The effects of nutrition education and gardening on attitudes, preferences and knowledge of 2nd-5th graders regarding fruits and vegetables

Abstract

Child obesity has become a national concern. Obesity in children ages 6-17 has more than doubled in the past 30 years. Only 20% of children today consume the recommended daily servings of fruits and vegetables. This trend is even more pronounced in minority populations. Past studies have reported that a horticulture-based curriculum, including gardening, can improve children's attitudes toward eating fruits and vegetables. To investigate whether children of a minority population can benefit from gardening supplemented with a curriculum on nutrition, research was conducted with elementary schools in the Rio Grande Valley of Texas (Hidalgo County). Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a curriculum on nutrition provided to them through the Texas Extension Service. One hundred forty one children in the participating schools completed a pre- and posttest evaluating their attitudes and snack preferences toward fruits and vegetables and their knowledge before and after gardening supplemented with information on nutrition. Statistically significant differences were detected between pre- and posttest scores for all three variables. After comparing pre-and posttest scores, it was concluded that gardening with supplemental instruction, had a positive effect on all three variables including students attitudes and snack preferences toward fruits and vegetables and their knowledge of nutrition.