Research
Original Research
Increasing Intake of an Unfamiliar Vegetable in Preschool Children Through Learning Using Storybooks and Sensory Play: A Cluster Randomized Trial

https://doi.org/10.1016/j.jand.2019.05.017Get rights and content
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Abstract

Background

Most children eat fewer vegetables than recommended. Storybooks and sensory play may increase vegetable intake.

Objective

This study tested the effects on intake of learning about an unfamiliar vegetable (celeriac) through storybooks and sensory play. It was predicted that an illustrated, congruent storybook would increase intake of celeriac compared to an incongruent storybook (carrot); and that adding congruent sensory play with celeriac to the storybook would produce a synergistic effect on intake of celeriac.

Design

Children from 12 UK preschools were randomly assigned by clusters to four intervention conditions using a 2×2 factorial design. The factors were vegetable congruency (sensory play and/or storybook were congruent, or incongruent [carrot] with celeriac) and intervention type (storybook only or storybook combined with sensory play).

Participants/setting

Three hundred and thirty-seven children aged 2 to 5 years were recruited to take part in November 2017.

Intervention

Over a 2-week period, children in all four conditions were read a vegetable storybook featuring celeriac or carrot. In addition, two conditions received sensory play with either carrot or celeriac added to the storybook method.

Main outcome measures

Intake of the unfamiliar vegetable (celeriac) was measured at baseline and after the 2-week intervention.

Statistical analysis performed

Complex samples logistic regression and general linear modeling were performed to examine group differences at post-intervention.

Results

Children receiving the congruent (celeriac) storybook had higher odds of eating celeriac compared to children who received the incongruent (carrot) storybook. Receiving congruent sensory play increased the odds of eating celeriac, whereas receiving incongruent sensory play did not. From the 267 children who completed both baseline and post-intervention assessments, 85 ate no celeriac at baseline and were classed as non-eaters. Sensory play (congruent or incongruent) increased the odds of eating some celeriac in non-eaters compared to storybook only conditions.

Conclusions

Congruency between storybook and vegetable increased intake; sensory play with celeriac increased the likelihood of eating celeriac. Storybooks and sensory play are simple interventions to increase willingness to try an unfamiliar vegetable.

Keywords

Vegetable intake
Healthy eating intervention
Health promotion
Nutrition education
Sensory learning

Cited by (0)

C. Nekitsing is a PhD research student, School of Psychology, University of Leeds, Leeds, UK.

P. Blundell-Birtill is an associate professor of psychology, School of Psychology, University of Leeds, Leeds, UK.

A. Fildes is a university academic fellow, School of Psychology, University of Leeds, Leeds, UK.

M. M. Hetherington is a professor of biopsychology, School of Psychology, University of Leeds, Leeds, UK.

J. E. Cockroft is director of Purely Nutrition Ltd, Harrogate, UK.

STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.

FUNDING/SUPPORT This research is funded by a White Rose Doctoral Training Centre (WRDTC) Economic and Social Research Council (ESRC) Collaborative Award. The collaborative partner is Purely Nutrition Ltd. Contribution in kind which includes storybooks and photo cards were received from the collaborative partner PhunkyFoods; Purely Nutrition Ltd.

Trial registration: ClinicalTrials.gov Identifier NCT03400566.