Book-based nutritional literacy affects preschoolers' nutritional knowledge and willingness to consume fruits and vegetables

Introduction: This evaluation examined the effectiveness of a nutrition literacy program in changing nutritional knowledge and willingness of preschool aged children (3-5yrs old) to try fresh fruits and vegetables. Health educators read nutrition-themed books to preschoolers, provided food tastings and conducted activities that support the basic nutrition for 10 weeks in a pre-school setting. Methods: The evaluator used pre/post-test surveys to conduct a summative evaluation. The evaluation used a 23-item survey to record preschool students' ability to identify two fruits and two vegetables. Additionally, the evaluator recorded the number of students that consumed the fruits and vegetables after identifying the items. Lastly, the evaluator observed potential factors that may influence preschooler's participation such as emotional state and the amount time since the last feeding. The evaluation occurred in 22 classrooms with 282 student observations in Hartford, CT. Evaluator conducted the analysis at the classroom level. Results: Many preschoolers could not identify common fruits and vegetables at the start of the program; only 66% could identify carrots or blueberries, only 71% could identify strawberries and only 72% could identify broccoli. Students' recognition of strawberries (81%), blueberries (79%), carrots (78%), and broccoli (75%) increased by the completion of the program. At post-testing, students' ability to identify fruit correlated with consumption of the fruit [strawberries r(20)=.44, p=<.05, blueberries r(20)=.14, p<.05] however, the correlation between vegetable recognition and consumption was non-significant [broccoli r(20)=-.275, p=n.s., carrots r(20)=.006, p=n.s.]. Conclusion: Nutrition literacy programs may effectively increase fruit recognition and consumption among preschoolers.