An Experiential Training Approach to Improving Early Childhood Nutrition Environments: Evaluation of the Feeding Brighter Futures Workshop

Background/Objectives: Early childhood is a critical period for establishing lifelong dietary patterns, and early learning environments play a central role in shaping children’s eating behaviors. However, many childhood educators receive limited training in evidence-based nutrition practices. This study evaluated the impact of the Feeding Brighter Futures workshop, an experiential, case-based training intervention, on participants’ nutrition-related knowledge, perceptions, and attitudes. Methods: Using a pre–post survey design, undergraduate and graduate students, faculty, and staff (n = 33 pre; n = 19 post) from universities in Mississippi and southeastern Arkansas completed electronic surveys before and after the workshop. Survey questions aimed to assess participants’ knowledge of nutrition-focused regulations pertaining to early learning centers and comprehension of USDA MyPlate recommendations. Results: Results showed a statistically significant increase in agreement that teachers should only consume snacks available to children and further strengthening of already positive attitudes toward involving children in snack preparation. Attitudes toward using food as a reward did not significantly change. Conclusions: These findings suggest that brief experiential training may improve alignment with evidence-based nutrition practices, though further research with larger samples is warranted.