More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Aims
2.2. More PEAS Please! Development and Program Overview
2.2.1. Component 1: One-Day Kick-Starter Workshop
2.2.2. Component 2: Interactive, On-Demand Online Learning Modules
2.2.3. Component 3: Classroom Implementation
2.2.4. Component 4: Virtual LCs
2.2.5. More PEAS Please! Program Theory and Theoretical Framework for Teacher-Level Intervention
2.3. Data Collection and Measures
2.3.1. Kick-Starter Workshop Experience Survey (Baseline, Post-Workshop)
2.3.2. Online Learning Module Formative Surveys
2.3.3. Post-PEAS Experience Survey (Post-Intervention)
2.3.4. In-Depth Interviews (Post-Intervention)
2.4. Data Analysis
3. Results
3.1. Process Evaluation Outcomes by Program Component
3.1.1. Kick-Starter Workshop
3.1.2. Learning Modules
3.1.3. Learning Activities
If they’re not used to it, they won’t eat it. So, we try to encourage children to eat. Sometimes reading books helps children to open up more to say, ‘Oh, I’m going to try this. I’m going to try this food.’ And so, by reading those books and then getting the teachers to model that, ‘I’m going to try that too. I don’t like that either, but I’m going to try that food as well.’ So, I think that helps a lot with the children, getting them involved in their eating.(Teacher 5)
3.1.4. LCs and Other Supports
3.2. Overall Program Satisfaction
Let’s talk about this plant. And you just go from there. “Tell me what you see?” “What do you think it smells like?” It might be collard greens. “Collard greens are all green” [children say]. “How do you know?” If you ask them one question, it’s almost like scaffolding. You continue to ask open ended questions to where there’s no “no or yes” to it.(Teacher 12)
If I had to create a new [science lesson], I guess I feel like I will be better prepared to apply the strategies that I’ve learned…without overthinking the process of teaching science. I’ve been working with children for almost 10 years and science just never was my go to. But now that I’ve actually had experience with PEAS, I feel like I would be more willing and capable of actually teaching science to young children.(Teacher 2)
As a teacher and dealing with young children, I think the PEAS project is a much needed program, because we look at some of the children that we serve in our programs. They may not be able to be introduced to the different vegetables… [or] just planting a flower, being in their home environment. Because as a teacher, you never know what a child faces at home. When they come to school, we are like a safe haven. We love on them, and we help nurture and teach them different things. So I think this project brings everything together.(Teacher 16)
3.3. Maintenance
3.4. Contextual Factors
4. Discussion
Strengths and Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Abbreviations
NC | North Carolina |
FBL | Food-Based Learning |
PEAS | Preschool Education in Applied Science |
COVID-19 | Coronavirus Disease 2019 |
CEU | Continuing Education Unit |
LC | Learning Community |
RE-AIM | Reach, Effectiveness, Adoption, Implementation, Maintenance |
STEAM | Science, Technology, Engineering, Arts, Mathematics |
NGSS | Next Generation Science Standards |
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Timeline | Activity a | Activity Description |
---|---|---|
August | Kick-Starter Workshop | The PEAS 1-Day Kick-Starter Workshop introduced teachers to the program’s mission and objectives, provided hands-on learning experiences centered on PEAS teaching practices, and introduced the concept of LCs. |
Data Collection | Post-Workshop Experience Survey | |
November– December | Orientation Module Online Learning Module 1: Introduction to More PEAS Please! | Teachers completed the Online Orientation on how to how to use the Teaching Channel learning platform. Next, teachers completed Module 1, which provided an overview of the program and reviewed key concepts covered in the 1-Day Kick-Starter Workshop, including the importance of early science learning, the PEAS Practices, and tips for successful LCs. Teachers were prompted to “make a plan” for spring implementation. |
Technical Assistance Visit | Teachers met in person with a PEAS staff member to check-in on their learning and address any challenges. | |
January | Online Learning Module 2 b: “S” is for Support Learning | Module 2 b introduced the PEAS Practice area Support Learning and related teaching strategies: (1) Using Effective Verbal Praise, (2) Enthusiastically Role Modeling, and (3) Encouraging Peer Collaboration. |
Technical Assistance Visit | Teachers met in person with a PEAS staff member to check in on their learning and address any challenges. | |
Classroom Implementation | Teachers implemented “S” teaching strategies and the Teaching Guide’s Unit 1: Living and Non-Living Things model science learning activities in their classrooms. | |
Data Collection | Online Module Survey d | |
February | Online Learning Module 3 b: “P” is for Practice Science | Module 3 b introduced the PEAS Practice area Practice Science and related teaching strategies: (1) Engaging in the Process of Science, (2) Learning the Big Ideas, and (3) Using the Tools of Science. |
Technical Assistance Visit | Teachers met in person with a PEAS staff member to check in on their learning and address any challenges. | |
Classroom Implementation | Teachers implemented “P” teaching strategies and the Teaching Guide’s Unit 2: Seeds model science learning activities in their classrooms. | |
Virtual LC Meeting #1 c | Teachers met virtually in the LC to discuss the PEAS learning strategies, reflect on last month’s classroom activities, and set goals for upcoming classroom activities. | |
Data Collection | Online Module Survey d | |
March | Online Learning Module 4 b: “E” is for Engage the Senses | Module 4 b introduced the PEAS Practice area Engage the Senses and related teaching strategies: (1) Exploring with the Senses, (2) Experiencing Culturally Relevant Vegetables, and (3) Benefiting from Repeated Exposures. |
Technical Assistance Visit | Teachers met in person with a PEAS staff member to check in on their learning and address any challenges. | |
Classroom Implementation | Teachers implemented “E” teaching strategies and the Teaching Guide’s Unit 3: Plants model science learning activities in their classrooms. | |
Data Collection | Online Module Survey d | |
April | Online Learning Module 5 b: “A” is for Apply Science Talk | Module 5 b introduced the PEAS Practice area Apply Science Talk and related teaching strategies: (1) Using Child-Friendly Definitions and Modeling Descriptive Words, (2) Asking Fair WH- and Open-Ended Questions, and (3) Revoicing and Restating Children’s Ideas. |
Technical Assistance Visit | Teachers met in person with a PEAS staff member to check in on their learning and address any challenges. | |
Classroom Implementation | Teachers implemented “A” teaching strategies and the Teaching Guide’s Unit 4: Plant Parts model science learning activities in their classrooms. | |
Virtual LC Meeting #2 c | Teachers met virtually in the LC to discuss PEAS learning strategies, reflect on last month’s classroom activities, and set goals for upcoming classroom activities. | |
Data Collection | Online Module Survey d | |
May | Online Learning Module 6: Celebrate Your Success & Sustaining PEAS in Your Center | Module 6 celebrated teachers’ success and provided teachers with direction and support for sustaining the use of PEAS Practices in their classrooms, including continuing LCs independently. We prompted teachers to “make a plan” for the next school year. |
Data Collection | Online Module Survey d; Post-PEAS Experience Survey; In-Depth Interviews |
Process Evaluation Element | Measure | Time of Collection |
---|---|---|
Fidelity b (quality): Extent to which the intervention was implemented as planned. | Post-Workshop Survey | Baseline, Post-Workshop |
In-Depth Interviews | Post-Intervention | |
Dose Delivered (completeness): Extent to which teachers received all program components, including the training provided through attendance at the Kick-Start Workshop and completion of the online learning modules. | Online Module Surveys | Formative, Ongoing |
In-Depth Interviews | Post-Intervention | |
Administrative Data c | Formative, Ongoing | |
Dose Received (exposure): Teachers’ reactions to the program components and the extent to which teachers participated in follow-up components, including implementing classroom activities and engaging in center-based Learning Communities. | Online Module Surveys | Formative, Ongoing |
Dose Received (satisfaction): Teachers’ reported satisfaction with the program, interactions with staff, and study team. | Online Module Surveys | Formative, Ongoing |
In-Depth Interviews | Post-Intervention | |
Reach (participation rate): Proportion of teachers that attended/completed each program component and reasons for choosing not to participate in them and not to participate in the intervention (e.g., supports, barriers) | Online Module Surveys | Formative, Ongoing |
In-Depth Interviews | Post-Intervention | |
Maintenance d: Extent to which a program or intervention is sustained over time at both the individual and organizational levels | Post-PEAS Survey | Post-Intervention |
In-Depth Interviews | Post-Intervention | |
Contextual Factors: Environmental support or challenges unrelated to the intervention that may impact intervention implementation and outcomes | Online Module Surveys | Formative, Ongoing |
In-Depth Interviews | Post-Intervention |
Characteristics | Kick-Starter Workshop a | Program Implementers b | ||
---|---|---|---|---|
n (%) | M (SD) | n (%) | M (SD) | |
Age | — | 43.45 (12.19) | — | 43.56 (11.89) |
Sex | ||||
Male | 0 (0) | – | 0 (0) | – |
Female | 42 (100) | – | 24 (100) | – |
Race | ||||
Black/African American | 30 (81.1) | — | 21 (87.5) | — |
Hispanic | 12 (4.4) | — | 0 (0) | — |
White | 5 (13.5) | — | 1 (.04) | — |
Asian | 1 (2.7) | — | 1 (.04) | — |
Other | 1 (2.7) | — | 1 (.04) | — |
Ethnicity | ||||
Non-Hispanic/Latino | 36 (85.7) | — | 23 (95.7) | — |
Hispanic/Latino | 1 (2.4) | — | 0 (0) | — |
Prefer not to answer | 5 (11.9) | — | 1 (4.2) | — |
Education c | ||||
Master’s degree or some graduate-level work | 4 (9.5) | – | 1 (4.3) | – |
Bachelor’s degree | 13 (31) | – | 6 (26.1) | – |
Associate’s degree | 20 (47.6) | – | 12 (52.2) | – |
Other | 5 (11.9) | – | 5 (17.4) | – |
Licensure Status | ||||
Licensed teacher (birth– kindergarten or special education) | 7 (16.7) | – | 3 (12) | – |
Other early childhood credential | 20 (47.6) | – | 14 (56) | – |
None or other licensure type | 15 (35.7) | – | 7 (32) | – |
Years Working in Head Start | — | 7.38 (6.96) | – | 5.86 (4.81) |
Activity 1 | Activity 2 | Activity 3 | Activity 4 | No Activity | |
---|---|---|---|---|---|
Module | n (%) | n (%) | n (%) | n (%) | n (%) |
Support Learning | 23 (95.8) | 14 (58.3) | 15 (62.5) | 17 (70.8) | - |
Practice Science | 20 (83.3) | 17 (70.8) | 16 (66.6) | 17 (70.8) | - |
Engage Senses | 16 (66.6) | 15 (62.5) | 13 (54.2) | 15 (62.5) | 1(0.04) |
Apply Science Talk | 16 (66.6) | 15 (62.5) | 18 (75.0) | 14 (58.3) | - |
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Stage, V.C.; Dixon, J.B.; Grist, P.; Hegde, A.V.; Lee, T.D.; Lundquist, R.; Goodell, L.S. More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children. Nutrients 2025, 17, 1922. https://doi.org/10.3390/nu17111922
Stage VC, Dixon JB, Grist P, Hegde AV, Lee TD, Lundquist R, Goodell LS. More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children. Nutrients. 2025; 17(11):1922. https://doi.org/10.3390/nu17111922
Chicago/Turabian StyleStage, Virginia C., Jocelyn B. Dixon, Pauline Grist, Archana V. Hegde, Tammy D. Lee, Ryan Lundquist, and L. Suzanne Goodell. 2025. "More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children" Nutrients 17, no. 11: 1922. https://doi.org/10.3390/nu17111922
APA StyleStage, V. C., Dixon, J. B., Grist, P., Hegde, A. V., Lee, T. D., Lundquist, R., & Goodell, L. S. (2025). More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children. Nutrients, 17(11), 1922. https://doi.org/10.3390/nu17111922