Expanding Children's Food Experiences: The Impact of a School-Based Kitchen Garden Program

Autor/inn/en	Gibbs, Lisa; Staiger, Petra K.; Johnson, Britt; Block, Karen; Macfarlane, Susie; Gold, Lisa; Kulas, Jenny; Townsend, Mardie; Long, Caroline; Ukoumunne, Obioha
Titel	Expanding Children's Food Experiences: The Impact of a School-Based Kitchen Garden Program
Quelle	In: Journal of Nutrition Education and Behavior, 45 (2013) 2, S.137-146 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-4046
DOI	10.1016/j.jneb.2012.09.004
Schlagwörter	Program Effectiveness; Elementary Schools; Foreign Countries; Gardening; Program Descriptions; Health Promotion; Food; Eating Habits; Comparative Analysis; Elementary School Students; Socioeconomic Status; School Size; Statistical Analysis; Qualitative Research; Regression (Statistics); Australia + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Ausland; Gartenarbeit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lebensmittel; Ernährungsgewohnheit; Essgewohnheit; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Qualitative Forschung; Regression; Regressionsanalyse; Australien
Abstract	Objective: Evaluate achievement of the "Stephanie Alexander Kitchen Garden Program" in increasing child appreciation of diverse, healthy foods. Design: Comparative 2-year study. Setting: Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size. Participants: A total of 764 children in grades 3 to 6 (8-12 years of age) and 562 parents recruited. Retention rates at follow-up included 85% children and 75% parents. Intervention: Each week of the school year, children spent 45 to 60 minutes in a garden class and 90 minutes in a kitchen class. Phenomenon of interest: Program impact on children's willingness to try new foods, capacity to describe foods, and healthy eating. Analysis: Qualitative data analyzed using inductive thematic analysis. Quantitative data analyzed using random-effects linear regressions adjusted for school clustering. Results: Child and parent qualitative and quantitative measures (if never tried before, odds ratio 2.0; confidence interval, 1.06-3.58) showed increases in children's reported willingness to try new foods. No differences in articulation of food descriptions (program vs comparison groups). Qualitative evidence showed that the program extended its influence to healthy eating, but this was not reflected in the quantitative evidence. Conclusions and Implications: Findings indicate program success in achieving its primary objective, meriting further program research. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10