- Email: [email protected]
Children Are “Growing Healthy” in South Carolina
Children Are "Growing Healthy" in South Carolina ........................................................................................
Katherine L. Cason, Ph.D., R. D., Professor, Department of Food Science and Human Nutrition, Clemson University, Clemson, South Carolina 29634-0371; Tel: (864) 656-5722; Fax: (864) 656-0331; E-mail: [email protected] Leading health authorities recommend that Americans consume a balanced diet low in fat with plenty of fruits and vegetables. Dietary guidelines published by the U.S. Department ofAgriculture (USDA)/U.S. Department of Health and Human Services and the National Academy of Sciences all recommend that Americans eat at least five servings of fruits and vegetables per day.'.* However, a review of recent National Health and Nutrition Examination Survey data reveals that only 9% of adults meet these guidel i n e ~ According .~ to surveys of children's eating habits, a mere 9% of 6 to 11 year olds eat the recommended five servings of fruits and vegetables each day.4 A survey of elementary schoolaged children have found that on a typical day, 15% of the children ate no vegetables and 20% ate no fruit.5 Getting children and their families excited about eating fruits and vegetables can be a challenge for nutrition educators, but South Carolina dietitians and elementarv school teachers have found a fun way to do just thatthrough a KinderGarden!
T h e purpose of the KinderGarden project is to provide an opportunity for kindergartners at a South Carolina elementary school to acquire knowledge, skills, attitudes, and behaviors necessary to improve their nutrition and fitness. Some objectives of the project were that children would (a) learn to identifjr nutritious snack foods, (b) learn to identify and name fruits and vegetables, ( c ) increase willingness to taste fruits and vegetables, (d) help prepare and consume fruits and vegetables using developmentally appropriate practices, and (e) acquire behaviors that iontribute to nutritionally sound diets and a healthy lifestyle.
PROJECT DESCRIPTION Kindergarten teachers at Walhalla Elementary School in Walhalla, SC and nutrition faculty from Clemson University collaborated in the planning, development, and implementation of a comprehensive nutrition education curriculum for kindergarten students that involved a school-based garden and integration of nutrition education into the existing ianguage arts and science curriculum (Fig. 1). We began with a KinderGarden Committee, which consisted of teachers, school administrators, parents, business and industry volunteers, and educators from the Cooperative Extension Service. ~ o m m i t t e ; members helped with securing funds, planning and preparing the garden site, and implementing the educational activities. ~ u n d i n gwas acquired through a grant from the S C Department of Education, the USDA Food and Nutrition and Services Food Stamp Nutrition Education Program, and donations from local seed and feed businesses. The KinderGarden site and design " were carefully selected with consideration of soil characteristics, drainage, accessibility, safety, yearly maintenance requirements, pathways, convenience,
space for expansion, and cost effectiveness. Raised beds with grass walkways were developed, thereby providing easy access. ~ a c hof three kindergarten classes was assigned a portion of the !garden, approximately 4 square feet per child.The garden included a grapevine trellis in the shape of a food pyramid, a blueberry bush maze, and a large pole bean tepee. Teachers, volunteers, school administrators, and students all actively participated in the site preparation and sarden care.The KinderGarden Committee made decisions about plant selection, fertilization, planting, weeding, and watering. Working in groups of 10, children spent approximately 30 minutes per week in the garden.While in the garden, children learned appropriate soil characteristics, plant identification, requirements for plant growth, and plant readiness for harvest. Nutrition curriculum and other materials were readily available to support the nutrition education compon e n t o f t h e garden project. T h e KinderGarden educators adapted curriculum materials used with 4-H and the Expanded Food and Nutrition Education Program offered through the Cooperative Extension Service and "5 A Day for Better Health" materials.
-
Figure 1. Kindergarten students and parent volunteer planting broccoli, cabbage, and brussels sprouts in the KinderGarden.
Educators also used quality literature to motivate and excite the children to want to know more about nutrition."-" Thirtv-minute nutrition classes were held each week in the classrooni. When fruits and vegetables were ready for harvest, food preparation and tasting became a part of the educational activities. Both qualitative and quantitative methods were used to measure the success of this project. Parent and teacher surveys pre- and postinformation about thc eating habits, attitudes, and knowledge level of the children. Student assessments consisted of colorful picture pre- and post-tests that measured fruit and vegetable identification, willingness to taste, and identification of the "best" snack. Before the educational experience, 52% of students were able to correctly identify fruits. and onlv 43% were able to identify vegetables.After the gardening experience, 94% of the students could correctly identify the fruits and 86% identified the vegetables. " The student surveys indicated a 69% increase in willingness to taste fruits and vegetables. Figure 2 depicts a student tasting collard greens grown in the garden. Before the educational ex-
periences, 89% of the students chose cookies, cake, and popsicle snacks as the "best snacks." The post-test information indicated that onlv 36% regarded this type of snack as the best and selected fruits and vegetables as the best choices. Student comments mav have vrovided the most insight into the success of the KinderGarden. "I planted broccoli, picked it, and ate it. It was great!" "I like these vegetables.""I never tasted this before." "I used to think this was nasty, but it tastcs grcat!" "I ate threc helpings of the turnip greens." Children and gardens are a natural fit. Gardens furnish a context for play, investigation, experimentation, and imagination. Children bring enthusiasm, interest, curiosity, and energy to cultivate and maintain a garden: The KinderGarden activities provide a natural wav for teachers to integrate liter" ature with other curriculum areas and offer students the opportunity to practice math and reading skills and learn science concepts in an exciting, meaningful way. Students also learn to work cooperatively in small groups, develop good work habits, and build self-confidence. From tinv seeds to nutritious snacks, school gardens can provide an
Figure 2. Kindergarten student receiving her second helping of collard greens grown in the KinderGarden.
innovative learning environment in which students can interact with teachers, parents, and community volunteers while growing plants and learning about the relationships among people, plants, and good nutrition. REFERENCES 1.U.S. D e p a r t m e n t of Agriculture/U.S. Department of Health and Human Services. Nutrition and your health: Dietary Guidelines for Americans. Home and Garden Bulletin No. 232. Washington, DC: U.S. Department of Agriculture, 1995. 2. National Research Council. Diet and health: implications for reducing chronic disease risk. Washington, DC: U.S. Government Printing Office, 1991. 3.Department of Health and Human Services, National C e n t e r for Health Statistics. National Health and Nutrition Examination Survey, 1998-1994 (NHANES 111). Hyattsville, MD: Office of Health Research, Statistics and Technology, 1997. 4.Lewis C. Healthy People 2000progress review. Presentation at Society for Nutrition Education Annual Meeting, Portland, Oregon, July 16-20, 1994. 5. Wolfe WS, Campbell CC, Frongillo EA, Haas JD, Melnik TA. Overweight school children in New York State: prevalence and characteristics. Am J Public Health 1994;84:807-13. 6.Ehlert L. Eating the alphabet: fruits & vegetables from A to Z. New York: Harcourt Brace Jovanovich, 1989. 7.Ehlert L. Growing vegetable soup. N e w York: Harcourt Brace Jovanovich, 1987. 8. French V. Oliver's vegetables. New York: Orchard Books, 1995. 9.Krauss R.The carrot seed. Mexico: Harper Collins, 1973. 10.Lottridge CB. O n e watermelon seed. Toronto: Oxford University Press, 1986. 11.McCloskey R . Blueberries for sale. New York: Viking Penguin Books, 1976.
Katherine L. Cason, Ph.D., R. D., Professor, Department of Food Science and Human Nutrition, Clemson University, Clemson, South Carolina 29634-0371; Tel: (864) 656-5722; Fax: (864) 656-0331; E-mail: [email protected] Leading health authorities recommend that Americans consume a balanced diet low in fat with plenty of fruits and vegetables. Dietary guidelines published by the U.S. Department ofAgriculture (USDA)/U.S. Department of Health and Human Services and the National Academy of Sciences all recommend that Americans eat at least five servings of fruits and vegetables per day.'.* However, a review of recent National Health and Nutrition Examination Survey data reveals that only 9% of adults meet these guidel i n e ~ According .~ to surveys of children's eating habits, a mere 9% of 6 to 11 year olds eat the recommended five servings of fruits and vegetables each day.4 A survey of elementary schoolaged children have found that on a typical day, 15% of the children ate no vegetables and 20% ate no fruit.5 Getting children and their families excited about eating fruits and vegetables can be a challenge for nutrition educators, but South Carolina dietitians and elementarv school teachers have found a fun way to do just thatthrough a KinderGarden!
T h e purpose of the KinderGarden project is to provide an opportunity for kindergartners at a South Carolina elementary school to acquire knowledge, skills, attitudes, and behaviors necessary to improve their nutrition and fitness. Some objectives of the project were that children would (a) learn to identifjr nutritious snack foods, (b) learn to identify and name fruits and vegetables, ( c ) increase willingness to taste fruits and vegetables, (d) help prepare and consume fruits and vegetables using developmentally appropriate practices, and (e) acquire behaviors that iontribute to nutritionally sound diets and a healthy lifestyle.
PROJECT DESCRIPTION Kindergarten teachers at Walhalla Elementary School in Walhalla, SC and nutrition faculty from Clemson University collaborated in the planning, development, and implementation of a comprehensive nutrition education curriculum for kindergarten students that involved a school-based garden and integration of nutrition education into the existing ianguage arts and science curriculum (Fig. 1). We began with a KinderGarden Committee, which consisted of teachers, school administrators, parents, business and industry volunteers, and educators from the Cooperative Extension Service. ~ o m m i t t e ; members helped with securing funds, planning and preparing the garden site, and implementing the educational activities. ~ u n d i n gwas acquired through a grant from the S C Department of Education, the USDA Food and Nutrition and Services Food Stamp Nutrition Education Program, and donations from local seed and feed businesses. The KinderGarden site and design " were carefully selected with consideration of soil characteristics, drainage, accessibility, safety, yearly maintenance requirements, pathways, convenience,
space for expansion, and cost effectiveness. Raised beds with grass walkways were developed, thereby providing easy access. ~ a c hof three kindergarten classes was assigned a portion of the !garden, approximately 4 square feet per child.The garden included a grapevine trellis in the shape of a food pyramid, a blueberry bush maze, and a large pole bean tepee. Teachers, volunteers, school administrators, and students all actively participated in the site preparation and sarden care.The KinderGarden Committee made decisions about plant selection, fertilization, planting, weeding, and watering. Working in groups of 10, children spent approximately 30 minutes per week in the garden.While in the garden, children learned appropriate soil characteristics, plant identification, requirements for plant growth, and plant readiness for harvest. Nutrition curriculum and other materials were readily available to support the nutrition education compon e n t o f t h e garden project. T h e KinderGarden educators adapted curriculum materials used with 4-H and the Expanded Food and Nutrition Education Program offered through the Cooperative Extension Service and "5 A Day for Better Health" materials.
-
Figure 1. Kindergarten students and parent volunteer planting broccoli, cabbage, and brussels sprouts in the KinderGarden.
Educators also used quality literature to motivate and excite the children to want to know more about nutrition."-" Thirtv-minute nutrition classes were held each week in the classrooni. When fruits and vegetables were ready for harvest, food preparation and tasting became a part of the educational activities. Both qualitative and quantitative methods were used to measure the success of this project. Parent and teacher surveys pre- and postinformation about thc eating habits, attitudes, and knowledge level of the children. Student assessments consisted of colorful picture pre- and post-tests that measured fruit and vegetable identification, willingness to taste, and identification of the "best" snack. Before the educational experience, 52% of students were able to correctly identify fruits. and onlv 43% were able to identify vegetables.After the gardening experience, 94% of the students could correctly identify the fruits and 86% identified the vegetables. " The student surveys indicated a 69% increase in willingness to taste fruits and vegetables. Figure 2 depicts a student tasting collard greens grown in the garden. Before the educational ex-
periences, 89% of the students chose cookies, cake, and popsicle snacks as the "best snacks." The post-test information indicated that onlv 36% regarded this type of snack as the best and selected fruits and vegetables as the best choices. Student comments mav have vrovided the most insight into the success of the KinderGarden. "I planted broccoli, picked it, and ate it. It was great!" "I like these vegetables.""I never tasted this before." "I used to think this was nasty, but it tastcs grcat!" "I ate threc helpings of the turnip greens." Children and gardens are a natural fit. Gardens furnish a context for play, investigation, experimentation, and imagination. Children bring enthusiasm, interest, curiosity, and energy to cultivate and maintain a garden: The KinderGarden activities provide a natural wav for teachers to integrate liter" ature with other curriculum areas and offer students the opportunity to practice math and reading skills and learn science concepts in an exciting, meaningful way. Students also learn to work cooperatively in small groups, develop good work habits, and build self-confidence. From tinv seeds to nutritious snacks, school gardens can provide an
Figure 2. Kindergarten student receiving her second helping of collard greens grown in the KinderGarden.
innovative learning environment in which students can interact with teachers, parents, and community volunteers while growing plants and learning about the relationships among people, plants, and good nutrition. REFERENCES 1.U.S. D e p a r t m e n t of Agriculture/U.S. Department of Health and Human Services. Nutrition and your health: Dietary Guidelines for Americans. Home and Garden Bulletin No. 232. Washington, DC: U.S. Department of Agriculture, 1995. 2. National Research Council. Diet and health: implications for reducing chronic disease risk. Washington, DC: U.S. Government Printing Office, 1991. 3.Department of Health and Human Services, National C e n t e r for Health Statistics. National Health and Nutrition Examination Survey, 1998-1994 (NHANES 111). Hyattsville, MD: Office of Health Research, Statistics and Technology, 1997. 4.Lewis C. Healthy People 2000progress review. Presentation at Society for Nutrition Education Annual Meeting, Portland, Oregon, July 16-20, 1994. 5. Wolfe WS, Campbell CC, Frongillo EA, Haas JD, Melnik TA. Overweight school children in New York State: prevalence and characteristics. Am J Public Health 1994;84:807-13. 6.Ehlert L. Eating the alphabet: fruits & vegetables from A to Z. New York: Harcourt Brace Jovanovich, 1989. 7.Ehlert L. Growing vegetable soup. N e w York: Harcourt Brace Jovanovich, 1987. 8. French V. Oliver's vegetables. New York: Orchard Books, 1995. 9.Krauss R.The carrot seed. Mexico: Harper Collins, 1973. 10.Lottridge CB. O n e watermelon seed. Toronto: Oxford University Press, 1986. 11.McCloskey R . Blueberries for sale. New York: Viking Penguin Books, 1976.