TY - JOUR
T1 - Sustainability via Active Garden Education
T2 - Translating Policy to Practice in Early Care and Education
AU - Lee, Rebecca E.
AU - Soltero, Erica G.
AU - Ledoux, Tracey A.
AU - Sahnoune, Iman
AU - Saavadra, Fiorella
AU - Mama, Scherezade K.
AU - McNeill, Lorna H.
N1 - Funding Information:
aProfessor, ([email protected]), Center for Health Promotion and Disease Prevention, Arizona State University, Phoenix, AZ 85004. bPostdoctoral Fellow, ([email protected]), Center for Health Promotion and Disease Prevention, Arizona State University, Phoenix, AZ 85004. cAssociate Professor, ([email protected]), Health and Human Performance, University of Houston, Houston, TX 77204. dGraduate Student, ([email protected]), University of Texas Medical Branch, Galveston, TX 77555. eGraduate Student, ([email protected]), Health and Human Performance, University of Houston, Houston, TX 77204-6015. fAssistant Professor, ([email protected]), Department of Kinesiology, The Pennsylvania State University, University Park, PA 16802. gAssociate Professor, ([email protected]), Department of Health Disparities Research, The University of Texas, Houston, TX 77030. Address correspondence to: Rebecca E. Lee, Professor, ([email protected]), Center for Health Promotion and Disease Prevention, Arizona State University, Phoenix, AZ 85004. This project was funded by the National Institute of Child Health and Human Development (R21HD073685-01). All authors contributed to and approved this manuscript. The authors wish to thank the students, trainees, community partners, and organizations who contributed to the development of the SAGE curriculum.
Publisher Copyright:
© 2019, American School Health Association
PY - 2019/4
Y1 - 2019/4
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.
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U2 - 10.1111/josh.12734
DO - 10.1111/josh.12734
M3 - Article
C2 - 30723904
AN - SCOPUS:85061341273
SN - 0022-4391
VL - 89
SP - 257
EP - 266
JO - Journal of School Health
JF - Journal of School Health
IS - 4
ER -
