More PEAS Please! Improves Preschool Children's Science Knowledge and Language Development Through Food-Based Learning

Abstract

Objective: To examine the efficacy and fidelity of More PEAS Please!, a food-based learning intervention, on children's (aged 3–5 years) science knowledge and language development. Design: Quasi-experimental (2-group) design with child-level assessments at baseline, preintervention, and postintervention. Intervention teachers participated in semistructured interviews to contextualize child outcomes. Setting: Seven Head Start centers across 3 counties in North Carolina. Participants: Two hundred and seventy-two children (n = 125 intervention; n = 147 comparison) and 19 intervention teachers. Intervention: Intervention classrooms received More PEAS Please!; comparison classrooms received the standard science curriculum. Phenomenon of Interest and Variables: Science knowledge, language development, anthropometrics, and program fidelity; teacher perceptions of implementation and child learning. Analysis: Linear mixed models examined group-by-time effects, adjusting for age, sex, body mass index percentiles, race/ethnicity, and developmental concerns; center was treated as a random effect. Qualitative data were analyzed using a phenomenological approach. Results: Children in the intervention group showed greater gains in science knowledge and language (P < 0.05) compared with the comparison group. Implementation was achieved with high fidelity. Teachers described improved comprehension, diverse learning needs, and program supports contributing to implementation and sustainability. Conclusions and Implications: The intervention was implemented with high fidelity and improved early learning outcomes among children from families with limited resources.