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More PEAS Please! Implementation Methodology of a Preschool Program Promoting Healthy Eating, Science, and Language.

Virginia C Stage1, Jocelyn B Dixon1, Ryan Lundquist1

  • 1Department of Agricultural and Human Sciences, North Carolina State University, North Carolina State Extension, Raleigh, NC.

Journal of Nutrition Education and Behavior
|March 12, 2026
PubMed
Summary
This summary is machine-generated.

The Preschool Education in Applied Sciences (PEAS) intervention improved teachers' science self-efficacy and boosted children's science knowledge and vocabulary. This program enhanced early childhood education through applied sciences.

Keywords:
Head StartSTEAMfood-based learningfruit and vegetable consumptionpreschool

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Area of Science:

  • Early childhood education research
  • Applied science in preschool settings
  • Teacher professional development

Background:

  • Preschool teachers require effective strategies to teach science.
  • Children benefit from early exposure to science, impacting cognitive and language development.
  • Improving science self-efficacy in teachers can enhance instructional quality.

Purpose of the Study:

  • To evaluate the Preschool Education in Applied Sciences (PEAS) intervention.
  • To assess the intervention's impact on teachers' science teaching self-efficacy.
  • To determine the effects on children's fruit and vegetable consumption, science knowledge, and language development.

Main Methods:

  • A quasi-experimental design with 94 teachers and 330 children across 13 Head Start centers.
  • The intervention included workshops, eLearning, a teaching guide, coaching, and peer learning.
  • Teacher self-efficacy and child outcomes (diet, science knowledge, vocabulary) were measured at multiple time points.

Main Results:

  • Intervention teachers reported higher science teaching self-efficacy.
  • Children in the intervention group showed improvements in science knowledge and academic vocabulary.
  • No significant changes were observed in children's fruit and vegetable consumption.

Conclusions:

  • The PEAS intervention effectively enhanced teachers' science self-efficacy and improved children's science and language skills.
  • Applied science education in early childhood settings shows promise for cognitive and academic development.
  • Further research is needed to explore methods for increasing fruit and vegetable consumption in preschool settings.