A Food-Based Science, Technology, Engineering, Arts, and Mathematics Learning Program May Improve Preschool Children's Science Knowledge and Language Skills in Rural North Carolina.

: Early childhood represents a sensitive period for developing positive dietary preferences and important school readiness skills. However, few evidence-based programs leverage opportunities to support children's development in both areas. Our study aimed to assess the preliminary effects of multi-level, teacher-led on Head Start children's (3-5 years old) science knowledge, development of academic language, fruit-and-vegetable (FV) liking, and dietary quality. : In this pilot study, we used a repeated-measure research design to assess child-level outcomes. Trained teachers implemented 16 food-based science-learning activities. We assessed child outcomes using validated measures of science knowledge, academic language, FV liking, and dietary quality (Veggie Meter). We used linear mixed models to examine changes from the baseline to post intervention. Fixed effects included age, sex, and race/ethnicity, while the center was treated as a random effect. : A total of 273 children were enrolled in the study. The children were mostly male (51.6%), Black/African American (82.1%) and, on average, 3.94 (SD = 0.70) years old. The children demonstrated significant improvements in science knowledge (T1 M = -0.01, SD = 0.82; T4 M = 0.33, SD = 0.90; 95% CI [0.17, 0.50]; < 0.001) and vocabulary (T1 M = 14.4, SD = 4.5; T4 M = 16.7, SD = 5.3; 95% CI [1.4, 3.3]; < 0.001). The children's dietary quality improved from the baseline, but the changes were not significant. : The findings suggest that the intervention may support improvements in science knowledge and academic vocabulary among preschool-aged children. We theorize a longer intervention with additional FV exposures may be needed to observe significant dietary changes. Future research should evaluate program effects with a comparison group.