % of 1-to 9-year-old children were stunted, 8?1 % were underweight, 5?8 % were wasted, and 14?0 % were either overweight or obese (1) . Overweight/obesity increases progressively as children become older (2) , and the second national youth risk behaviour survey showed that 20 % of secondary-school learners were overweight and 5 % were obese (3) . Overweight/obesity is even more prevalent during adulthood and, in 2003, 54?9 % of adult women and 29?8 % of adult men were either overweight or obese (4) .

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Section: Discussionmentioning

confidence: 99%

Is the school food environment conducive to healthy eating in poorly resourced South African schools?

Faber

Laurie

Maduna³

et al. 2013

Public Health Nutr.

View full text Add to dashboard Cite

show abstract

“…In taste tests, gardening interventions have been associated with an increased willingness to taste a small number of FV in kindergarten or first graders (Cason, 1999;Morris et al, 2001) in some studies, but not in older children Ratcliffe et al, 2011), though gardening was associated with an increased taste rating in older children in other studies (Morgan et al, 2010;Parmer et al, 2009). …”

Section: Children's Attitudes Towards Fruit and Vegetablesmentioning

confidence: 99%

“…Compared to comparison groups, gardening interventions have been associated with an increase in children's nutrition knowledge in the majority of the studies which assessed this (Cason, 1999;Koch, Waliczek, & Zajicek, 2006;Morgan et al, 2010;Parmer, SalisburyGlennon, Shannon, & Struempler, 2009;Ratcliffe et al, 2011;Somerset & Markwell, 2008), though not all (O'Brien & Shoemaker, 2006;Poston et al, 2005). In some of the studies, identification of individual vegetables (Morgan et al, 2010;Parmer et al, 2009;Ratcliffe et al, 2011;Somerset & Markwell, 2008), or knowledge of food groups were tested Parmer et al, 2009),however in other studies general knowledge relating to food or nutrition was assessed (Koch et al, 2006;O'Brien & Shoemaker, 2006;Poston et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

et al. 2015

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“…Although the positive effects of low-energy-dense food have been demonstrated in adults (8) , the data are somewhat inconsistent, particularly among children (9)(10)(11) . While many factors influence dietary preferences and habits, encouraging children to consume recommended amounts of F&V is often part of programming conducted in schools (12)(13)(14)(15)(16)(17)(18) . Schools are common intervention sites for studies in children due to their large, representative populations (19) .…”

mentioning

confidence: 99%

“…While many factors influence dietary preferences and habits, encouraging children to consume recommended amounts of F&V is often part of programming conducted in schools (12)(13)(14)(15)(16)(17)(18) . Schools are common intervention sites for studies in children due to their large, representative populations (19) .…”

mentioning

confidence: 99%

Factors affecting fruit and vegetable school lunch waste in Wisconsin elementary schools participating in Farm to School programmes

Yoder

Foecke

Schoeller

2015

Public Health Nutr.

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Objective: To examine characteristics potentially associated with school lunch fruit and vegetable waste, both overall and pre/post implementation of the Healthy, Hunger-Free Kids Act. Design: Multi-year (2010Multi-year ( -2013 cross-sectional study using pre-and post-meal digital photographs of students' school lunch trays to estimate fruit and vegetable availability and consumption. Fruit and vegetable items were categorized for factors suspected to impact waste: prior farm to school years, placement (main menu, salad bar), procurement (local, conventional), preparation (cooked, raw) and meal component (entrée, side, topping). Analyses to assess within-category differences in waste volume were performed using a Tobit model. Setting: Wisconsin elementary schools participating in farm to school programmes, USA. Subjects: Children in third to fifth grade. Results: Many within-factor differences were detected overall and/or across time. Cooked fruits were wasted less than raw, while cooked vegetables were wasted more than raw. Where identified, locally sourced items were wasted more than conventionally sourced (+0·1 cups, P < 0·0001) and salad bar items more than main menu items (+0·01 cups, P < 0·0001). Increasing prior farm to school years decreased waste (−0·02 cups, P < 0·0001). Items previously tried were wasted at the same volume whether reported as liked or not. New school lunch meal pattern requirement implementation did not uniformly impact fruit and vegetable waste across all categories and there was no change in waste for seven of fifteen assessed categories. Conclusions: Many factors impact elementary students' school lunch waste. These factors may be helpful for school food-service authorities to consider when planning school menus. Keywords Fruits and vegetables School lunch Food wasteThe prevalence of obesity among children and adolescents has grown over the past three decades, recently reaching 17 % (1-3) , over half of the adult obesity prevalence rate, which stood at nearly 36 % in 2009-2010 (3) . Obesity and related co-morbidities have public health as well as economic implications (4,5) . Because of this high prevalence, public health personnel and medical professionals emphasize the importance of consuming a healthy diet (6) . Few children meet consumption recommendations for fruit and vegetables (F&V) (7) . One strategy hypothesized to help achieve this is improving the quality of school meals. These efforts include promoting increased consumption of low-energy-density foods such as F&V which, on the basis of high water and fibre content, alongside their low fat content, collectively yield larger bulk and low energy density. Although the positive effects of low-energy-dense food have been demonstrated in adults (8) , the data are somewhat inconsistent, particularly among children (9)(10)(11) . While many factors influence dietary preferences and habits, encouraging children to consume recommended amounts of F&V is often part of programming conducted in schools (12)(13)(14)(15)(16)(17...

show abstract

School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students

Cited by 259 publications

References 7 publications

Is the school food environment conducive to healthy eating in poorly resourced South African schools?

Is the school food environment conducive to healthy eating in poorly resourced South African schools?

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

Factors affecting fruit and vegetable school lunch waste in Wisconsin elementary schools participating in Farm to School programmes

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