LDCS staff use personal knowledge and experience over evidence-based nutrition guidelines and recommendations when determining if the food provided to children is nutritionally adequate. ECEC services are recognised as important settings for obesity prevention and the development of lifetime healthy eating habits. This study highlights the complexities and inconsistencies in providing food that is nutritious and appropriate to children in care while highlighting the need to improve the use and accessibility of nutrition guidelines.

Issue addressed: Good nutrition, physical activity and adequate sleep are essential for the healthy growth and development of young children. Due to complex cultural, historical, social factors, Aboriginal and Torres Strait Islander children face additional challenges to optimal health, particularly in remote areas of Australia. 'Learning, Eating, Active Play and Sleep' (LEAPS) was a Queensland-wide professional development program designed to support early childhood education and care (ECEC) educators to implement and reinforce healthy nutrition and physical activity in their services. This article describes the adaptation, implementation and evaluation of LEAPS for remote ECEC settings in Cape York. Methods: An Aboriginal and Torres Strait Islander Reference Group was commissioned to provide advice about the appropriateness of the existing program for Aboriginal and Torres Strait Islander ECEC settings. Based on the advice of the Reference Group, the program was adapted for use in Cape York and was evaluated using the RE-AIM framework and a combination of data sources. Quantitative data provided information about changes to participant knowledge and confidence regarding nutrition and physical activity and in-depth interviews allowed further insights into enablers and challenges for successful program implementation. Conclusion: A tailored LEAPS program increased participants' knowledge and confidence regarding nutrition and physical activity in ECEC settings. The importance of community consultation, building relationships and face-to-face delivery of training were highlighted as key enablers. The evaluation identified a number of challenges relating to competing priorities, limited support for ongoing implementation and adoption of improved practices. So what?: Poor nutrition and growth in children in remote Aboriginal and Torres Strait Islander communities indicates the need for the ongoing commitment to and investment in nutrition and physical activity across a range of community settings. To achieve success, this requires a dedicated preventative health workforce supporting

EDUCATORS IN EARLY CHILDHOOD education and care (ECEC) settings play a critical role in advancing Australia's agenda for children's health and wellbeing. The LEAPS (Learning, Eating, Active Play, Sleep) professional development program was designed to acknowledge and improve educator knowledge of national healthy eating and physical activity guidelines, as a critical foundation for health and wellbeing of children and families. The program consisted of online reading and face-to-face professional development. Change in educator knowledge and confidence was assessed via pre- and post-questionnaire, with two additional open-ended questions regarding intention to change practice post-program. Educators (n = 765) participating in LEAPS increased their knowledge of nutrition and physical activity guidelines, and planned to implement practice changes as a result—namely communication of healthy eating and physical activity messages with colleagues, parents and children; and engaging parents in these areas within their service. Professional development regarding health guidelines is important to support evidence-based communication between educators and parents.