Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers' Skin Carotenoid Status.
Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers' Skin Carotenoid Status.
复制标题
DOI：
10.1016/j.jneb.2020.10.017
复制
发表时间：
2021-04
影响因子：
2.6
通讯作者：
Stage VC
中科院分区：
文献类型：
--
作者：
Bayles J;Peterson AD;Jilcott Pitts S;Bian H;Goodell LS;Burkholder S;Hegde AV;Stage VC
评估以食物为基础的科学、技术、工程、艺术和数学(STEAM)学习活动对学龄前儿童9种目标蔬菜和客观评估的水果和蔬菜(FV)摄入量的影响。在北卡罗来纳州的3所幼儿园(11间教室)，实施了7项动手的、以食物为基础的蒸汽学习活动，让孩子们接触到9种目标蔬菜。儿童报告的蔬菜喜好分数和皮肤类胡萝卜素状态(SCS)是在基线、中点和后测收集的因变量。采用调整后的重复测量方差分析方法检验干预效果。共有113名儿童(干预=49；对照=)参与。基线时儿童的平均年龄为3.7±0.57岁。干预组和对照组的目标蔬菜喜好得分基线分别为3.2±0.19和3.2±0.17，中点分别为2.9±0.17和3.1±0.15，后测分别为2.8±0.15和3.1±0.13。时间×群体交互作用对目标蔬菜喜好得分无显著影响。干预组和对照组SCS值基线分别为268.6±13.24和270.9±12.13，中点分别为271.3±12.50和275.6±11.46，后测分别为267.8±11.26和229.6±10.32。时间×群体交互作用对SCS有显著意义(F1，77=3.98；P=0.02；r=0.10)。两组都在冬休后从基线下降到测试后(干预=0.06%；对比=15.09%)，干预组下降幅度较小(P=0.02)。以食物为基础的蒸汽学习活动可能提供了一个独特的机会，在达到学术标准的同时影响FV的摄入量。需要更多的研究来了解人们对熟悉的FV的喜好如何随着时间的推移而变化，以及它与消费的关系。此外，还需要更多的实施性研究，包括更大的样本量，教师作为干预者，以及更长的研究持续时间，以证实当前研究中观察到的以食物为基础的蒸汽学习的结果，以及这种方法可能对儿童饮食质量的长期影响。
To assess the effectiveness of food-based science, technology, engineering, arts, and mathematics (STEAM) learning activities on preschoolers’ liking of 9 target vegetables and objectively-assessed fruit and vegetable (FV) intake. Seven hands-on, food-based STEAM learning activities were implemented to expose children to 9 target vegetables in 3 Head Start preschools (11 classrooms) across North Carolina. Child-reported vegetable liking scores and skin carotenoid status (SCS) were dependent variables collected at baseline, midpoint, and posttest. Adjusted repeated-measures ANOVA was used to examine intervention impact. A total of 113 children (intervention = 49; comparison = 64) participated. Children were an average age of 3.7 ± 0.57 years at baseline. Mean target vegetable liking scores for the intervention and comparison groups, respectively, were 3.2 ± 0.19 and 3.2 ± 0.17 at baseline, 2.9 ± 0.17 and 3.1 ± 0.15 at midpoint, and 2.8 ± 0.15 and 3.1 ± 0.13 at posttest. A time × group interaction was not significant for target vegetable liking scores. Mean SCS were 268.6 ± 13.24 and 270.9 ± 12.13 at baseline, 271.3 ± 12.50 and 275.6 ± 11.46 at midpoint, and 267.8 ± 11.26 and 229.6 ± 10.32 at posttest for the intervention and comparison groups, respectively. A time × group interaction was significant for SCS (F1,77 = 3.98; P = 0.02; r = 0.10). Both groups declined from baseline to posttest (intervention = 0.06%; comparison = 15.09%), which occurred after winter break, with a smaller decline observed in the intervention group (P = 0.02). Food-based STEAM learning activities may present a unique opportunity to affect FV intake while meeting academic standards. More research is needed to understand how liking for familiar FV changes over time and its relationship with consumption. In addition, more implementation research featuring larger sample sizes, teachers as the interventionist, and a longer study duration is needed to confirm the outcomes of food-based STEAM learning observed in the current study and the long-term impact this approach may have on children’s’ dietary quality.
登录
查看更多内容
DOI：
10.1186/s12966-019-0808-3
发表时间：
2019-06-03
影响因子：
8.7
作者：
Johnson, Susan L.;Ryan, Sarah M.;Bellows, Laura L.
通讯作者：
Bellows, Laura L.
DOI：
10.1111/jhn.12755
发表时间：
2020-12
期刊：
Journal of human nutrition and dietetics : the official journal of the British Dietetic Association
影响因子：
--
作者：
May K;Jilcott Pitts S;Stage VC;Kelley CJ;Burkholder S;Fang X;Zeng A;Lazorick S
通讯作者：
Lazorick S
影响因子：
1
作者：
Carraway-Stage, Virginia;Henson, Sydney R.;Goodell, L. Suzanne
通讯作者：
Goodell, L. Suzanne
影响因子：
2.6
作者：
Esquivel, Monica Kazlausky;Nigg, Claudio R.;Novotny, Rachel
通讯作者：
Novotny, Rachel
影响因子：
2.6
作者：
Bakirci-Taylor, Ashlee Lane;Reed, Debra B.;Dawson, John A.
通讯作者：
Dawson, John A.