Rebecca E Lee1, Erica G Soltero1, Tracey A Ledoux2, Iman Sahnoune3, Fiorella Saavadra4, Scherezade K Mama5, Lorna H McNeill6. 1. Center for Health Promotion and Disease Prevention, Arizona State University, Phoenix, AZ 85004. 2. Health and Human Performance, University of Houston, Houston, TX 77204. 3. University of Texas Medical Branch, Galveston, TX 77555. 4. Health and Human Performance, University of Houston, Houston, TX 77204-6015. 5. Department of Kinesiology, The Pennsylvania State University, University Park, PA 16802. 6. Department of Health Disparities Research, The University of Texas, Houston, TX 77030.
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.
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.
Authors: Janice R Hermann; Stephany P Parker; Barbara J Brown; Youmasu J Siewe; Barbara A Denney; Sarah J Walker Journal: J Nutr Educ Behav Date: 2006 May-Jun Impact factor: 3.045
Authors: Rebecca E Lee; Jacob Szeszulski; Elizabeth Lorenzo; Anel Arriola; Meg Bruening; Paul A Estabrooks; Jennie L Hill; Teresia M O'Connor; Gabriel Q Shaibi; Erica G Soltero; Michael Todd Journal: Int J Environ Res Public Health Date: 2022-05-01 Impact factor: 4.614