Teaching Science Through Food: A New Approach for Preschoolers

Engaging young children in science can be a challenge, but new research suggests that the classroom dinner table may be the perfect laboratory. A recent study published in the Journal of Nutrition Education & Behavior indicates that using food as a primary teaching tool can significantly boost both scientific understanding and vocabulary skills in preschoolers.

The research, conducted by teams at North Carolina State University and East Carolina University, explored whether centering classroom learning around food could spark curiosity while teaching children about nutritious, locally grown options. The findings suggest that this method not only supports academic development but also encourages children to interact more positively with healthy foods like fruits, and vegetables.

The “More PEAS Please!” Intervention

To test this approach, researchers developed an innovative program titled “More PEAS Please!” for Head Start students across three North Carolina counties. The program moved beyond traditional instruction by integrating food-based activities into the curriculum. For example, in a unit focused on seeds—the building blocks of fruits and vegetables—children observed how seeds germinate, tested their growth in varying light and water conditions, and even prepared a “seed salsa” using tomatoes and corn.

The study compared more than 125 students who participated in the intervention with nearly 150 students who did not. The results were clear: those who engaged in the food-based learning increased their understanding of scientific concepts four times more than their peers in the control group. The intervention group saw their vocabulary increase by nearly 20% by the end of the school year, compared to a 6% increase in the group that did not receive the training.

Redefining Success in the Classroom

A core component of the project is training teachers to facilitate these experiences. According to Virginia Stage, an associate professor of agricultural and human sciences at NC State and the study’s lead author, the goal is to help teachers build positive associations with food while meeting essential learning standards required for kindergarten readiness.

Jocelyn Dixon, assistant director and research project coordinator for the Feeding & Eating Education Lab at NC State, emphasizes that the program reframes what success looks like when introducing healthy foods to children. Rather than pressuring a child to eat a specific food, the curriculum encourages children to explore food as scientists do—observing how it looks, smells, feels, and grows.

“If the last time you did an activity, the child only touched the spinach with a fork, and today the child is open to touching it and tearing it with their fingers—that’s a huge win,” says Dixon.

Key Takeaways

• Academic Gains: Food-based learning can lead to a significant increase in both scientific knowledge and vocabulary development for preschool-aged children.
• Teacher Support: Professional development, including workshops and supplemental resources like whiteboard videos, is essential for teachers to effectively communicate science and nutrition concepts.
• Low-Pressure Exploration: Encouraging children to touch, smell, and observe food without the immediate pressure to eat it can increase their willingness to try nutritious items.
• Curriculum Integration: Food serves as a versatile tool that can be used to meet multiple learning standards, including science, mathematics, and literacy.

Looking Ahead

The success of the “More PEAS Please!” program highlights the potential for integrating nutrition and science education in early childhood settings. By investing in teachers and providing them with the context and resources needed to facilitate these explorations, educators can create a classroom environment that fosters both academic achievement and a healthier relationship with food. This work was supported by a National Institute of General Medical Sciences Science Education Partnership Award (SEPA).