更多的豆,请! 推广健康饮食,科学和语言的学前教育计划的实施方法
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
概括
应用科学学前教育 (PEAS) 干预改善了教师的科学自我效能,并提高了儿童的科学知识和词汇. 该计划通过应用科学增强了幼儿教育.
科学领域:
- 幼儿教育研究 幼儿教育研究
- 在学前教育环境中应用科学.
- 教师的专业发展教师的专业发展
背景情况:
- 幼儿园教师需要有效的策略来教科学.
- 儿童从早期接触科学中受益,影响认知和语言发展.
- 提高教师的科学自我效能可以提高教学质量.
研究的目的:
- 评估学前教育应用科学 (PEAS) 干预措施.
- 评估干预对教师科学教学自我效能的影响.
- 确定对儿童水果和蔬菜消费,科学知识和语言发展的影响.
主要方法:
- 一个准实验性的设计,在13个Head Start中心有94名教师和330名儿童.
- 干预包括研讨会,电子学习,教学指南,指导和同行学习.
- 在多个时间点测量教师的自我效能和孩子的结果 (饮食,科学知识,词汇).
主要成果:
- 干预教师报告了更高的科学教学自我效能.
- 干预组的儿童在科学知识和学术词汇方面有所改善.
- 没有观察到儿童水果和蔬菜消费的显著变化.
结论:
- 该PEAS干预措施有效地提高了教师的科学自我效能,并改善了儿童的科学和语言技能.
- 早期儿童环境中的应用科学教育显示出对认知和学术发展的前景.
- 需要进一步的研究,以探索在学前环境中增加水果和蔬菜消费的方法.
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