Progress 09/15/03 to 09/14/08
Outputs
OUTPUTS: The Food Safety Professional Development for Early Childhood Educators Project has completed its fourth year. Its aim is to increase awareness of foodborne illness and its causes to children and early childhood personnel in order to change behavior among Alabama citizens and prevent foodborne illness from occurring. Activities undertaken in year five have focused on teaching children about food safety, development of resource libraries in each of our partners' facilities, and continuation of early childhood educators' food safety training. Food Safety Workshops for Early Childhood Educators: During years 1-5, fourteen training sessions were conducted and a training manual was assembled and distributed to the 334 training participants. At each six-hour training session, participants were certified to train other adults in food safety content, thereby disseminating this knowledge throughout the state. Food Safety Lessons for Kids were conducted by Food Safety Trainers beginning November 2006. From October 1, 2007 to September 30, 2008, more than 814 food safety lessons have been taught to 11502 children at child care centers and elementary schools throughout the state. Resource Libraries: The project installed Resource Libraries on the topic of Food Safety by purchasing high-quality resources and distributing them to partners of the project. Eleven Resource Libraries were equipped with following materials: Clifford Visits the Hospital, Goldilocks and the Three Bears, and one Food-Safe School Action Team Kit, one pack of Food Safety posters, one Glo Germ Kit, and one Food Safety DVD. Resource Libraries were established at the following locations throughout Alabama. PARTICIPANTS: Food Safety trainers who worked on the food safety project are as follow: Angela Barnes, Stephanie carter, Judy Davidson, Allison Dennis, Wanda Hardy, Tillie jones, Treva logan, Barbara Rogers, Tocarro Sturdivant, Bess Ziegler, Demetrius Bass, Emily Sawyer, Rose Winkler, Belinda Paul, Jessica Platt, and Rachel Farley. The project presents a collaboration of Alabama State University and state agencies offices (e.g., State of Alabama Department of Public Health, State of Alabama Department of Children's Affairs, State of Alabama Department of Human Resources), Alabama Head Start Association, Alabama Head Start Collaboration Office, Alabama's Child Care Management Agencies, Ball State University, and Child Care Centers. Through partnership with state agencies, the project staff have direct connections to major groups addressing similar needs, including food safety practices of children. This partnership provides opportunities to reach early childhood educators and parents in every area of Alabama. Collaborative efforts help parents, early childhood educators and other interested adults promote young children's learning of proper food safety practices. The food safety education experience of the children have been enhanced due to the community's collaboration (childcare centers, Head Start, homes, etc.) and involvement in the food safety education the children. During years 1-5, fourteen training sessions were conducted and a training manual was assembled and distributed to the 334 training participants. At each six-hour training session, participants were certified to train other adults in food safety content, thereby disseminating this knowledge throughout the state. TARGET AUDIENCES: During years 1-5, fourteen training sessions were conducted and a training manual was assembled and distributed to the 334 training participants. At each six-hour training session, participants were certified to train other adults in food safety content, thereby disseminating this knowledge throughout the state. Food Safety Lessons for Kids were conducted by Food Safety Trainers beginning November 2006. From October 1, 2007 to September 30, 2008, more than 814 food safety lessons have been taught to 11,502 children at child care centers and elementary schools throughout the state. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
Food Safety Workshops for Early Childhood Educators:Self-report assessment instruments were administered to participants before and after each of these training workshops. They focused on participants' perceptions of their knowledge of food safety and of their skills in teaching children about food safety. Analysis of data from those instruments revealed a consistent trend among participants toward more positive perceptions of personal knowledge about food safety and about their instructional skills and readiness to teach food safety concepts following their participation in the workshop. Participants in these workshops were also assessed using an objective measure of their knowledge about food safety and about strategies for providing developmentally appropriate learning experiences. Analysis of gain scores in the areas of food safety knowledge and instructional strategies knowledge revealed significant increases in both areas. There is evidence that the workshops are having their intended impact on participants, increasing their knowledge about food safety, food safety practices, and instructional strategies for teaching food safety concepts. Food Safety Lessons for Kids: An evaluation instrument was developed to measure the usefulness of each food safety lesson, and this evaluation form is completed by an observing teacher after each lesson is taught. Questions on the instrument include: Did the trainer arrive on time (Yes or No), What was the time of arrival, What was the time of departure, How useful was the content of the workshop to you and your students (Very useful; Useful; Not very useful; or Not useful at all), Was the content of the workshop clear (Very clear; Clear; Not very clear; or Not clear at all), Was the content of the workshop organized in a logical fashion (Yes, very much so; Yes, somewhat; or No), How knowledgeable was the trainer about the material presented (Very knowledgeable; Knowledgeable; or Not knowledgeable), How effective was the trainer in encouraging participation of students (Very effective; Effective; Somewhat effective; or Not effective), Would you like this trainer to return to your classroom to teach a different lesson on food safety content (Yes or No). As of this date, 78.45% of the evaluation forms have been returned. Results from the returned evaluation forms indicate that the knowledge disseminated by our trainers is very useful, very clear, and is organized in a logical fashion.Furthermore, our trainers are usually very knowledgeable about the content and are very effective in encouraging the participation of students. All of our trainers have been asked to return to teach additional lessons.
Publications
- A training manual entitled Food Safety for Early Childhood Educators was developed and distributed to workshop participants (2007). In addition to the manual, a web site was created to provide users with information about the aims of the Food Safety Project. Eight lesson plans, developed during the three-day training session, were published on the web site and can be downloaded by early childhood educators.
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Progress 10/01/06 to 09/30/07
Outputs
OUTPUTS: The Food Safety Professional Development for Early Childhood Educators Project has completed its fourth year. The aim is to increase the awareness of foodborne illness and its causes to early childhood personnel and children, thus changing the behavior of Alabama's citizens to prevent foodborne illness from occurring. Activities undertaken in year four have focused on teaching children about food safety; development of resource libraries in each of our partners' facilities; and continuation of early childhood educators food safety training.
PARTICIPANTS: The project presents a collaboration of Alabama State University, state agencies offices (e.g., State of Alabama Department of Public Health, State of Alabama Department of Children's Affairs, State of Alabama Department of Human Resources), Alabama Head Start Association, Alabama Head Start Collaboration Office, Alabama's Child Care Management Agencies, Ball State University, and Child Care Centers. Through partnership with state agencies, the project staff have direct connections to major groups addressing similar needs, including food safety practices of children. This partnership provides opportunities to reach early childhood educators and parents in every area of Alabama. Collaborative efforts help parents, early childhood educators and other interested adults promote young children's learning of proper food safety practices. The food safety education experience of the children have be enhanced due to the community's collaboration (childcare centers, Head Start,
homes, etc.) and involvement in the food safety education the children. Cooperation and Institutional Units Involved A statewide infrastructure has been formed through a joint effort by Alabama State University, state agencies offices (e.g., State Department of Public Health, State of Alabama Department of Children's Affair, State of Alabama Departments of Human Resources (DHR)), Alabama Head Start Association, Alabama Head Start Collaboration Office, Alabama's Child Care Management Agencies (include CCMA of North Central Alabama, Child Dev. Resources and Services, Childcare Resources. Community Service Programs of West Alabama, GRCMA Early Childhood Directions, Childcare Resource Network, Children's Services, Child Care Central, Child Care Resource Center, Family Guidance Center of Alabama, Inc. - Montgomery, Family Guidance Center of Alabama, Inc. - Dothan, Childcare Education Resources) and Ball State University. Alabama State University has formed this initial partnership as a
beginning of long-term professional and institutional relationships that open the possibilities for continued collaborative problem identification and problem solving in predominantly a local context. Each partner has a mechanism for accountability. We have established an alliance between Alabama State University and Alabama Head Start Association, Alabama Head Start Collaboration Office, Alabama's Child Care Management Agencies that share responsibility for training early educators through mutual commitment to the values of providing the best education for young children.
TARGET AUDIENCES: The Food Safety Project has assisted trainers in teaching 502 food safety lessons to 6,334 children in Alabama. Two hundred six early childhood educators have participated in food safety workshops, and 500 well-designed training manuals have been distributed around the state. Furthermore, resource libraries and a web site have added additional support and resources for our effort to promote food safety practices. The data we have collected suggests that a continuation of the project will have a long lasting impact on the health of Alabama's citizens. Our well-developed materials, years of experience, and the relationships that we have formed with child care providers and schools will enable us to be even more effective at teaching food safety content in the coming year.
PROJECT MODIFICATIONS: Originally, our goal was to teach food safety lessons to adults and also to children at child care centers. Due to the request of early childhood educators, we have broadened our scope to include kindergarteners and first graders at elementary schools. Additionally, we will soon begin conducting workshops that include children and their parents. By disseminating information about proper food safety practices to parents, there is an even greater likelihood that food safety will be practiced within the homes of children across the state. Explanation of the project and details are below.
Impacts
Food Safety Workshops for Early Childhood Educators: During Year 4, two training sessions were conducted and a training manual was assembled and distributed to the 189 training participants. At each six-hour training session, participants were certified to train other adults in food safety content, thereby disseminating this knowledge throughout the state. Self-report assessment instruments were administered before and after each of these training workshops to participants, and focused on participants' perceptions of the knowledge of food safety and their skills in teaching children about food safety. Analysis of data from those instruments revealed a consistent trend toward more positive perceptions of knowledge about food safety, and about their instructional skills and readiness to teach food safety concepts following participation in the workshop. Participants in these workshops were also assessed using an objective measure of their knowledge regarding food safety
and strategies for providing developmentally appropriate learning experiences. Analysis of gain scores in the areas of food safety knowledge and instructional strategies knowledge revealed significant increases in both areas. There is evidence that the workshops are having their intended impact on participants, increasing their knowledge about food safety, food safety practices, and instructional strategies for teaching food safety concepts. Food Safety Lessons for Kids : Food Safety Lessons for Kids were conducted by Food Safety Trainers beginning November 2006. From October 1, 2006 to September 30, 2007, more than 502 food safety lessons have been taught to 6,334 children at child care centers and elementary schools throughout the state. An evaluation instrument was developed to measure the usefulness of each food safety lesson, and this evaluation form is completed by an observing teacher after each lesson is taught. As of this date, 78.45% of the evaluation forms have been
returned. Results from the returned evaluation forms indicate that the knowledge disseminated by our trainers is very useful, very clear, and is organized in a logical fashion. Furthermore, our trainers are usually very knowledgeable about the content and are very effective in encouraging the participation of students. All of our trainers have been asked to return to teach additional lessons. Resource Libraries: The project installed Resource Libraries on the topic of Food Safety by purchasing high-quality resources and distributing them to partners of the project. Eleven Resource Libraries were equipped with the following materials: Clifford Visits the Hospital; Goldilocks and the Three Bears; 1 Food-Safe School Action Team Kit; 1 pack of Food Safety posters; 1 Glo Germ Kit; and 1 Food Safety DVD. Resource Libraries were established at the following locations throughout Alabama.
Publications
- Lin, H. (2006). Food safety development for Early Childhood Educators. ASU Food safety project (2006). Eight lesson plans for kids.
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Progress 10/01/05 to 09/30/06
Outputs
The Food Safety Professional Development for Early Childhood Educators Project has completed its third year. The aim is to increase the awareness of foodborne illness and its causes to early childhood personnel and children, thus changing the behavior of Alabama's citizens to prevent foodborne illness from occurring. Activities undertaken in year three have focused on the training of adults in proper food safety practices. During Year 3, eight training sessions were conducted and a training manual was assembled and distributed to the 189 training participants. At each six-hour training session, participants were certified to train other adults in food safety content, thereby disseminating this knowledge throughout the state. Additionally, an intensive three-day training session was held in which ten staff members were trained and certified to teach food safety content to children. During this three-day training, staff members viewed and listened to presentations and
helped develop eight lesson plans for children between the ages of two and eight years old. The goals for the fourth year of this project include: teaching children about food safety; development of resource libraries in each of our partners' facilities; and continuation of adult food safety training.
Impacts
Self-report assessment instruments were administered before and after each of these training workshops to participants, and focused on participants' perceptions of the knowledge of food safety and their skills in teaching children about food safety. Analysis of data from those instruments revealed a consistent trend toward more positive perceptions of knowledge about food safety, and about their instructional skills and readiness to teach food safety concepts following participation in the workshop. Participants in these workshops were also assessed using an objective measure of their knowledge regarding food safety and strategies for providing developmentally appropriate learning experiences. Analysis of gain scores in the areas of food safety knowledge and instructional strategies knowledge revealed significant increases in both areas. There is evidence that the workshops are having their intended impact on participants, increasing their knowledge about food safety,
food safety practices, and instructional strategies for teaching food safety concepts.
Publications
- A training manual (2006), Food Safety for Early Childhood Educators, was developed and distributed to workshop participants. In addition to the manual, a web site was created to provide users with information about the aims of the Food Safety Project. Eight lesson plans, developed during the three-day training session, were published on the web site and can be downloaded by early childhood educators.
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Progress 10/01/04 to 09/30/05
Outputs
The Food Safety Professional Development for Early Childhood Educators Project has completed its second year. The stated goal of the project is to reduce the risk of food-borne illness in Alabama by developing a research-based food-safety education curriculum suitable for use in an early childhood education setting, creating a training module for dissemination of the curriculum, training early childhood administrative personnel and teachers in the implementation of the curriculum and the training of other early childhood personnel in its implementation, and disseminating the curriculum state-wide using the first cohort of trained personnel as trainers of others. The aim is to increase the awareness and knowledge of early childhood personnel, parents, and children regarding risks associated with food-borne illnesses, and to change behaviors of children, parents, and early childhood personnel to reduce those risks. Activities undertaken in year two have focused
primarily on three sets of tasks related to the delivery of training workshops for preparing child care facility personnel to incorporate an effective food safety education component into their educational programs. Project personnel participated in a series of meetings in advance of the implementation of training workshops, to develop an itinerary for carrying out the training workshops, to establish staffing needs, to make arrangements for facilities, and to develop protocols for recruiting training workshop participants. The video has been developed to accompany training materials for use in training workshops. Project personnel developed the training workshop training materials, and the workshop procedures. Training staff were familiarized with goals of the workshops, the workshop training materials, the training manual, and the adult teaching strategies to be employed in the training sessions. A total of three training workshops have been conducted, impacting a total of 38 child
care facility representatives. Participating teams were provided opportunities to submit implementation grants to underwrite costs for hosting local food safety training workshops. Three primary sources of data were developed to gauge impact of the training-the-trainer workshops- a self-rating assessment instrument of participants perceptions regarding knowledge and skill in the area of food safety (administered before and after the workshop), an objective measure of knowledge of food safety and of developmentally appropriate instructional strategies for teaching food safety (administered before and after the workshop), and a workshop evaluation, focused on perceptions of the effectiveness of the workshop. The overall impact of the two full-scale training workshops was positive, and the targeted outcomes (growth in food safety knowledge and knowledge of developmentally appropriate instructional strategies for teaching food safety to young children) were achieved. Analysis of the
workshop evaluation data revealed very strong, positive, response from the workshop participants in all areas.
Impacts
Training modules and workshops have been developed, and implementation of the training workshops has begun. At the end of the second fiscal year of project implementation, 3 of the 12, one-day Food Safety Training-the-Trainers workshops had been conducted. In the three Training-the-Trainers workshops conducted to date, a total of 38 participants, representing teams of child care facility administrators, teachers, and parents, have received training. Self-report assessment instruments were administered before and after the training workshop to participants, focused on participants' perceptions of their knowledge of food safety and their skills in teaching children about food safety. Analysis of data from those instruments revealed a consistent trend toward more positive perceptions of knowledge about food safety, and about their instructional skills and readiness to teach the food safety concepts following participation in the workshop. Participants in the training
workshops were also assessed using an objective measure of their knowledge regarding food safety and strategies for providing developmentally appropriate learning experiences. Analysis of gain scores in the areas of food safety knowledge and instructional strategies knowledge revealed significant increases in both areas. There is evidence that the workshops are having their intended impact on participants, in increasing their knowledge about food safety, food safety practices, and instructional strategies for teaching food safety.
Publications
- No publications reported this period
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Progress 10/01/03 to 09/30/04
Outputs
In the first year the primary objective has been to develop the food safety education training module, and its components, which include the early childhood food safety curriculum, curricular support materials, a training guide and training procedures module, and training support materials. One key training support item is a training video. Project activities associated with the two workshops and the production of the training module were evaluated using surveys administered to workshop participants. In most areas the participants were satisfied with the organization and planning of the workshops and the results of the workshops. The overall perceptions reported by the participants were that the workshops had been successful in achieving their purpose in identifying and compiling essential information and resources for the production of the Food Safety Training Module. Observations made by the external evaluator during the two workshops largely paralleled the results
of the participant surveys. It was noted that there were times during the second workshop when there seemed to be uncertainty regarding how to proceed, and time-management problems manifested themselves (e.g., while working in small teams, some teams appeared to complete their assignments much earlier than others). However, these problems did not appear to have a significant impact on the overall productiveness of the workshops. Examination and review of the relevant project materials indicates that the project is operating on schedule and has met the process objectives associated with the first year of the project. Staff has been hired, content experts retained, curriculum materials developed, and a training manual created. The curriculum materials appear to reflect current, valid, and research-based information and resources regarding food-borne illnesses, their transmission, and practices shown to be effective in reducing the transmission of food-borne illnesses. The training
module includes all the targeted components. Work has already begun on implementation of the next cycle of activities, based on the completed activities of the first cycle.
Impacts
The stated goal of the project is to reduce the risk of food-borne illness in Alabama by developing a research-based food-safety education curriculum suitable for use in an early childhood education setting (day care, early childhood learning centers, etc.), creating a training module for dissemination of the curriculum, training early childhood administrative personnel and teachers in the implementation of the curriculum and the training of other early childhood personnel in its implementation, and disseminating the curriculum state-wide using the first cohort of trained personnel as trainers of others. The first year project activities led to the impact of project which is to increase the awareness and knowledge of early childhood personnel, parents, and children regarding risks associated with food-borne illnesses, and change behaviors of children, parents, and early childhood personnel to reduce those risks.
Publications
- No publications reported this period
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