Analyzing School Fruit and Vegetable Schemes

1. Identify

1.1 School fruit and vegetables scheme

Action research is appropriate for conducting in-depth analysis and community-based study to improve the condition and practice in a range of health care environment (Bere, te Velde, Småstuen, Twisk, & Klepp, 2015). The researchers and the practitioners conduct systematic enquiries through survey or interview to improve their own practice as well as enhance the working practice and environments for the clients, patients or the service users. Through the action research project, it is possible for the researcher to design the studies and conduct in appropriate analysis after collecting data and influence the existing practice for making substantial change in the current system and practice (Hutchinson et al., 2015). The action research study that will be examined will focus on the school fruit and vegetables scheme, where children can choose the fruit and vegetables they would like to have depending on their preference. By completing this research, it will enable the researcher to conduct accurate research and analysis through collecting data, related to the School fruit and vegetables scheme in the schools and other educational institutions. From the results gathered, it will provide the researcher with a scope on how to develop appropriate practice of choosing suitable fruits and vegetables to suit the children’s preferences and requirements.

1.2 Fruit and Vegetables scheme

Methner, Maschkowski & Hartmann (2017) believe action research helps to analyse the current situation and environment as well as existing practice and develop appropriate planning for creating change in the existing system. This study will be helpful for the children as it will allow the teachers to gain understanding of the children’s preferences and possibly utilise the changed approach in a systematic manner going forward. This action research is important as it conducts in-depth study relating to the above-mentioned topic and how the children can be involved in the decision-making practice in the educational institutions. The school fruit and vegetables scheme is already implemented in different schools, where the school authority provides fruits and vegetables to the children to promote healthy eating and healthy habits (Micha et al., 2018). Focusing on improving the systematic approach of the school fruit and vegetables scheme, the aim of this study is to focus on analysing the current systematic approach of the school fruit and vegetables scheme and developing changes for empowering the children in the decision-making practice. This will allow them to choose and make effective decisions of consuming the fruits and vegetables as per their taste and preferences (Hass & Hartmann, 2018). There are many students in school, who are asking if there are any alternative options available for their snacks at the school, but the school authority fails to provide them a huge variety of options due to the lack of budget in the school fruit and vegetables scheme (Castllanos, 2017). Although there are not many options to chose from when it comes to snack time, the children are still being provided with at least one of the fruits or vegetables in school. This helps to supply them with a good source of nutrients that form part of a healthy balanced diet (NHS, 2018). The study is effective in this context, as the researcher aims at changing the current approach where the children can choose suitable fruits and vegetables among a variety of options, provided by the school authority rather than missing the opportunity of having snacks (NHS, 2018).The current scheme is important for making sure that the children can eat at least 1 portion of fruits or vegetables a day within school (NHS, 2018). In England, children are only having 3 portions of fruits and vegetables a day, therefore through the school fruit and vegetables scheme, it is possible to improve changes and motivate the children to eat fruits and vegetable accordingly by allowing them to choose their preferences (NHS, 2018).

1.3 Evidence

Nation Health Service (NHS), British Nutrition Foundation and government body implemented the target of increasing the consumption of healthy fruits and vegetable in the early years so that the children can get better environment and improve the habit of healthy eating (Hector, Edwards, Gale & Ryan, 2018). A good early education is necessary for the children where they understand the necessity of eating healthy fruits and vegetable which are beneficial for their brain and physical development. Balanced food during the day and getting healthy are necessary for child care and the development of the child. Through this action research, it is possible to understand the benefits of engaging the students in the school fruit and vegetables scheme by distributing the fruits and vegetable among the children, where it is possible to improve student engagement among the children in which the children can choose suitable fruits and vegetables as per their preferences (Methner, Maschkowski & Hartmann, 2017). Improved mood and more energy to enjoy their day are the main benefits where through consuming the fruits and vegetables, the children can get energy to play and learn (Hector, Edwards, Gale & Ryan, 2018). Additionally, healthy eating habit is effective for improved sleep and weight control and apart from that, eating fruits and vegetable reduce the risk of developing diseases. Bere, te Velde, Småstuen, Twisk, & Klepp (2015) believes strong and healthy bones and increasing self-confidence as well as positive body image are also other advantages of healthy eating habit where the government target to increase the consumption of fruits and vegetables among the children. Nutrition is one of the main factors in the child care development where healthy fruits and vegetables are effective for child’s health and wellbeing as it has positive impacts on brain development and education of the child (Lucas, Patterson, Sacks, Billich & Evans, 2017). Therefore, it is necessary for the NHS and the government to take positive initiative to raise awareness of healthy eating through increasing the involvement of the students in the fruits and vegetable scheme at the early years (Lucas, Patterson, Sacks, Billich & Evans, 2017). It is necessary for the school authority, parents and the teaching staff to raise concern among the children about the practice of healthy eating, so that they can understand the benefits of eating healthy fresh fruits and vegetables. By taking active part to choose the fruits and vegetables in the school fruits and vegetable scheme, it may help the children to improve their diet to a healthier one (Aarestrup et al., 2015). Eating fruits and vegetable are important for children as these are the medium of vitamin and protein in the body and it provides a scope to the children to focus and stay alert in their entire day (Roccaldo, Censi, D'Addezio, Berni Canani, & Gennaro, 2017).

Eating fruits and vegetable are effective for the children to improve their digestion system and immune system and the possibility to improve the physical development of the child (Hutchinson et al., 2015). Developing sharp memory and preventing any diseases in the body are also the benefits of eating healthy and fresh foods (Lucas, Patterson, Sacks, Billich & Evans, 2017). Raising concern among the parents and the children about the participation in the school fruit and vegetable scheme is helpful in this context, as it may help to increase the consumption of fresh fruits and vegetable which are the sources of nutrition and energy among the children, as it helps them concentrate in their daily activities efficiently (Hass & Hartmann, 2018). Mind development and development of the brain are other advantages for which the child must eat fresh fruits and vegetables (Hass& Hartmann, 2018). Also, other benefits include making sure children have good sleeping patterns, improved memory and health, stronger teeth and better mood (Lucas, Patterson, Sacks, Billich & Evans, 2017). The children must eat the fruits and vegetables so that they can get suitable protein, carbohydrate and vitamins. Through healthy eating habit, the children can have fresh mood and focus on their daily activities like playing and learning, as well as improving their brain and sharpening their memory, which will be helpful for them in near future (Hass & Hartmann, 2018). Therefore, the awareness of taking active part in the school fruit and vegetable scheme is necessary for the children so that the children can get the opportunity to choose fruits and vegetables, which helps to increase consumption of fruits and vegetables (Micha et al., 2018). Vygotsky: Zone of proximal development is a learning style that ensures a child can learn with the help and guidance of others as they are unable to perform them independently. Learning happens as we interact with others; Vygotsky’s concept is essential to education as educators develop children’s learning and understanding. Through these processes, children can gradually be left to undertake responsibilities independently, a process called scaffolding (Vygotsky, 1987). Through this process, an educator or an adult helps a child learner to slowly shift from an inability to do a task to the ability to do the task with help, questions, and interaction (Latest early years & childcare news & analysis | Nursery World, 2018). Vygotsky concept will enable the staff at school to work together with the children, so that they can gradually understand the importance of healthy eating. Parents and others can work together to develop an effective plan of a healthy diet at home, which will then help the child to become more independent and responsible for their diet as they can find out what they like to eat and choose it themselves to eat (Vereecken et al., 2015). Scuderi, Sturiale& Timpanaro (2016) stated that the government and the departments of health and education, take active initiative to raise concern among the parents to provide appropriate information about the necessities of taking part in the school fruit and vegetable scheme. This may help and try to be cooperative with the parents and make them understand the practice of eating fruits and vegetables so that the children can learn to consume more fruits and vegetable which are necessary for successful child care development (Afshin et al., 2015). In this regard, the government takes initiative of providing fruits and vegetables to the children at the early year schools freely where the children can learn to consume the fresh fruits and vegetable which are beneficial for their brain development (Scuderi, Sturiale& Timpanaro, 2016). It is one of the cooperative practices and the responsibilities of the partners in the child care development, such as the government body, educational policy makers, school authorities, teaching staff, child psychologist, child care practitioners, and parents who need to be collaborative for taking active part in the school fruit and vegetable scheme. The plan may possibly include the relevant information to the children regarding the practice of healthy eating and the benefit so that it is easy to motivate the children to eat more fresh fruits and vegetables according to their choices and preferences (Wolnicka, Taraszewska, Jaczewska-Schuetz, & Jarosz, 2015).The state funded schools in England to provide healthy meals, fruits and vegetables to the children freely so that the habit of eating fruits and vegetable can be improved among the children. Therefore, the government takes positive initiatives for raising awareness among the parents regarding the practice healthy eating where they can motivate and convince the children for eating more fruits and vegetables (Castllanos, 2017). Marlow’s Hierarchy of needs is a theory in psychology, it states that there are five stages of human needs that motivate their behaviour (Sapin, 2013). This links to this action research as children needs the basics which are food and water (Maslow, 1987). At school, if healthy eating is promoted this will show the children how it benefits their health and improves their wellbeing by enhancing their health, body and minds, they may be able to add it on their basic needs for food. Therefore, by giving them the choice to eat which fruits and vegetables they like may open up more opportunities for them to control their diets and through healthy eating habit, they will increase their consumption of fresh fruits and vegetables. The teaching professionals and parents can motivate the children to eat more fruits and vegetables which are beneficial for their brain and physical development (Department of Health and Education, 2014).

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According to NHS (2018) parents are encouraged to provide information to their children about healthy eating and physical activities to improve their motivation. The NHS foundation has produced short videos for parents about healthy diets, so this awareness can be raised and acted upon (NHS, 2018). Also, the NHS have a system in place where text messages are sent out to parents around the country, Regarding information about healthy diets and it includes food options available for their children which are full of vitamins, protein and carbohydrate which are necessary for child care development (NHS, 2018).Through the text message system, it is also easy to understand the benefits of healthy diets for children at early year stages, as parents currently choose the right meal for their children, as their parents are in control of what is consumed. However, with the action research that has been outlined, the researcher is looking to maximise children’s opportunities and giving them a free choice of what healthy foods to eat, but with more a choice in their control, something of their preference (NHS, 2018). Bronfenbrenner developed the ecological system theory in which he explains how everything in a child’s development is affected by its environment and surroundings (Doherty and Hughes, 2009). He believes it is important to explore a child’s development in several layers both directly and indirectly (Burk, 2000). This links to the action research project, as both teachers and parents can work together to ensure their child is eating healthy. They will be able to see a change in their children’s eating habit after the information is shared to the children about how beneficial fruit and vegetables are for their mind and health. The aim of this project is to raise awareness of healthy eating and giving the children to choose their own fruits and vegetables by increasing the fruits and vegetable options in school and hope they continue their fruit and vegetable intakes a day at home.

2. Planning and Design

2.1 Research Design

Research design is effective for the researcher to choose appropriate techniques and methods for collecting the relevant and valid data and information related to the researched topic so that it is easy for the researcher to analyse the collected data and information for meeting the research aim (Lewis, 2015; Kratochwill, 2015). The action research that will be carried out will be a professional change including children within the classroom and the teachers. The aim is to enable the children to have the ability and confidence to choose what fruits and vegetables to eat, to encourage them to take control over their eating and choices and giving them an insight on why healthy eating is important. This research will hopefully widen children’s knowledge on healthy eating and possibly help them choose the correct option of what to eat by themselves, rather than an adult’s choice, in this case it will be the parents and teachers who currently chose the option. After having a discussion with the teacher about the action research project, it was recommended to talk about healthy eating to the children as they are not much aware of what is involved and why. A presentation was created to deliver in class about healthy eating before changing the approach as this will give the children information about healthy eating and get their brains thinking about what healthy eating is and why we must eat healthy. The overall aim is to help encourage them to think about their eating habits and maybe talk to their parents or others about eating well to stay well. Included within the presentation, is information about how food gives people energy to be able to complete day-to-day duties and how food keeps individuals healthy and how it helps to grow. After the presentation has been delivered, an activity will be given to the children, this will be an empty image of a lunch box with cut out images of healthy and unhealthy food. This enables them to choose and design their own lunch box and allow them to decide which food was healthy and unhealthy. The issues that may possibly be faced may be time, as currently there is 10-15 minutes to carry out the professional change, therefore there may not be enough time to carry out all changes in details. Also, as this is a change within the education system, it may not be possible for this change to be carried out in the future and going forward as more discussion, time and evidence is needed and more professionals will be needed to see the wider outcomes.

2.2 SMART Target

A professional change is being carried out to make a specific change within the school system on children having the choice of what fruit and vegetables to eat, under the fruits and vegetables scheme, but overall including the children’s preferences. This will be measured by communicating with the teaching staff at the school and having in depth informal conversations about the current school fruit and vegetables scheme and the process of the intended change, including the benefits it will have on the children. Data will be collected on the children’s taste and preferences for healthy eating and the choices they have made on the specific fruits and vegetables. This change is achievable as the teaching staff recommended a presentation to be delivered before-hand to give children information on healthy eating and why fruits and vegetables are important nutrients for children to consume. The presentation will be delivered within class, therefore this a realistic change as the knowledge and information about healthy eating can be shared with each other, discussing the benefits it has on physical and mental development. Initially when this change was discussed, different varieties of fruits and vegetables will be sliced into pieces, so the children have a choice of which ones to eat. However, after discussions with the teachers it was discussed that there may not be enough time to carry this out. Therefore, the change was finalised to give the children a whole piece of fruit or vegetables as they all have the ability to eat it whole and it will be time bound and easier to carry out within the specific amount of time given.

2.3 Ethical Considerations

The British Educational Research Association (BERA) is the home of educational research in the United Kingdom and has three main aims; to build research capacity, foster research engagement and advance research quality. BERA protects members, staff, volunteers and other individuals or organisations from the consequences of any breaches within the organisation. Smith, 2015; Denzin, and Giardina (2016) believe ethical responsibilities are necessary to be managed for conducting the research efficiently as there are many principles that need to be followed in order to complete the study correctly. The researcher will try and maintain the responsibilities towards the educational researchers, participants and general public in this research, so that it is possible for the researcher to progress in the research paper correctly and complete it without any ethical errors (BERA, 2013).In addition to these, showing respect, integrity and honesty is necessary to conduct the research efficiently so that the researcher can collect the relevant and valid data and information which are necessary for conducting in depth analysis from the above-mentioned topic (BERA, 2018). The researcher focuses on the participants, in this study it will be the children and the teaching staff from the school. Firstly, the researcher communicates with the teacher to ensure that the collected information is utilised only for this academic research and not for other purposes. The researcher also ensures the teaching professional that the collected information is advantageous for accepting and leading the changes in the school fruit and vegetables scheme (BERA, 2018). Respecting the teaching staff and the children at the school helps the researcher to develop communication and build strong relationships with everyone so that the researcher can conduct the research with cooperation, between the teaching staff and the children (BERA, 2018). This activity is also beneficial for the researcher to collect relevant data and information related to the school fruit and vegetables scheme at the school. The Data Protection Act 2018 is an important ethical principle of conducting the academic research as it ensures that the Act complies with the law in respect of the data they hold about individuals.The collected data is stored safely and securely on a password protected laptop or a computerised system, in order to follow good practice. The information collected will be accurate and reliable as the data used will be confidential, in order to respect all the participants that have been involved under the Data Protection Act (BERA, 2013). In addition to, the safety and security of the children will be managed by the researcher, as the collected data containing the information of the children’s preferences will only be used securely for this action research as the ethical guidelines will be followed correctly, making sure no breaches occur, allowing this action research project to be carried out safely (Morse, 2016; BERA, 2018).

3. Delivery

3.1 Data Collection

The data will be collected by providing questions verbally to the 30 children within the classroom to find out what fruits and vegetables are most popular, depending on their taste and preference. All the children will be sitting down on the carpet waiting for the questions to be asked and once their choice is made, they will raise their hand up to notify whether they like that particular fruit or vegetable. The survey conducted will be effective as it will gain the children’s attention and enhance co-operation as they will all be joining in, proving their own opinions and choices.

3.2 Findings

From the findings represented above, it is evident that there are 25 children who prefer to eat bananas and 21 children who prefer apples. Through this process, it is clear to understand what the popular fruits or vegetables are that the children like to eat. The overall aim of the action research project is to make a change within the fruits and vegetables scheme to allow children to have more of a choice of the selected items, and from the information above it is possible to implement this change as each child is choosing one of the selections above, rather than missing the opportunity. In addition to, there are also 28 children who prefer to eat pears and 28 children who prefer carrots. However, there are only 12 children who prefer to eat tomatoes and 24 children like to consume easy peel oranges. Therefore, it can be stated that, the popular fruits and vegetables are pears and carrots, which are highlighting the popular choice; this could possibly become a common choice that may be included in the school fruit and vegetables scheme. Also, all the children prefer to consume easy peel satsumas and there are 17 children who like strawberries. These results indicate easy peel satsumas are popular as all children enjoy them and seasonally when strawberries are provided, it will be beneficial for the school authority to provide strawberries as many children prefer them (Refer to appendix). Overall from the results gathered, the popular fruits are bananas, pears, easy peel satsumas and easy peel oranges as most of the children at the school prefer to eat these fruits. Additionally, among the vegetables, most of the children prefer carrots, therefore as this is already a vegetable in place under the fruits and vegetables scheme it will be a healthy choice for the children as carrots are highly recommended for children’s development (Castllanos, 2017).Through this survey, it is possible to identify the fruits and vegetable which are preferable by the children at the school and the researcher and the school authority can take positive initiatives in developing the school fruit and vegetables scheme and creating changes in the scheme by providing popular fruits and vegetables according to the taste and preferences of the children at the school. This survey is also effective for the researcher as it provides a scope to identify what quantity of the fruits and vegetable need to be purchased for the children (NHS, 2018).

4. Evaluation and Reflections

4.1 Conclusions and Recommendations

In conclusion, the study is beneficial as the children enjoyed participating in the research as they were able to have their choice on what they preferred. The overall aim was to enhance children’s healthy eating and allow them to have more of a choice on what they like so they can all have the opportunity of eating healthy rather than missing the opportunity because the option that was provided was something they did not enjoy. According to statistics in England children have a maximum of 3 fruits or vegetables daily, therefore the aim is to give them a choice to allow them to control their own eating habits (Roccaldo, Censi, D'Addezio, Berni Canani, & Gennaro, 2017). The children seemed very engaged in the activity as they had the opportunity to choose their preference from the options that were available. This resulted in less waste of fruits and vegetables as the children were eating the option they chose; therefore, less waste is being consumed as the children are eating more of what they enjoy. Also, it has been noticed that the children’s behavior and attitudes towards the healthy eating process have changed and become more positive to them as they have all been communication more whilst eating their snack. This shows similarities to the healthy eating; healthy minds scheme (Roccaldo, Censi, D'Addezio, Berni Canani, & Gennaro, 2017). In addition to, making effective changes in the school fruit and vegetables scheme is successful as the data that has been collected and included in the results indicates that children enjoy having the choice of what they want to eat and most importantly the children are consuming fresh fruits and vegetables successfully (Methner, Maschkowski& Hartmann, 2017).

4.2 Limitations of Action Research

Whilst carrying out the action research there was one difficult obstacle that I had to overcome, this was giving the children some overall knowledge about healthy eating as the children did not know much about eating healthy and what it was all about. Therefore, after having the discussions with the teacher it was agreed that I present a PowerPoint consisting information about healthy eating to show to the children before carrying out the activity to give them an insight and some knowledge around the healthy eating area. I noticed this was a positive step to make as giving the children some background knowledge around the activity and why it is important will help with the overall project as this helped the project go successfully. However, if I did not deliver the presentation, I think the whole action research would not have been that successful as the children may not have participated as they would not have been sure what it is about. Therefore, with the presentation, giving them some information they children was happy to participate and join in.

4.3 Reflection on Action Research

The action research is beneficial for me to conduct the in-depth analysis about the above-mentioned research topic which is School fruit and vegetables scheme. Through this research, it is possible for me to collect appropriate data and information from the participants for understanding the preferences of the children about the consumption of fruits and vegetable so that I can make effective changes in the School fruit and vegetables scheme in near future if possible. Additionally, the study provides me a scope to interact with the teaching professional of the school as well as engage with the children for understanding their preferences to eat healthy vegetables and fresh fruits for their healthy diet. The secondary evidences such as the planning of NHS foundation, practice of the teaching authorities, government initiatives and contribution of the parents in the healthy diet of the children at early years stage are effective for me to gather information about the practice of consuming fruits and vegetable. On the other hand, I try to collect primary data directly from the children and the teaching staff through asking them to take part in my research so that I am able to conduct the study successfully, by collecting the relevant information and highlight the popular choices. Overall, as this was a professional change I made within the School’s fruit and vegetables scheme, it may not be possible for this change to be carried out in the near future at this present time as more time, details and professional needs to be involved to analyse more data for this to be an effective change going forward. In addition to this, the school has made a change to the process of snack time as the children are now given a choice where or not they want the fruit or vegetable that is offered on the day. If the children would like the fruit or vegetable, they would just get up and get one themselves. Therefore, they are still giving the choice if they would like one or not.

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