The Academy of Nutrition and Dietetics states, “Child‐care providers should be knowledgeable about… strategies for creating a positive mealtime environment.” However, the position paper does not define or describe a positive mealtime environment. To assess how academic experts define a positive mealtime environment, researchers interviewed experts across the country specializing in child feeding practices or childhood development. Analysis of transcripts revealed a relationship between the physical and psychosocial environments in the classroom, which contribute to the development of a positive mealtime environment. The physical environment includes subjects such as the architecture of the room, child‐friendly utensils, as well as age‐appropriately prepared food. The psychosocial relationship depends on the teachers’ ability to utilize her knowledge, confidence, and resources to construct a positive mealtime environment. Our results will be used to develop educational materials for preschool teachers, showing them how to construct and understand the benefits of a positive mealtime environment.Grant Funding Source: none
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