Farm to
Preschool
101
Stacey Sobell Williams, MPH
Farm to School Coordinator, Ecotrust
Portland, Oregon
Western Lead Agency, National Farm to School Network
Agenda
• Introduction to farm to preschool
• Farm to Head Start pilot in Oregon
• Increasing procurement of local foods
• Farm Field Trips
• Gardening with young children
• Curriculum…
Introduction
to Farm to
Preschool
What is Farm to Preschool?
• Farm to School:
– Connects local food producers and
processors with the school cafeteria or
kitchen
– Food- and garden-based education in the
classroom, lunchroom, and community
• Ages 0-5
• Childcare centers, preschool, Head
Start, daycare centers, in-home care
Why Farm to Preschool?
• Dramatic increases in obesity among
preschoolers
• Low consumption of fruits and vegetables
• Food deserts = lack of access to fresh fruits
and vegetables
• Fresh food = healthy food
• Other benefits:
– Local economy
– Environment
Why Farm to Preschool?
Continued…
• Rely on caregivers to create food/activity
environments
• Consume as much as 80% of daily
nutrients in childcare
• Early patterns are a determinant of
later eating habits
Why Farm to Preschool?
Continued…
• K-12 Farm to School
movement strong
• Prepare preschoolers for
farm to school programs
as they enter K-12
Credit: Emily Jackson, ASAP, 2008
Why Head Start?
•Vulnerable population
•Parental involvement
•Curriculum is experiential = a good fit
Ecotrust Farm
to School
Ecotrust’s Farm to Head
Start Pilot Program
•Oregon Child Development Coalition
•3 pilot sites
•Goals and activities:
–Connections with local farmers and food
processors
–Incorporation of more healthy local fruits and
vegetables and other foods
–Promote food- and garden-based
education
Pilot Program Outcomes
• Farm and food processor field trips:
– Salad greens, strawberries
– Local, preservative and HFCS-free chili
– Inspired ideas: sugar-free local fruit cups
• Early Sprouts curriculum
(www.earlysprouts.org)
– Sensory exploration, tasting, cooking activities
– Parental involvement, hands-on participatory
Farm to Childcare into the
Future…
• OCDC planted gardens, started a blog
• Replicable model
Americorps member, teachers,
and kids at OCDC’s Silverton
learning and nutritional garden
Photo credit:
http://ocdcgardens.blogspot.com/
Procuring
More Local
Foods
Increasing Local
Procurement: Models
1.
2.
3.
4.
Direct from farmers
Work with farmers cooperatives
Farmer’s markets
Traditional wholesalers
Note: As of October 1, 2008, the NSLA allows institutions receiving
funds through the CNP to apply a geographic preference when
procuring unprocessed locally grown or raised agricultural
products. You can access the memo here:
http://www.fns.usda.gov/cnd/governance/Policy-Memos/2008/SP_30-2008.pdf
Adapted from: USDA Food & Nutrition Service, Eat Smart—Farm Fresh!, 2005
Steps to Increase Local
Procurement
• Start small
• Review menus/regulations
• Decide on the best model:
– Meet with your distributor
– Identify local farms, food processors,
markets (“adult field trips”)
– Communicate clearly and be flexible
Adapted in part from: Community Alliance with Family Farmers, Farm to School Field Guide for Food Service
http://www.caff.org/programs/FSDguide.pdf
2008 field trip with OCDC childcare partners to Truitt
Brothers processing plant in Salem, OR
How do you procure?
*Where do you get most of your food?
*Have you procured or tried to procure local food?
*What barriers have you encountered?
Troubleshooting
Procurement
Troubleshooting
Procurement
• Problems:
– Too expensive
– Distributor inflexible or few local options
• Solutions:
– Set financial guidelines, develop annual
goals, start small, buy seasonally
– Demand more local, renegotiate contract,
leverage off-contract flexibility
Adapted in part from: Community Alliance with Family Farmers, Farm to School Field Guide for Food Service
Troubleshooting
Procurement continued…
• Problems:
– Kids won’t eat new foods
– Little support or even opposition
• Solutions:
– Farm or farmer’s market field trips, tasting
days, use produce from on-site garden
– Build a team! Communicate challenges and
benefits. Promote what you are doing!
Adapted in part from: Community Alliance with Family Farmers, Farm to School Field Guide for Food Service
• Online directory and marketplace for regional
buyers/sellers of food
• Helps to streamlime procurement and
promotion
• Launched February 2010
• Focus on Oregon and Washington
www.food-hub.org
Farm Field
Trips
Farm Field Trips
• Try to go to the farm that supplies the
food to the Head Start center
• Make sure you have access to bathrooms
• Dress appropriately and come prepared
(water, name tags, sunscreen)
• Provide authentic experiences – let the
children do something real
• Make an inclement weather plan
Credit: Emily Jackson, ASAP, 2008
Credit: Emily Jackson, ASAP, 2008
Establishing
Head Start
Gardens
Benefits of Gardens
• Naturally calms and reduces stress
• Can help to manage ADHD
• Promotes exploration and discovery
• Great fit with experiential education
• Motivates and increases activity
Credit: Diana Vandenbussche, Child Development Associates, 2009
Establishing Gardens
Challenge #1
•Staff unfamiliar with or
resistant to gardening
Possible Solutions
•Have a fun training
•Require teachers to
incorporate gardening into
their lesson plans every day
•See if cooperative extensions,
Victory Gardens, or any other
groups offer mentors
•Find an easy gardening
curriculum (next presentation)
Credit: Diana Vandenbussche, Child Development Associates, 2009. Photo Credit: Emily Jackson, ASAP, 2008
Establishing Gardens
Challenge #2
• Lack of money and resources
Possible Solutions
• Have garden fundraisers
• See if parents are willing to donate time
• Grants (Stacey’s list) or request in-kind
donations of supplies (e.g., Home Depot)
Credit: Diana Vandenbussche, Child Development Associates, 2009
Establishing Gardens
Other Challenges
• Physical obstacles
 Placement of preschool buildings
 No dirt area or space for garden
 Not enough shade/too much shade
 No hose connections outside
 Lack of people power for digging up space, etc.
 Not enough or the right equipment
 Animal /insect invasions!
 Certain types of plants may be toxic (e.g., no
nightshades – tomatoes, peppers, potatoes)
Credit: Diana Vandenbussche, Child Development Associates, 2009
Establishing Gardens
Possible Solutions
• Grow plants indoors or just sprout seeds
on windowsill
• Buy or build raised bed boxes for patio
areas
• Let children fill small watering cans to
water plants inside or out
• Enlist parents to water on weekends and
help with physical labor starting garden
Credit: Diana Vandenbussche, Child Development Associates, 2009
Establishing Gardens
Opportunities
• Include a sand or soil box nearby for nongarden play
• Plant with the senses in mind, use lots of color
• Consider planting fruit bushes/trees
• Cook with what you grow or at least taste it
Credit: Emily Jackson, ASAP, 2008
Don’t forget…
•Be a good role model – eat
your veggies!
•Document your work and
promote it to parents, the
community, and the media
Photo Credit: Emily Jackson, ASAP, 2008