: early childhood teachers' perceptions of a nutrition-integrated pilot curriculum.

OBJECTIVE

Healthy eating behaviours are often developed early in life, yet nutrition is rarely emphasised in early childhood education. Integration of nutrition into academic content is warranted, still its ability to positively impact teaching and learning has been understudied. Therefore, the current study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum.

DESIGN

Early childhood teachers' perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations and teacher feedback. Focus group transcripts were analysed using inductive thematic analysis and supplemented with observations and lesson feedback.

SETTING

This pilot study took place in Northwest Mississippi at three pre-schools which are part of the Mississippi Early Learning Collaborative.

PARTICIPANTS

A non-probability convenience sample was utilised to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study.

RESULTS

Three themes emerged and were categorised accordingly: (a) preconceived concern of the unknown v. experienced reality, (b) promoting buy-in and engagement through hands-on learning experiences and (c) manifestation of perceived prioritisation.

CONCLUSIONS

Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviours and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritise implementation.