Development and preliminary evaluation of a healthy eating and physical activity promoting experiential learning program for children at an Australian children’s museum

Background The benefits of healthy eating and physical activity for children are well established. In recognition of their importance, national and international guidelines have been issued, yet most children globally do not meet these guidelines. Healthy eating and physical activity behaviours track from childhood through to adulthood, thus early childhood is an important period for instilling positive health-related behaviours. Intervention efforts to promote healthy eating and physical activity among children have largely targeted schools and curriculum-based approaches, with mixed findings. Experiential learning strategies, which involve active hands-on and experienced-based learning to influence children’s health behaviours have recently gained attention. However, little is known about the effectiveness of experiential learning interventions focusing on healthy eating and physical activity in children under 5 years old. To address this gap, this research aimed to: 1. Conduct formative research to understand: i) the impact of experiential learning-based interventions on children’s knowledge, attitudes and behaviour related to healthy eating and physical activity, and: ii) key stakeholder’s perceptions of how experiential learning activities could be used to promote healthy eating and physical activity among children (Phase 1, Studies 1, 2 and 3). 2. Determine the feasibility, acceptability, fidelity and perceived impact of an experiential learning program to promote healthy eating and physical activity among young children delivered at a children’s museum setting (Phase 2, Study 4). Methods The formative research (Phase 1) involved two systematic literature reviews that examined the effects of experiential learning activities on healthy eating and physical activity-related outcomes (knowledge, attitudes, behaviours) in children. This was followed by semi-structured interviews and focus groups with key stakeholders (caregivers and staff) from a children’s museum (the University of Wollongong’s Early Start Discovery Space). At the end of Phase 1, a Healthy Living experiential learning program was developed, in collaboration with Discovery Space staff, underpinned by Social Cognitive Theory and Experiential Learning Theory. Data for Phase 2 (evaluation) were collected using interviews, focus groups and observations. All qualitative data were analysed using thematic analyses. Findings Findings from the systematic reviews (Phase 1) highlighted several successful experiential learning activities. In the review focusing on healthy eating outcomes, effective experiential learning activities differed by age. For primary school-aged children, food preparation/cooking, taste testing, role-playing and gardening were successful activities whilst sensory evaluation of foods, creative arts activities and storybooks were promising for preschool-aged children. For physical activity outcomes, interventions that included fitness activities and challenges or modified sports and games, combined with theory components such as behaviour change, motivational and information/educational strategies were effective. Stakeholder interviews and focus groups highlighted the need for early promotion of healthy eating and physical activity with young children and the need for simple health messages and parental involvement. The program evaluation demonstrated that the experiential learning program delivered in a children’s museum was highly feasible and acceptable. The program was delivered with high fidelity and had the potential to change children’s knowledge, attitudes, and behaviours (Study 4). Discussion This program of research addressed a gap in the current evidence base and pedagogical practice; it evaluated a healthy eating and physical activity experiential learning program implemented in a non-traditional setting (i.e., a children’s museum). The program was informed by extensive formative research (systematic reviews and qualitative research with key stakeholders). The design, implementation and evaluation of the program were underpinned by relevant theories and informed by strong collaborations with end users and stakeholders. Conclusion This is the first experiential learning program that focuses on healthy eating and physical activity to be implemented and evaluated in a children’s museum. The positive outcomes demonstrate the potential for experiential learning activities to be used to promote healthy lifestyles to children in non-traditional settings. Future research to evaluate the impact of the program on child outcomes (such as knowledge, attitudes and behaviours) relating to healthy eating and physical activity is the next step in the research process. The results presented in this thesis will provide a strong foundation for future research.