PDF(Pubmed)
Abstract：
Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers\' (n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL.
摘要：
以食物为基础的学习（FBL）是在课堂上使用食物作为教学工具，这可以让儿童接触健康食品，以改善偏好和消费。然而,需要更多关于FBL在HeadStart(HS)学龄前课堂中的使用和感知的研究。在一项在线调查中,我们探索了北卡罗来纳州HS教师(n=168)经验之间的关联(例如，资源,挑战,需要,和偏好)与FBL，教师实施它的频率有多高，以及他们有多优先。我们使用频率和独立性的卡方检验来评估研究变量之间的关联。教师报告定期使用FBL访问FBL资源(例如，书籍和中心游戏材料)和经历挑战(例如，缺乏资金和物质资源)。教师与家长和农贸市场合作，并表示需要额外的FBL专业发展。我们的需求评估结果揭示了特定的资源，挑战,和感知与教师使用FBL的频率及其优先级别显着相关。其他研究应研究如何减轻FBL的挑战和策略，以创建促进早期FBL的政策和环境变化。
