Lessons Learned From Implementing of Garden Education Program in Early Child Care.
Lessons Learned From Implementing of Garden Education Program in Early Child Care.
复制标题
幼儿园教育计划实施的经验与教训。
DOI：
10.1177/1524839919868215
复制
发表时间：
2021-03
影响因子：
1.9
通讯作者：
Lee, Rebecca E.
中科院分区：
文献类型：
--
作者：
Soltero, Erica G.;Parker, Nathan H.;Mama, Scherezade K.;Ledoux, Tracey A.;Lee, Rebecca E.
幼儿期是促进健康行为的关键人生阶段，幼儿保育和教育中心是关键场所，因为美国60%的儿童都就读于这类中心。然而，在这种环境下促进身体活动和营养的项目或课程却寥寥无几。本研究探讨了“通过活力花园教育实现可持续性”（SAGE）项目的可接受性、可行性和可持续性。
进行干预前访谈是为了给SAGE的设计提供信息，进行干预后访谈是为了评估SAGE在幼儿保育和教育中心环境中的实施情况。采用持续比较法从访谈中捕捉关于可接受性、可行性和可持续性的新兴主题。
幼儿保育和教育中心主任（N = 10，90%为女性，20%为西班牙裔，30%为非裔美国人）
主任们表示，SAGE是可接受且可行的，因为它适合儿童年龄、具有吸引力，并且与现有课程和认证标准相符。大多数主任报告称，SAGE提高了与活动和营养相关的知识，同时培养了对这一重要发育阶段至关重要的其他社交和学术技能（例如，扩大词汇量）。关于提高该项目可持续性的建议包括加强家长参与以及为幼儿保育和教育中心工作人员提供培训的机会。
Early childhood is a critical life period for promoting health behaviors, and early child care and education centers (ECECs) are critical settings, as 60% of U.S. children attend ECECs. Yet few programs or curricula that promote physical activity and nutrition in this setting exist. This study explored the acceptability, feasibility, and sustainability of the Sustainability via Active Garden Education (SAGE) program. Preintervention interviews were conducted to inform the design of SAGE and postintervention interviews were conducted to evaluate the implementation of SAGE in the ECEC setting. A constant comparison approach was used to capture emergent themes on acceptability, feasibility, and sustainability from interviews. ECEC directors (N = 10, 90% female, 20% Hispanic, 30% African American). Directors expressed that SAGE was acceptable and feasible as it was age-appropriate, engaging, and aligned with existing curricula and accreditation standards. Most directors reported that SAGE improved activity and nutrition related knowledge while building other social and academic skills (e.g., expanding vocabulary) that are critical to this important developmental period. Suggestions for improving the sustainability of the program included stronger parental involvement and opportunities for ECEC staff trainings.
登录
查看更多内容
影响因子：
2.3
作者：
Mama, Scherezade K.;Soltero, Erica G.;Lee, Rebecca E.
通讯作者：
Lee, Rebecca E.
影响因子：
2.4
作者：
Copeland, Kristen A.;Kendeigh, Cassandra A.;Sherman, Susan N.
通讯作者：
Sherman, Susan N.
影响因子：
8
作者：
Whitaker, RC;Pepe, MS;Dietz, WH
通讯作者：
Dietz, WH
影响因子：
2.4
作者：
Castelli, Darla M.;Hillman, Charles H.;Erwin, Heather E.
通讯作者：
Erwin, Heather E.
影响因子：
2.2
作者：
Kirk, Stacie M.;Kirk, Erik P.
通讯作者：
Kirk, Erik P.