幼儿园教师以食物为基础的学习频率,个人优先级水平和识别的资源和挑战之间的关联:需要评估
Jessica Resor1, Jocelyn B Dixon2, Qiang Wu3
1Department of Human Development and Family Science, East Carolina University, Greenville, NC 27858, USA.
Nutrients
|July 13, 2024
概括
在Head Start (HS) 课堂中,以食物为基础的学习 (FBL) 可以改善儿童的健康饮食. 教师经常使用FBL,但需要更多的资源和专业发展来克服挑战.
科学领域:
- 幼儿教育 儿童早期教育
- 营养教育 营养教育
- 公共卫生 公共卫生
背景情况:
- 基于食物的学习 (FBL) 使用食物作为一种教育工具,以增强儿童的健康食物偏好和消费.
- 关于FBL在Head Start (HS) 幼儿园中的实施和认知的研究是有限的.
研究的目的:
- 探索北卡罗来纳州高中教师与FBL的经验,包括资源,挑战,需求和偏好.
- 评估FBL实施的频率及其HS教师的优先级.
- 确定教师经验与FBL使用/优先级之间的关联.
主要方法:
- 一项在线调查对北卡罗来纳州168名高中教师进行了调查.
- 频率和基平方测试的独立性被用来分析研究变量之间的关联.
主要成果:
- 教师经常使用FBL,并可以使用书籍和游戏材料等资源.
- 共同的挑战包括缺乏资金和物质资源.
- 教师与家长和农民市场合作,并确定需要更多的FBL专业发展.
结论:
- 教师的经验,资源,挑战和感知与FBL实施频率和优先级有很大关系.
- 需要进一步的研究来应对FBL的挑战,并促进支持早期FBL的政策/环境变化.
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