‘Read for Nutrition’ Program Improves Preschool Children’s Liking and Consumption of Target Vegetable
Abstract Objective: To determine whether the ‘Read for Nutrition’ program would increase liking and consumption of broccoli (a target vegetable) in preschool children and test acceptability and practicality of the program. 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 (blinded for peer review) 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’ program (t=2.66; p= .01; 95% CIs [0.035, 0.246]) for all children. Proportional consumption increased for children who received ≥ five exposures to the book (t 46 =2.77; p= .008). Exposures to the book predicted proportional consumption (β=.365; p=.002). Liking of broccoli increased (W 69 =2.2, p=.03) as well. Teachers rated the program as acceptable, practical, and enjoyable to children and to themselves. Conclusions: Programs such as ‘Read for Nutrition’ have the potential to improve children’s vegetable liking and consumption in ECE settings with only book readings and no exposure to a real vegetable.