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Health Science Curriculum for Early ...

Mays, Carla.

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Health Science Curriculum for Early Childhood: Teacher Implementation and Impact on Child Health Knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Health Science Curriculum for Early Childhood: Teacher Implementation and Impact on Child Health Knowledge./
Author:	Mays, Carla.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
Subject:	Public Health Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980453
ISBN:	9780438759671

Health Science Curriculum for Early Childhood: Teacher Implementation and Impact on Child Health Knowledge.
Mays, Carla.

Health Science Curriculum for Early Childhood: Teacher Implementation and Impact on Child Health Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 120 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ph.D.)--Mississippi State University, 2018.

This item must not be sold to any third party vendors.

This dissertation contains two secondary quantitative data analyses studies. In the first, implementation of the WannaBee Healthy? Be Smart! Be Active! Be a Leader! health science curriculum was examined to assess the amount of activities within each curriculum domain (i.e., books, creative expressions, language/literacy, math, science) and the number of activities within each theme (i.e., nutrition, physical activity, sleep) utilized by participating teachers. Prior to implementation, teachers (N = 68; M age = 35.5) attended a one-hour training where they were instructed to implement the curriculum over the course of a month and record lessons implemented on a usage checklist. An overall total number of activities and a total number of activities within each curriculum domain (e.g., language/literacy) and theme (e.g., nutrition) was calculated using a frequency analysis. Results show that more than 20% of reporting teachers (n = 10; 21.8%) implemented all or almost all (i.e., 49 or 50 lessons) of the curriculum's 50 activities. Children had more exposure to the book domain and the theme of nutrition, with less engagement in the domain of math and sleep-themed lessons. The second study examined the association between the dosage of the WannaBee Healthy? curriculum implementation within each classroom and child health knowledge outcomes. Explicitly, is the dosage and type of content implementation directly associated with student's gain in knowledge and the ability to identify the following (1) food from the five food groups, (2) a healthy plate, (3) food origins, (4) activities that increase heart rate, and (5) behaviors needed to keep our body healthy. Researchers utilized the information from the usage checklist to determine dosage and content implementation of lessons. Pre- and post-assessments were randomly conducted on 252 pre-kindergarten (17.9%) and kindergarten (82.1%) students (M age = 5.02). Pearson correlations identified strong, positive correlations regarding implementation across the curriculum and within the domains and themes. A series of One-way ANOVAs identified significant outcomes of at least one child assessment and in both health themes (i.e., nutrition, physical activity). However, overall findings indicate that curriculum dosage alone was not related to changes in child health knowledge.

ISBN: 9780438759671Subjects--Topical Terms:

3432608
Public Health Education.

Health Science Curriculum for Early Childhood: Teacher Implementation and Impact on Child Health Knowledge.
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520 $a This dissertation contains two secondary quantitative data analyses studies. In the first, implementation of the WannaBee Healthy? Be Smart! Be Active! Be a Leader! health science curriculum was examined to assess the amount of activities within each curriculum domain (i.e., books, creative expressions, language/literacy, math, science) and the number of activities within each theme (i.e., nutrition, physical activity, sleep) utilized by participating teachers. Prior to implementation, teachers (N = 68; M age = 35.5) attended a one-hour training where they were instructed to implement the curriculum over the course of a month and record lessons implemented on a usage checklist. An overall total number of activities and a total number of activities within each curriculum domain (e.g., language/literacy) and theme (e.g., nutrition) was calculated using a frequency analysis. Results show that more than 20% of reporting teachers (n = 10; 21.8%) implemented all or almost all (i.e., 49 or 50 lessons) of the curriculum's 50 activities. Children had more exposure to the book domain and the theme of nutrition, with less engagement in the domain of math and sleep-themed lessons. The second study examined the association between the dosage of the WannaBee Healthy? curriculum implementation within each classroom and child health knowledge outcomes. Explicitly, is the dosage and type of content implementation directly associated with student's gain in knowledge and the ability to identify the following (1) food from the five food groups, (2) a healthy plate, (3) food origins, (4) activities that increase heart rate, and (5) behaviors needed to keep our body healthy. Researchers utilized the information from the usage checklist to determine dosage and content implementation of lessons. Pre- and post-assessments were randomly conducted on 252 pre-kindergarten (17.9%) and kindergarten (82.1%) students (M age = 5.02). Pearson correlations identified strong, positive correlations regarding implementation across the curriculum and within the domains and themes. A series of One-way ANOVAs identified significant outcomes of at least one child assessment and in both health themes (i.e., nutrition, physical activity). However, overall findings indicate that curriculum dosage alone was not related to changes in child health knowledge.
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