Abstract
BACKGROUND: We describe the development of sustainability via active garden education (SAGE), an early care and education (ECE) garden-based curriculum developed from a 5-year community partnership to link national health policy guidelines with ECE accreditation standards. METHODS: National health guidelines and ECE accreditation standards were reviewed, and community advisory board members, ECE staff, and parents provided feedback and support throughout the development of the curriculum. The SAGE curriculum components were guided by the Ecologic Model of Physical Activity and Social Cognitive Theory. Strengths-weaknesses-opportunities-threat analyses were used to refine and revise the curriculum to overcome challenges to implementation. RESULTS: Twelve 1-hour, developmentally appropriate, modularized lessons were created using the garden as a metaphor for human development. Lessons featured songs, simple games, pretend play, modeling, and garden activities. Parents were engaged via weekly newsletters with information about activities in the classroom, strategies to improve health habits at home, and free community resources. CONCLUSION: SAGE partnered scientific theory and rigor with community ingenuity and innovation to create a clear translation of policy guidelines to easily implementable practice in a fun and engaging manner.
| Original language | English (US) |
|---|---|
| Journal | Journal of School Health |
| DOIs | |
| State | Published - Jan 1 2019 |
Fingerprint
Keywords
- CBPR
- child
- interventions
- nutrition
- physical activity
- preschool
ASJC Scopus subject areas
- Education
- Philosophy
- Public Health, Environmental and Occupational Health
Cite this
Sustainability via Active Garden Education : Translating Policy to Practice in Early Care and Education. / Lee, Rebecca; Soltero, Erica G.; Ledoux, Tracey A.; Sahnoune, Iman; Saavadra, Fiorella; Mama, Scherezade K.; McNeill, Lorna H.
In: Journal of School Health, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Sustainability via Active Garden Education
T2 - Translating Policy to Practice in Early Care and Education
AU - Lee, Rebecca
AU - Soltero, Erica G.
AU - Ledoux, Tracey A.
AU - Sahnoune, Iman
AU - Saavadra, Fiorella
AU - Mama, Scherezade K.
AU - McNeill, Lorna H.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - BACKGROUND: We describe the development of sustainability via active garden education (SAGE), an early care and education (ECE) garden-based curriculum developed from a 5-year community partnership to link national health policy guidelines with ECE accreditation standards. METHODS: National health guidelines and ECE accreditation standards were reviewed, and community advisory board members, ECE staff, and parents provided feedback and support throughout the development of the curriculum. The SAGE curriculum components were guided by the Ecologic Model of Physical Activity and Social Cognitive Theory. Strengths-weaknesses-opportunities-threat analyses were used to refine and revise the curriculum to overcome challenges to implementation. RESULTS: Twelve 1-hour, developmentally appropriate, modularized lessons were created using the garden as a metaphor for human development. Lessons featured songs, simple games, pretend play, modeling, and garden activities. Parents were engaged via weekly newsletters with information about activities in the classroom, strategies to improve health habits at home, and free community resources. CONCLUSION: SAGE partnered scientific theory and rigor with community ingenuity and innovation to create a clear translation of policy guidelines to easily implementable practice in a fun and engaging manner.
AB - BACKGROUND: We describe the development of sustainability via active garden education (SAGE), an early care and education (ECE) garden-based curriculum developed from a 5-year community partnership to link national health policy guidelines with ECE accreditation standards. METHODS: National health guidelines and ECE accreditation standards were reviewed, and community advisory board members, ECE staff, and parents provided feedback and support throughout the development of the curriculum. The SAGE curriculum components were guided by the Ecologic Model of Physical Activity and Social Cognitive Theory. Strengths-weaknesses-opportunities-threat analyses were used to refine and revise the curriculum to overcome challenges to implementation. RESULTS: Twelve 1-hour, developmentally appropriate, modularized lessons were created using the garden as a metaphor for human development. Lessons featured songs, simple games, pretend play, modeling, and garden activities. Parents were engaged via weekly newsletters with information about activities in the classroom, strategies to improve health habits at home, and free community resources. CONCLUSION: SAGE partnered scientific theory and rigor with community ingenuity and innovation to create a clear translation of policy guidelines to easily implementable practice in a fun and engaging manner.
KW - CBPR
KW - child
KW - interventions
KW - nutrition
KW - physical activity
KW - preschool
UR - http://www.scopus.com/inward/record.url?scp=85061341273&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85061341273&partnerID=8YFLogxK
U2 - 10.1111/josh.12734
DO - 10.1111/josh.12734
M3 - Article
JO - Journal of School Health
JF - Journal of School Health
SN - 0022-4391
ER -