Head Start Preschool Teachers’ Willingness to Implement Nutrition and Agricultural‐Based Learning Centers in the Classroom

Abstract

A learning center is an educational station where preschool students “make a choice” during class time. These centers allow children to utilize self‐paced learning to develop sensory, fine‐motor, and critical thinking skills. Learning centers are a familiar part of the preschool classroom; however, the motivations for implementing certain centers as well as the overall efficacy that centers provide are rarely studied. Researchers designed centers to use nutrition and agriculture‐based topics to teach concepts in science, manipulatives, language arts, dramatic play, and art. Specific educational topics included concepts such as nutrition of fruits and vegetables, planting, and composting. For example, “Bubbly Bread” in the science center engaged children in an experiment with yeast and sugar to learn about fermentation through observation. An attitudinal survey assessed teacher attitudes towards learning centers that emphasized fruits and vegetables as a method to incorporate nutrition education. Formative assessment was used to determine teacher willingness to repeat each observed learning center within their classroom, ability to obtain materials used in each learning center, and any related barriers that would prevent future implementation. Results from this study are being used to enhance the development of nutrition and agricultural‐based educational materials for preschool children.