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.
Keywords: Head Start; STEAM; food-based learning; fruit and vegetable consumption; preschool.
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