Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children.

Kristen L Davis,Lynn S Brann

doi:10.1155/2017/2506864

Kristen L Davis, Lynn S Brann

Open Access

https://doi.org/10.1155/2017/2506864

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Abstract

Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants (n = 20) were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1) childcare providers perceptions of children's fruit and vegetable consumption and (2) components necessary to initiate or improve instructional gardening programs. Themes associated with provider's perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.

Highlights

In an effort to increase fruit and vegetable (F/V) consumption among children, decrease the risk for obesity, and improve nutritional status, the implementation of school gardening programs has been examined
While little literature exists investigating the impact of instructional gardening in a childcare setting, the research that has examined this has found success in increasing F/V consumption [6]
Participants felt that F/V consumption was very important for young children

Summary

Introduction

In an effort to increase fruit and vegetable (F/V) consumption among children, decrease the risk for obesity, and improve nutritional status, the implementation of school gardening programs has been examined. Previous research has shown that instructional gardens improve a child’s ability to identify specific F/V and this increased awareness can help to increase his or her willingness to try and consume these foods more often [1]. Repeated positive experiences with F/V, increasing accessibility and availability of them, and gaining knowledge about where these foods come from through instructional gardening experiences have all been shown to increase preferences for and intake of F/V among children [2,3,4,5,6]. While little literature exists investigating the impact of instructional gardening in a childcare setting, the research that has examined this has found success in increasing F/V consumption [6]. The age between 2 and 5 years old is extremely important to the development of a child, as children are growing rapidly and are developing a large amount of their food preferences [2]

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