Melding Social Learning Theory With Piagetian-Dewey Educational Philosophies To Achieve 5 A Day

Abstract LEARNING OUTCOME: To name two components of Social Learning Theory and Piagetian Cognitive Development Theory that could influence behavior change. Elementary aged children have less than optimal fruit and vegetable consumption. Increasing their fruit/vegetable (FV) intake could reduce early atherosclerotic plaque formation, displace fatty foods, and establish diet behaviors that could reduce cancer, obesity, and heart disease risks later in life. The purpose of this project was to test a yearlong integrated, experiential nutrition education program encompassing classroom, lunchroom, and parent involvement on children's 5 A Day behavior. The project involved 450 students in 3 elementary schools. Aspects of Social Learning Theory such as self-efficacy through food preparation skill building, self-assessment and goal setting, and modeling through peer interaction were employed. Activities, conducted by special resource teachers trained in Piagetian Cognitive Development Theory and Dewey's learning theories, were characterized by: hands-on versus didactic strategies which accommodated the concrete operational stage of learning; integration into current themes and disciplines yielding meaningful rather than segmented or isolated experiences; and sensory-based experiences via preparing and eating a variety of FV weekly. Classroom teachers were part of weekly planning sessions to insure their ownership of the activities. Parent lunchroom volunteers reinforced FV selection through mini-lessons and rewards for choosing two FV items. Eighty-percent of the targeted, multicultural 3roV4th grade audience qualified for free/reduced school lunch. FV consumption behavior was measured through school lunchroom platewaste; knowledge, attitudes, and self-reported behaviors through surveys.