ArticleJournal of nutrition education and behavior2026
More PEAS Please! Implementation Methodology of a Preschool Program Promoting Healthy Eating, Science, and Language.
Article in Journal of nutrition education and behavior, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Beyond the plate: can a food-based science learning intervention improve preschool children's fruit and vegetable consumption?Public health nutrition · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
objectivePreschool Education in Applied Sciences (PEAS) intervention, a multicomponent intervention designed to improve teachers' science teaching self-efficacy and enhance children's fruit and vegetable consumption, science knowledge, and language development.
designA 2-group (comparison/delayed intervention) quasi-experimental design was employed. Teachers completed baseline, formative, and postintervention surveys. Intervention teachers also completed a postintervention interview. Child outcomes were assessed at 3 timepoints (baseline, preintervention, and postintervention) using validated measures.
settingThirteen Head Start centers in central North Carolina.
participantsNinety-four teachers (n = 44 intervention; n = 50 comparison) and 330 English-speaking children aged 3-5 years (n = 140 intervention; n = 190 comparison), based on power analysis estimates.
interventionComponents included a 1-day Kick-Starter Workshop, 6 eLearning modules, PEAS teaching guide featuring 12 classroom activities, and center-based implementation supports including individualized coaching, peer learning communities, and farm to early care and education resources.
main outcome measuresTeacher outcomes included self-reported teaching self-efficacy. Child outcomes include fruit and vegetable consumption (skin carotenoids via Veggie Meter®), height/weight, science knowledge, and academic vocabulary. ANALYSIS: Quantitative data were analyzed using descriptive statistics, paired t tests, Wilcoxon signed-rank tests, and regression models. Qualitative data were analyzed phenomenologically.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.