1. Nutritional, Environmental, and Health Awareness Factors Relating to Food Choice of Children Involved in Urban Schoolyard Gardens Presented by Rakel Peck & Colin Watton

2. Photos from: sfdseedtotable.org, sfdseedtotable.org, grit.com, ednewsparent.org. Access to fresh foods shouldn’t have to be an obstacle, especially when it comes to the health and wellness of growing children. Photos from: sfdseedtotable.org, sfdseedtotable.org, grit.com, ednewsparent.org.

3. Nutritional Factors Rise in urban schoolyard gardens in hope of increasing fresh food consumption (1). Potential increase in consumption in middle schoolers when exposed to garden undertakings and education (2). Invaluable venue for behavioral change relating to food choice (3). Becoming a setting for academic and health education (3). Promoting healthy effective nutrition programming and interventions early in children’s lives (3).

4. Environmental Factors Expansive awareness with respect to environmental issues. Positive gain in attitude toward environmental concerns in both elementary and junior high students (4). Outdoor activties are directly related to environmental attitudes (5). Positive assessements of plants later in life is correlated with active and passive interactions between children and vegetation earlier in life (6).

5. Health and Wellness Factors Fruits and vegetables play a protective role in the prevention of cancer and heart disease (3). Incidences of disease include stroke, cataract formation, diverticulosis, chronic obstructive pulmonary disease, and hypertension (3). Also of importance are increased incidences of diabetes, obesity, and cardiovascular disease.

6. Hypothesis Our study examined the prospective food choices of children when granted access to garden-based education and activities. Food choice assessement was based on nutritional, environmental, and health related factors.

7. Methods Participants 36 fourth and sixth graders (20 females age 9 and 11, 16 males age 9 and 11) were selected from two 4 th and 6 th grade classrooms from Molholm Elementary school in Lakewood, Colorado. Instrumentation A Graphic Comparative Rating Scale was used to assess food choices in 4 th and 6 th graders.

8. Methods Procedure Assessment Written consent was obtained from guardians prior to beginning data collection. Participants were given surveys upon returning from lunch. Instructions were read to participants as a group. Responses were given individually by participants in a group setting using provided paper and pencils. Participants were compensated with a healthy treat bag for completing the survey. Participant responses were compared based on nutritional, environmental, and health factors in relation to food choice.

9. Results

10. Discussion Children’s experience of gardening and environmental awareness was significant Larger sample size may provide more exposure to gardening, health, and environment which could greatly influence children’s thinking when it comes to health awareness. Children previously exposed to gardening enjoyed the idea quite a bit. Next phase of study could involves observing which children have already had gardening experience compared to those who have not. Inconclusive data on whether or not exposure to gardening improved food choice and nutritional attitudes. Larger sample and experimentation by children in a community garden may yield more significant results.

11. Longitudinal Research Implications Examine low SES populations True outcome of food choices Disease incidence Social outcomes Nationwide nutrition education Potential reduction of negative health incidences Food system overhaul

12. References 1. Litt, J.S., Soobader, M.J., Turbin, M.S., Hale, J.W., Buchenau, M., and Marshall, J.A. (2011). The influence of social involvement, neighborhood aesthetics, and community garden participation on fruit and vegetable consumption. American Journal of Public Health, 101(8). Retrieved March 1, 2012, from http://www.ncbi.nlm.nih.gov/pubmed/21680931.http://www.ncbi.nlm.nih.gov/pubmed/21680931 2. Ratcliffe, M.M., Merrigan, K.A., Rogers, B.L., and Goldberg, J.P. (2011). The effects of school garden experiences on middle school-aged student’s knowledge, attitudes and behaviors associated with vegetable consumption. Health Promotion Practice. Retrieved March 1, Food Choice Awareness 6 2012, from http://www.urbansprouts.org/wp-content/uploads/2010/01/Ratcliffe-et-al_http://www.urbansprouts.org/wp-content/uploads/2010/01/Ratcliffe-et-al_ The effects-of-school-garden-experiences_HPP_electronic_2009.pdfThe effects-of-school-garden-experiences_HPP_electronic_2009.pdf. 3. McAlleese, J.D. and Ranklin, L.L. (2007). Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. Journal of the American Dietetic Association, 107. Retrieved March 1, 2012, from www.ncbi.nlm.nih.gov/pubmed/17383272.www.ncbi.nlm.nih.gov/pubmed/17383272 4. Waliczek, T.M. and Zajicek, J.M. 1999. School gardening: Improving environmental attitudes of children through hands-on learning. Journal of Environmental Horticulture, 17. Retrieved March 1, 2012, from http://horttech.ashspublications.org/content/18/2/243.full. http://horttech.ashspublications.org/content/18/2/243.full 5. Skelly, S.M. and Zajicek, J. M. (1998). The effect of an interdisciplinary garden program on the environmental attitudes of elementary school students. HortTechnology, 8(4). Retrieved March 1, 2012, from http://horttech.ashspublications.org/content/8/4/579.full.pdf.http://horttech.ashspublications.org/content/8/4/579.full.pdf 6. Lohr, V.I. and Pearson-Mims, C.H. (2005). Children’s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, 15(3). Retrieved March 1, 2012, from http://horttech.ashspublications.org/content/15/3/472.full.pdf.http://horttech.ashspublications.org/content/15/3/472.full.pdf