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Garden-Based Integrated Intervention for Improving Children's Eating Behavior for Vegetables.

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Area of Science:

  • Nutrition Science
  • Child Development
  • Educational Psychology

Background:

  • Childhood vegetable consumption is often suboptimal, impacting long-term health.
  • Interventions are needed to foster positive eating behaviors in children.
  • Garden-based learning offers a unique approach to nutrition education.

Purpose of the Study:

  • To develop and evaluate a garden-based integrated intervention to improve children's vegetable eating behavior.
  • To assess the impact of the intervention on mediating factors influencing eating habits.
  • To verify the effectiveness of the program in a school setting.

Main Methods:

  • A pre-post-test experimental design involved 202 elementary students (aged 11.6 ± 1.5 years).
  • A 12-week program integrated gardening, nutrition education, and cooking using harvested produce.
  • Mediating factors were assessed via pre-post questionnaires.

Main Results:

  • Significant increases were observed in dietary self-efficacy, outcome expectancies, gardening knowledge, nutrition knowledge, vegetable preference, and vegetable consumption.
  • Food neophobia (unwillingness to try new foods) significantly decreased.
  • Positive correlations were found between most mediating factors, indicating a holistic program effect.

Conclusions:

  • The garden-based integrated intervention is effective in improving children's eating behavior towards vegetables.
  • The program successfully enhanced key factors influencing children's dietary choices.
  • This approach provides a viable strategy for promoting healthy eating habits in school-aged children.