J Nutr Educ Behav. 2026 Mar 11:S1499-4046(26)00005-9. doi: 10.1016/j.jneb.2026.01.006. Online ahead of print.
ABSTRACT
OBJECTIVE: Preschool Education in Applied Sciences (PEAS) intervention, a multicomponent intervention designed to improve teachers’ science teaching self-efficacy and enhance children’s fruit and vegetable consumption, science knowledge, and language development.
DESIGN: A 2-group (comparison/delayed intervention) quasi-experimental design was employed. Teachers completed baseline, formative, and postintervention surveys. Intervention teachers also completed a postintervention interview. Child outcomes were assessed at 3 timepoints (baseline, preintervention, and postintervention) using validated measures.
SETTING: Thirteen Head Start centers in central North Carolina.
PARTICIPANTS: Ninety-four teachers (n = 44 intervention; n = 50 comparison) and 330 English-speaking children aged 3-5 years (n = 140 intervention; n = 190 comparison), based on power analysis estimates.
INTERVENTION: Components included a 1-day Kick-Starter Workshop, 6 eLearning modules, PEAS teaching guide featuring 12 classroom activities, and center-based implementation supports including individualized coaching, peer learning communities, and farm to early care and education resources.
MAIN OUTCOME MEASURES: Teacher outcomes included self-reported teaching self-efficacy. Child outcomes include fruit and vegetable consumption (skin carotenoids via Veggie Meter®), height/weight, science knowledge, and academic vocabulary.
ANALYSIS: Quantitative data were analyzed using descriptive statistics, paired t tests, Wilcoxon signed-rank tests, and regression models. Qualitative data were analyzed phenomenologically.
PMID:41817479 | DOI:10.1016/j.jneb.2026.01.006
