‘Read for Nutrition’ programme improves preschool children’s liking and consumption of target vegetable

Authors

Maha Elrakaiby, University of Nebraska–LincolnFollow
Saima Hasnin, University of Nebraska–LincolnFollow
Virginia C. Stage, East Carolina UniversityFollow
Dipti Dev, University of Nebraska-LincolnFollow

ORCID IDs

Virginia C Stage https://orcid.org/0000-0002-6152-1438

Date of this Version

2022

Citation

Elrakaiby, M., Hasnin, S., Stage, V. C., & Dev, D. A.* (2021). ‘Read for Nutrition’ Program Improves Preschool Children’s Liking and Consumption of Target Vegetable. Public Health Nutrition, 1-24. https://doi.org/10.1017/S1368980021004985

Comments

©The Author(s), 2022. Published by Cambridge University Press on behalf of The Nutrition Society.

CC-BY license

Abstract

Objective: To determine whether the ‘Read for Nutrition’ programme would increase liking and consumption of broccoli (a target vegetable) in preschool children and test acceptability and practicality of the programme.

Design: Pilot pre-post intervention study, where childcare teachers received training and coaching followed by reading the book ‘Monsters Don’t Eat Broccoli’ multiple times with the children during a three-week intervention.

Setting: Five classrooms of Educare, Lincoln, Nebraska in 2018.

Participants: Sixty-nine (11 to 16 children per classroom) preschool-aged children and sixteen teachers (minimum, three per classroom).

Results: Average total consumption of broccoli increased 35 % (0·14 ounces or 0·05th cup) after the ‘Read for Nutrition’ programme (t = 2·66; P = 0·01; 95 % CIs (0·035, 0·246)) for all children. Proportional consumption increased for children who received ≥ five exposures to the book (t46 = 2·77; P = 0·008). Exposures to the book predicted proportional consumption (β = 0·365; P = 0·002). Liking of broccoli increased (W69 = 2·2, P = 0·03) as well. Teachers rated the programme as acceptable, practical and enjoyable to children and to themselves.

Conclusions: Programmes such as ‘Read for Nutrition’ have the potential to improve children’s vegetable liking and consumption in early care and education settings with only book readings and no exposure to a real vegetable.