Garden-based Nutrition Education Research Articles

Study Protocol: The Impact of an Experiential Garden-Based Nutrition Education Intervention on the Growth and Micronutrient Levels of Adolescents in School

Study Protocol: The Impact of an Experiential Garden-Based Nutrition Education Intervention on the Growth and Micronutrient Levels of Adolescents in School

Role of Audio Visual Aids to Impart Garden-Based Nutrition Education for Preschoolers

Introduction: One of the most critical period in human life is the preschool years. In order to develop healthy food habits nutrition education need to be imparted at this age. There is a novel strategy to deliver nutrition education to children namely Garden-Based Nutrition Education (GBNE). Utilization of nutrition education tools can be an effective way for the delivery of GBNE.
 Aim: To develop PowerPoint presentation on the importance of fruits and vegetables converts to video form and a child friendly gardening video for preschool children and assess the feasibility and acceptability.
 Materials and Methods: Audio visual aids like power point presentation and videos were developed. Power point presentation on importance of fruits and vegetables was developed in such a way that it can reach the respondents and convey the intended message for preschool children with a total of 13 slides.
 A documentary child friendly gardening video was constructed having a duration of nearly seven minutes with the title “Garden Based Nutrition Education” with the intention to inculcate gardening skills among children from their early childhood years. Both the tools were developed using standardized procedures and was subjected to pre study. In order to assess the feasibility and acceptability of the developed GBNE tools it was subjected to preschool teachers/anganwadi workers and parents of preschool children. The sample consisted of 75 parents and 75 preschool teachers which was randomly selected from Kollam and Thiruvananthapuram districts of Kerala.
 Results: The study reveals that, both parents and teachers finds child friendly gardening video as the most feasible and acceptable tool to impart garden-based nutrition education.
 Discussion: Preschool children loves gardening ad watering. Child friendly gardening video is most involving and interesting in nature when compared to power point video.
 Conclusion: Therefore it can be concluded that power point video on importance of fruits and vegetables and child friendly gardening video can be used as effective GBNE tool to teach the significance of fruits and vegetables through gardening activities.

Empowering Food Citizens Through a Coordinated SNAP-Ed Garden-Based Nutrition Education Program

Empowering Food Citizens Through a Coordinated SNAP-Ed Garden-Based Nutrition Education Program

P008 ArFoods in the Garden: A SNAP-Ed Educational/PSE Strategy

<h3>Objective</h3> To implement a nutrition, gardening-based pilot project in SNAP-Ed eligible schools that incorporates direct education, indirect education, and PSE <h3>Use of Theory or Research</h3> Studies show garden-based nutrition education combined with healthy food marketing has potential to improve children's diet quality and is associated with more positive food choices. <h3>Target Audience</h3> K-5th grade students, teachers in 4 SNAP-Ed eligible schools. <h3>Program Description</h3> University of Arkansas Division of Agriculture Cooperative Extension Service SNAP-Ed Program developed Arkansas Foods (ArFoods) to highlight locally grown foods. ArFoods consists of nutrition education posters, newsletters, and taste-testing activities that can be used alone or in conjunction with evidence-based curriculum. During Farm to School month 2021, ArFoods was used in school gardens. "ArFoods in the Garden" pilot project consisted of 34 individual events in 4 schools reaching 713 youth. Nutrition education posters featuring spinach were printed on corrugated plastic and used as crop markers. MyPlate resources were used, along with taste tests and physical activity breaks. Posters were displayed in cafeterias, and parent newsletters were sent home with students. <h3>Evaluation Methods</h3> Post-teacher survey used to assess value and effectiveness of pilot project, changes in eating habits of students and teachers, and PSE changes adopted. Students surveyed about whether they would try spinach again. <h3>Results</h3> All teachers (n = 6) reported the program was very valuable to their students; their students seemed more willing to try new foods. Among student respondents (n = 288), 80.9% indicated they would try spinach again. Among teachers, five (83%) reported because of program they were motivated to try new foods, eat healthier, and/or be more physically active; four (67%) reported making changes in classrooms. <h3>Conclusions</h3> This pilot project was an example of how multiple delivery methods (direct education, indirect education, policy, systems, and environmental) can be incorporated into SNAP-Ed approaches. The project was successful in increasing students' and teachers' willingness to try new healthy foods and/or be more physically active. <h3>Funding</h3> Supplemental Nutrition Assistance Program - Education

Barriers, Strategies, and Resources to Thriving School Gardens

ObjectiveTo identify school garden attributes and practices that most strongly contribute to garden use and sustainability and translate them into recommendations for improving garden-based nutrition education. DesignSurveys were developed and administered to school stakeholders to assess the barriers, strategies, and resources for successful school garden-based nutrition education. A panel of school garden experts identified thriving school gardens. Logistic regression was used to identify which attributes predicted thriving school garden programs. SettingApproximately 109 schools across Greater Austin, TX. ParticipantsA total of 523 school teachers and 174 administrators. OutcomesBarriers, strategies, and resources relevant to successful school gardening nutrition programs. ResultsThriving school gardens were 3-fold more likely to have funding and community partner use (P = 0.022 and P = 0.024), 4 times more likely to have active garden committees (P = 0.021), available garden curriculum (P = 0.003), teacher training (P = 0.045), ≥ 100 students who used the garden annually (P = 0.047), and 12 times more likely to have adequate district and administrator support (P = 0.018). Conclusions and ImplicationsAdequate administrative and district support is fundamental when implementing a school garden. Schools may benefit from finding additional funding, providing teacher garden training, providing garden curriculum, forming garden leadership committees, and partnering with local community organizations to improve garden-based nutrition education.

Garden based diet therpay reduces adhd symptomatology in school going students

Attention Deficit Hyperactivity disorder is also a neurobehavioural disorder and is alarmingly increasing in the society. Recent studies on nutrition and ADHD recommends that elimination of certain foods from the diet reduces symptoms of ADHD. The present study was carried out with questionnaire in the form of rating scale to determine the food consumption patter, frequency and preference of the students with ADHD undergoing garden based nutrition education. The sample of the study consisted of 103 students with ADHD symptoms from schools of Thiruvananthapuram and Kollam district which was categorized into two groups experimental (53) and control group (50). The garden based nutrition intervention was imparted to the experimental group and the participation of the students were recorded by providing participation index score for each activity. The control group was only subjected to nutrition education intervention. The statistical analysis was carried out using correlation and T test compare the pre and post intervention scores. The current pre post study establishes that elimination of sugar, maida; chocolate, bakery items and fizzy drinks in the diet can reduce the ADHD symptoms through the garden based nutrition intervention method.

Growing Healthy Kids: Feasibility of a Garden-Based Nutrition Education Intervention for Low-Resource Families

To determine the feasibility and acceptability of a theory-driven and evidence-based summer nutrition education and feeding program for low-resource families in the Midwest. A 10-week feasibility pilot was completed in the summer of 2016 targeting children, ages 8-11 years, and their parent/adult caregivers (PAC) from low-resource communities (as defined by school SNAP-eligibility). Program components included: group nutrition education and cooking demonstrations led by Cooperative Extension Agents; weekly produce harvesting at a rural and an urban community garden; and remote motivational interviewing coaching (e-MIC) facilitated by trained registered dietitians. Feasibility and acceptability were measured by weekly child/PAC attendance logs, pre- to post- behavior surveys, post-program evaluations, and PAC engagement logs recorded by the e-MIC. A total of 30 children/PAC's were recruited during a 3-week period. Group class and harvesting retention were >85%. Further, over 65% of PACs actively engaged with the e-MIC. Post-programmatic surveys for the children documented improvements in consumption of fruits and vegetables. PAC surveys showed improved utilization of MyPlate for meal planning, greater confidence in eating healthy on a budget, increased family exposure to new produce, and more adventurous eating among the family. The results of this pilot support the feasibility and acceptability of a comprehensive garden-based nutrition education and feeding program for low-resource families. Future studies will focus on efficacy.

Eat Your Way to Better Health: Evaluating a Garden-based Nutrition Program for Youth

Eat Your Way to Better Health (EYWTBH) is a garden-based nutrition education program that was conducted and evaluated for 3 years in Indiana third-grade classrooms. Program participants started and maintained their own school gardens as a part of an authentic experiential learning curriculum designed to reconnect youth with where their food comes from and educate about healthy eating habits. Implementation lasted between 8 and 12 weeks and outcomes were evaluated using pre- and postprogram questionnaires. Results showed that upon completion of the EYWTBH program, youth reported a higher healthy food choice self-efficacy, as well as a higher variety of fruit and vegetable consumption. Relationships among the variables were identified and discussed in the context of improving future school garden nutrition programs.

“This is Way Better than Cheetos!”: Changing Children’s Eating Behavior Through Garden and Kitchen-Based Nutrition Education

ObjectiveTo increase children’s consumption of healthier foods through hands-on garden and kitchen experiences.Target AudienceThe children participating in the Olivewood Gardens program are primarily from National City, CA where 50% of the children are overweight or obese. Approximately 76% of students qualify for free/ reduced price lunch and 80% are Hispanic/Latino. In National City, the rate of hospitalization due to diabetes is more than twice the rate of the county average.Theory, Prior Research, RationaleDiets high in fruits and vegetables are associated with lower risks for chronic diseases and can prevent obesity. Studies show that garden-based nutrition education can significantly increase children’s knowledge of, preference for, and consumption of fruits and vegetables.DescriptionOlivewood’s children’s program brings 3rd, 4th, and 5th graders from local schools for sequential visits to the gardens each year for hands-on gardening, cooking, and science/nutrition lessons.EvaluationOlivewood administers an annual pre and post program assessment to participating students to measure changes in attitudes, behavior, and knowledge of food. Results show that repeat exposures to garden-based nutrition education encourages “adventurous eating” and increased consumption of fruits and vegetables. Teachers and parents observed a positive influence on food choices observed at school and at home. Results indicate that children are eating more fruit and vegetables and are more adventurous eaters as a result of participating in the program.Conclusions and ImplicationsRepeated participation in hands-on gardening and cooking experiences increases children’s consumption of healthier foods. Developing familiarity with fruits and vegetables encourages children to become “adventurous” eaters.FundingNone ObjectiveTo increase children’s consumption of healthier foods through hands-on garden and kitchen experiences. To increase children’s consumption of healthier foods through hands-on garden and kitchen experiences. Target AudienceThe children participating in the Olivewood Gardens program are primarily from National City, CA where 50% of the children are overweight or obese. Approximately 76% of students qualify for free/ reduced price lunch and 80% are Hispanic/Latino. In National City, the rate of hospitalization due to diabetes is more than twice the rate of the county average. The children participating in the Olivewood Gardens program are primarily from National City, CA where 50% of the children are overweight or obese. Approximately 76% of students qualify for free/ reduced price lunch and 80% are Hispanic/Latino. In National City, the rate of hospitalization due to diabetes is more than twice the rate of the county average. Theory, Prior Research, RationaleDiets high in fruits and vegetables are associated with lower risks for chronic diseases and can prevent obesity. Studies show that garden-based nutrition education can significantly increase children’s knowledge of, preference for, and consumption of fruits and vegetables. Diets high in fruits and vegetables are associated with lower risks for chronic diseases and can prevent obesity. Studies show that garden-based nutrition education can significantly increase children’s knowledge of, preference for, and consumption of fruits and vegetables. DescriptionOlivewood’s children’s program brings 3rd, 4th, and 5th graders from local schools for sequential visits to the gardens each year for hands-on gardening, cooking, and science/nutrition lessons. Olivewood’s children’s program brings 3rd, 4th, and 5th graders from local schools for sequential visits to the gardens each year for hands-on gardening, cooking, and science/nutrition lessons. EvaluationOlivewood administers an annual pre and post program assessment to participating students to measure changes in attitudes, behavior, and knowledge of food. Results show that repeat exposures to garden-based nutrition education encourages “adventurous eating” and increased consumption of fruits and vegetables. Teachers and parents observed a positive influence on food choices observed at school and at home. Results indicate that children are eating more fruit and vegetables and are more adventurous eaters as a result of participating in the program. Olivewood administers an annual pre and post program assessment to participating students to measure changes in attitudes, behavior, and knowledge of food. Results show that repeat exposures to garden-based nutrition education encourages “adventurous eating” and increased consumption of fruits and vegetables. Teachers and parents observed a positive influence on food choices observed at school and at home. Results indicate that children are eating more fruit and vegetables and are more adventurous eaters as a result of participating in the program. Conclusions and ImplicationsRepeated participation in hands-on gardening and cooking experiences increases children’s consumption of healthier foods. Developing familiarity with fruits and vegetables encourages children to become “adventurous” eaters. Repeated participation in hands-on gardening and cooking experiences increases children’s consumption of healthier foods. Developing familiarity with fruits and vegetables encourages children to become “adventurous” eaters.

Feasibility and acceptability of a gardening-based nutrition education program in preschoolers from low-income, minority populations

Garden-based lessons are gaining popularity as a means of increasing fruit and vegetable intake among children. The study objective was to pilot test a garden-based preschool curriculum for feasibility and acceptability in Harris County Department of Education Head Start using qualitative and quantitative methods. A total of 103, 3- to 5-year-old children at two Head Start centers in Harris County, Texas participated. PLANT Gardens (Preschoolers Learn About Nutrition Through Gardens), a theoretically grounded, teacher-led, garden-based nutrition education program for preschoolers was implemented over 8 weeks in spring 2008. Heights and weights were measured on participating children. Data regarding program feasibility and acceptability were obtained through post-intervention focus groups with teachers and parents, weekly lesson plan evaluation forms completed by project staff, and post intervention teacher surveys. Pre−post self-reported parent surveys were used to evaluate the effects of the program on their preschooler’s fruit and vegetable preferences and willingness. The results showed that, overall, 28.4 percent of the Head Start preschooler’s population were overweight or obese, yet only 3 percent of parents perceived their preschooler as overweight. This pilot test revealed strong acceptability and feasibility of the PLANT Gardens program in this Head Start population. Results of the parent surveys (n= 25) indicated a significant increase in their preschooler’s willingness to try new fruits and vegetables (67% at baseline vs 84% post-intervention; p = 0.026). Data were used to further refine the program components. In conclusion, the PLANT Gardens program showed good initial feasibility and acceptability and is a promising program to increase preference and intake of fruits and vegetables in a preschool population. Further evaluation of behavioral outcomes using a larger sample size and a prospective design is needed.

FIT (Food Initiative Taskforce) for Kids: A Model for Garden-based Nutrition Education Programming

FIT for Kids is a garden-based nutrition education program that uses a systems approach to create sustainable change in food and lifestyle choices, targeting SNAP-ed eligible clientele. Hands-on lessons directly address four major barriers to healthy food access.

Integrating local agriculture into nutrition programs can benefit children's health

Childhood obesity has multiple interrelated causes and so should be addressed with multiple interventions, including innovative nutrition education programs that encourage healthy lifestyle choices in children. Research indicates that garden-based nutrition education increases fruit and vegetable preferences and consumption in children. Additionally, many reports on Farm to School programs indicate they promote both increased consumption of fruits and vegetables and participation in the National School Lunch Program. Within California, UC Agriculture and Natural Resources plays a leadership role in school garden and Farm to School programs. We provide a relevant literature review and assess the role of UC Cooperative Extension (UCCE) in program implementation and assessment, including results from a survey of UCCE advisors and directors. All respondents reported implementation of garden-based nutrition education and Farm to School programs; however, evaluation occurred much less frequently.

Garden-Based Nutrition Education: Successes and Challenges When Implementing Programming in the School Environment

Garden-Based Nutrition Education: Successes and Challenges When Implementing Programming in the School Environment

Effect of a Garden-Based Nutrition Education Program on the Consumption of Fruits and Vegetables by Hispanic Children

Objective: A garden-based nutrition education program was developed to increase the fruit and vegetable intake among 6-to-12-year old children in an after-school setting in southern California. It was hypothesized that the intervention would increase intake and preference for fruits and vegetables. Methods: A 4-month curriculum using social cognitive theory was developed for participants at a Boys and Girls Club. A pre and post-test validated survey assessed measured fruit and vegetable intake and participants’ height and weight were measured to calculate BMI. We pilot tested an observational method of assessing snack preference. Results: Forty participants completed the study, 83% of which were Hispanic. Significant results were found in fruit and vegetable servings consumed daily (p

Gardening Increases Vegetable Consumption in School-aged Children: A Meta-analytical Synthesis

Although a handful of published reports suggest that garden-based nutrition education programs are effective in increasing fruit and vegetable consumption, many of these studies have low statistical power because of small sample sizes and lack of long-term data. In this study, we used meta-analytical techniques to examine the efficacy of garden-based nutrition education programs for increasing children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables. We confined our analysis to peer-reviewed studies that examined programs that were delivered to children in the United States. We looked at the relative impacts of garden-based nutrition education programs, compared with experimental controls (i.e., no nutrition education) and nutrition education programs without a gardening component. We compared the results of our meta-analysis with those of a vote counting analysis to illustrate the importance of repeated studies and quantitative analysis. In our vote counting analysis, the majority of the outcomes were nonsignificant in the control and nutrition education groups, but positive and significant for the gardening group. Our quantitative analysis of the impacts of gardening education programs on children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables was limited by the small number of studies that reported the full suite of descriptive statistics needed to conduct a meta-analysis. Nonetheless, one striking and robust result emerged: gardening increased vegetable consumption in children, whereas the impacts of nutrition education programs were marginal or nonsignificant. We suggest two nonmutually exclusive hypotheses to explain our results: gardening increases access to vegetables and gardening decreases children’s reluctance to try new foods. Our results suggest that gardening should be an integral component of wellness programs and policies. A historical lack of funding has impeded both the broader adoption of school gardens and rigorous research on the social, behavioral, and academic impacts of gardening on children. Recently, however, there has been an increase in federal support for gardening and garden-based research projects—a trend that we hope will continue and grow.

A Garden Pilot Project Enhances Fruit and Vegetable Consumption among Children

Fruit and vegetable intake among children is inadequate. Garden-based nutrition education programs may offer a strategy for increasing fruit and vegetable intake in children. A 12-week pilot intervention was designed to promote fruit and vegetable intake among 4th to 6th grade children (n=93) attending a YMCA summer camp. Children participated in garden-based activities twice per week. Weekly educational activities included fruit and vegetable taste tests, preparation of fruit and vegetable snacks, and family newsletters sent home to parents. The pilot intervention was evaluated using a pre and post survey to determine participant satisfaction and the short-term impacts of the program. The process evaluation focused on program satisfaction, whereas the short-term impact evaluation assessed fruit and vegetable exposure, preference, self-efficacy, asking behavior, and availability of fruits and vegetables in the home. Data from the impact evaluation were compared from baseline to follow-up using McNemar's test (dichotomous variables) and Wilcoxon signed rank test (scales/continuous variables). Children reported high levels of enjoyment in the intervention activities. Most children (97.8%) enjoyed taste-testing fruits and vegetables. Children also liked preparing fruit and vegetable snacks (93.4%), working in their garden (95.6%), and learning about fruits and vegetables (91.3%). Impact data suggest that the intervention led to an increase in the number of fruits and vegetables ever eaten ( P<0.001), vegetable preferences ( P<0.001), and fruit and vegetable asking behavior at home ( P<0.002). Garden-based nutrition education programs can increase fruit and vegetable exposure and improve predictors of fruit and vegetable intake through experiential learning activities. Participation in the “seed to table” experience of eating may help promote healthful eating behaviors among youth. Food and nutrition professionals should consider garden-based nutrition education programs that connect children with healthful foods through fun, hands-on activities.

Impact of Garden-Based Youth Nutrition Intervention Programs: A Review

Garden-based nutrition-education programs for youth are gaining in popularity and are viewed by many as a promising strategy for increasing preferences and improving dietary intake of fruits and vegetables. This review examines the scientific literature on garden-based youth nutrition intervention programs and the impact on nutrition-related outcomes. Studies published between 1990 and 2007 were identified through a library search of databases and an examination of reference lists of relevant publications. Studies were included if they involved children and adolescents in the United States and examined the impact of garden-based nutrition education on fruit and/or vegetable intake, willingness to taste fruits and vegetables, preferences for fruits and vegetables, or other nutrition-related outcomes. Only articles published in peer-reviewed journals in English were included in the review. Eleven studies were reviewed. Five studies took place on school grounds and were integrated into the school curriculum, three studies were conducted as part of an afterschool program, and three studies were conducted within the community. Studies included youth ranging in age from 5 to 15 years. Findings from this review suggest that garden-based nutrition intervention programs may have the potential to promote increased fruit and vegetable intake among youth and increased willingness to taste fruits and vegetables among younger children; however, empirical evidence in this area is relatively scant. Therefore, there is a need for well-designed, evidenced-based, peer-reviewed studies to determine program effectiveness and impact. Suggestions for future research directions, including intervention planning, study design, evaluation, and sustainability are provided.

Garden-Based Nutrition Education Affects Fruit and Vegetable Consumption in Sixth-Grade Adolescents

Schoolyard gardens are emerging as a nutrition education tool in academic settings. The purpose of this study was to investigate the effects of garden-based nutrition education on adolescents’ fruit and vegetable consumption using a nonequivalent control group design. Sixth-grade students (n=99) at three different elementary schools made up a control and two treatment groups. Students in the treatment groups participated in a 12-week nutrition education program, and one treatment group also participated in garden-based activities. Students in all three groups completed three 24-hour food-recall workbooks before and after the intervention. A repeated-measures analysis of variance showed that adolescents who participated in the garden-based nutrition intervention increased their servings of fruits and vegetables more than students in the two other groups. Significant increases were also found in vitamin A, vitamin C, and fiber intake. Although further research is needed, the results of this study seem to indicate the efficacy of using garden-based nutrition education to increase adolescents’ consumption of fruits and vegetables.

Monogreens: a successful nutrition education program in a rural community

School gardens can positively impact academic curriculum, as well as enhance communication among students, families, and their communities. The Monogreens Gardening and Nutrition Education Program, an example of a successful school gardening project, was established in 1998 in the small, remote, rural community of Lee Vining, California. This qualitative research investigation used interviews and surveys of school staff (N=12) and community members (N=51) to identify the barriers and benefits to the development and continuation of this garden-enhanced nutrition education program. All teachers were aware that the Monogreens garden was available for enhancement of core instruction (100%) and a majority used the garden as a teaching tool (83%). Lack of time (67%) and lack of garden based curricula or educational materials (33%) were cited as the most common barriers to use of the garden for instruction. Data from the community survey showed a high participation rate in the Monogreens Program (24%). The results of this evaluation further support the idea that garden based education can be an effective means for incorporating nutrition into the core academic subject areas. This evaluation should assist other groups in the development of a garden-based nutrition education program in their school communities.

The Effects of Garden-Based Nutrition Education on 6 th Grade Adolescents’ Fruit and Vegetable Preferences and Consumption

To describe the effectiveness of a garden-based nutrition intervention on adolescent fruit and vegetable consumption and preferences.