Connecting Kindergarten Readiness and Food-based Learning in the Head Start Preschool Classroom

Abstract

While food-based learning (FBL) has been cited as the most effective way to increase children's preference and consumption of vegetables in the preschool classroom, teachers face barriers such as limited time or competing priorities. Integration of FBL with other learning domains is one promising solution; however, research is needed to understand teachers' use and perception of integrative FBL experiences. The purpose of this phenomenological qualitative study was to explore common experiences of Head Start (HS) teachers' use and integration of FBL with science learning in the HS classroom. Thirty-five in-depth semi-structured telephone interviews were conducted with HS teachers from 16 counties across the three regions of North Carolina. Participants were 94% female, 40.8 years (SD 10.06), and predominantly white (52.9%) or Black/African American (44.1%) and of non-Hispanic (97.1%) ethnicity. All interviews were audio recorded and transcribed verbatim. Researchers identified significant statements through open coding which were grouped into themes. Researchers identified 11 primary themes which were inductively organized into the Systems Thinking Iceberg Model. Teachers described most frequently utilizing FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, teachers struggled to connect food to academic concepts (e.g., science, mathematics, literacy). Teachers reported several motivators (e.g., improving health) and barriers (e.g., food waste) to integrating FBL. A few teachers saw a connection between FBL and kindergarten readiness but the majority of teachers = did not. Implications for teacher professional development and resources to improve FBL integration in ways that promote kindergarten readiness are discussed.