Sensory exploration of seasonally and locally available vegetables and their effects on vegetable consumption of Western Massachusetts Head Start preschool children

Abstract

The purpose of this study was to investigate the effects of sensory exploration of vegetables on children's willingness to try, preferences for, and consumption of the target vegetables within a classroom setting. Preschool children (n=88) from six Head Start classrooms in Western Massachusetts participated in the 6‐week study (baseline, 4‐week intervention, follow‐up). In Fall, 2011,using a nutrition curriculum centered on the 5 senses, trained student facilitators introduced the children to eight vegetables (2 pairs/week: pea pods‐green beans, broccoli ‐cauliflower, etc). Classrooms were randomly assigned to 1 of 2 sensory conditions; facilitator‐guided exploration (45 children; 3 classrooms) of vegetable A (e.g broccoli) and self‐guided‐exploration of vegetable B (e.g cauliflower); or facilitator‐guided exploration (43 children; 3 classrooms) of vegetable B and self‐guided exploration of vegetable A. Pre‐post vegetable cup measurements and Willingness to Taste Rating Scale provided consumption data and an observational measure of tasting respectively. At baseline, the “most tried” vegetables, defined by at least 2 children per classroom having consumed more than half of the 7 gram serving of the respective vegetable were: beets, carrots and pea pods. Sensory‐based creative strategies must be emphasized to facilitate vegetable‐preferences, willingness and consumption in this setting.Project funded by USDA HATCH Grant.