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Practical Qualitative Research Strategies: An Introduction to Data Analysis and Rigorous Coding Practices.

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

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A Treatment Package without Escape Extinction to Address Food Selectivity
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More PEAS Please! Improves Preschool Children's Science Knowledge and Language Development Through Food-Based

Virginia C Stage1, Jocelyn B Dixon1, Ryan Lundquist2

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

Journal of Nutrition Education and Behavior
|May 16, 2026
PubMed
Summary
This summary is machine-generated.

The More PEAS Please! food-based learning intervention significantly improved science knowledge and language development in young children. This program demonstrated high fidelity and positive outcomes for children from low-resource families.

Keywords:
Head StartSTEAMfood-based learninginterventionpreschool

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Area of Science:

  • Early Childhood Education
  • Pediatric Nutrition
  • Educational Psychology

Background:

  • Food-based learning interventions are emerging strategies to enhance early childhood education.
  • Assessing the impact of such programs on cognitive and linguistic development is crucial for evidence-based practice.
  • The More PEAS Please! program aims to integrate food education with core learning objectives.

Purpose of the Study:

  • To evaluate the efficacy of the More PEAS Please! intervention on science knowledge and language development in 3-5-year-old children.
  • To assess the fidelity of intervention implementation in Head Start centers.
  • To explore teacher perceptions regarding the program's impact and sustainability.

Main Methods:

  • A quasi-experimental, 2-group design was employed with assessments at baseline, preintervention, and postintervention.
  • The study included 272 children across 7 Head Start centers in North Carolina, with 19 teachers participating in interviews.
  • Statistical analysis utilized linear mixed models, with qualitative data analyzed phenomenologically.

Main Results:

  • Children in the intervention group demonstrated significantly greater improvements in science knowledge and language skills compared to the control group (P < 0.05).
  • The More PEAS Please! intervention was implemented with high fidelity across all participating centers.
  • Teachers reported enhanced child comprehension and identified program supports that facilitated implementation and sustainability.

Conclusions:

  • The More PEAS Please! intervention is an effective, high-fidelity program for enhancing early learning outcomes.
  • The findings support the use of food-based learning as a valuable tool in early childhood education, particularly for underserved populations.
  • Programmatic support and teacher engagement are key factors for successful implementation and long-term sustainability.