Providers perspectives on self-regulation impact their use of responsive feeding practices in child care

Dev, Dipti A.; Speirs, Katherine E.; Williams, Natalie A.; Ramsay, Samantha; McBride, Brent A.; Hatton-Bowers, Holly

doi:10.1016/j.appet.2017.07.022

Cited by 18 publications

(16 citation statements)

References 41 publications

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“…Of the examined nonresponsive feeding behaviors, Distrust in Appetite was significantly and negatively related to children's self-regulation of eating. This is in line with the current literature that shows a significant, negative relationship between nonresponsive feeding behaviors and children's ability to self-regulate energy intake (Dev et al, 2017). When parents utilize nonresponsive feeding behaviors, meaning that parents are not paying attention to or acknowledging children's internal cues of hunger and fullness, parents do not reinforce children's innate ability to self-regulate how much food they are eating based on their own internal cues of hunger and satiety (Dev et al, 2017).…”

Section: Discussionsupporting

confidence: 92%

“…This is in line with the current literature that shows a significant, negative relationship between nonresponsive feeding behaviors and children's ability to self-regulate energy intake (Dev et al, 2017). When parents utilize nonresponsive feeding behaviors, meaning that parents are not paying attention to or acknowledging children's internal cues of hunger and fullness, parents do not reinforce children's innate ability to self-regulate how much food they are eating based on their own internal cues of hunger and satiety (Dev et al, 2017). Furthermore, in this study, COVID-Related Parenting Stress was significantly and negatively related to children's self-regulation of eating.…”

Section: Discussionsupporting

confidence: 92%

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The relationship between COVID-related parenting stress, nonresponsive feeding behaviors, and parent mental health

2021

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has disrupted the lives of families across the United States and all over the world. Stress is known to have a negative impact on parent-child feeding interactions; hence, the purpose of this study is to examine how COVID-related parenting stress, which was measured using a newly developed scale, is related to parent mental health, nonresponsive feeding, and children's self-regulation of eating. 119 parents of children ages 2-7 years old filled out questions about COVID-related parenting stress, mental health, nonresponsive feeding behaviors, and children's self-regulation of eating. A series of multiple regressions were run to predict parent anxiety and psychological distress from COVID-related parenting stress. COVID-related parenting stress was found to be a significant predictor of both parent anxiety and psychological distress. When COVID-related parenting stress was further broken down into COVID-Related Job/Financial Security Stress and COVID-Related Family Safety/Stability Stress, COVID-Related Job/Financial Security Stress predicted psychological distress while COVID-Related Family Safety/Stability Stress predicted parent anxiety. Moderation analyses were also run to test the difference across the parents of children under 5 years of age and those of children who were 5 years of age and older regarding the association of COVID-related parenting stress and either parent anxiety or psychological distress. There was no significant difference across age. Lastly, COVID-related parenting stress and nonresponsive feeding practices were simultaneously entered into a multiple regression to predict children's self-regulation of eating, and COVID-related parenting stress and parent distrust in appetite were both found to decrease children's ability to self-regulate energy intake. Based on findings from this study, researchers interested in improving children's self-regulation of eating and long-term health outcomes should continue to target the reduction of nonresponsive parent feeding behaviors, but they should also aim to look beyond specific parent feeding behaviors by attempting to help parents manage stressors in their lives.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 92%

The relationship between COVID-related parenting stress, nonresponsive feeding behaviors, and parent mental health

2021

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“…'Child feeding practices' refers to how adults feed children. (7,8) The general understanding of child feeding practices in ECE settings is based on food parenting practices, which is based on parenting taxonomies such as Diana Baumrind's authoritarian, authoritative and permissive/indulgent scheme. (9) Feeding practices that support children's emerging autonomy are thought to support children's development of competent eating.…”

Section: Child Feeding Practicesmentioning

confidence: 99%

“…Child feeding practices 'Child feeding practices' refers to how adults feed children (7,8) . The general understanding of child feeding practices in ECE settings is based on food parenting practices, which is based on parenting taxonomies such as Diana Baumrind's authoritarian, authoritative and permissive/ indulgent scheme (9) .…”

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confidence: 99%

Mixed-method assessment of caregiver feeding practices in early care and education centres during COVID-19

Mackie

Gray²,

Himmelgreen³

et al. 2022

Public Health Nutr.

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Objective: The COVID-19 pandemic changed early care and education (ECE) mealtimes. Feeding practices that support children’s emerging autonomy may support children’s healthy eating, but it is unknown whether and how COVID-19 changed feeding practices. This paper describes caregiver feeding practices in ECE centers in Florida during COVID-19. Design: A mixed-methods design was used to understand mealtime feeding practices. Survey and interview questions were developed based on the Trust Model. More than 7000 surveys were sent to ECE centers. Analysis included descriptive statistics for survey data and thematic analysis for interview data. Setting: This statewide study included teachers in all licensed and license-exempt ECE centers. Participants: 431 teachers completed a survey, and 29 participated in follow-up interviews. Results: Surveys showed most teachers engaged in autonomy-supportive behaviors, such as letting children eat until they were finished (90%). The most common controlling behavior was praising children for cleaning their plates (70%). The most common responses about changes to mealtimes were keeping physical distance and serving healthy food. Interview themes were Autonomy Support, Controlling Feeding Practices, Interactions are the Same, Interactions are Different, Physical Distancing, and Healthy Eating. Conclusions: Mealtimes are a central part of the day for young children and teachers in ECE environments. COVID-19 continues to influence ECE routines as behavior change remains the primary method of reducing the risk of COVID-19 in the absence of a vaccine for young children. Understanding teachers’ practices and perspectives is important for reducing the risk of COVID-19 and supporting support children’s autonomy and healthy eating.

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“…Challenges for supporting implementation of responsive feeding EBPs at the administrative level include expectations for teachers to perform other classroom duties during mealtimes (35); need for additional resources (such as providing meals for teachers to be able to eat together with children (32,35,36) and additional serving utensils needed for family style meal service (37); misconceptions regarding CACFP reimbursement (37,38); concerns about plate-waste; and fear of negative parental reaction if children don't eat enough in the ECE (39,40). At the ECE classroom-level, teachers have reported family style meal service is messy, unhygienic, and time consuming (37); have misconceptions children may overserve or not eat enough (37,38); and personal taste preferences for not eating the same foods served to the children (35,39). At the child-level, teachers have reported challenges related to children's food refusal (41); child taste preferences (33,39); and use of more controlling feeding practices when children refuse food (42).…”

Section: Although Research Shows That Cacfp Ensures Availability Of Nmentioning

confidence: 99%

Using the RE-AIM Framework in Formative Evaluation of the EAT Family Style Multilevel Intervention

Dev

Padasas

Hillburn

et al. 2020

Preprint

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Background Ecological Approach To (EAT) Family Style is a 16-week responsive feeding Early Care and Education (ECE) intervention, utilizing a multilevel improvement system of 4 implementation strategies: (a) provision of a 7-lesson, on-line professional development training for administrators and teachers (b) administrative support; (c) performance monitoring, feedback, and assistance through follow-up coaching; and (d) use of incentives. The 7 lessons cover role modeling, peer modeling, sensory exploration, self-regulation, children serve themselves, praise and rewards, and family engagement, each relying on goal setting. The evidence-based practices and implementation system was delivered to ECE administrators and teachers completing one online lesson/week followed by a coaching session with a trained coach. EAT Family Style is guided by the self-determination theory. The objective of this study was to evaluate the EAT Family Style intervention through the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework.Methods Center-based ECE administrators (n=8) and teachers (n=17) caring for preschool (3-5 years) children and coaches (n=9) who participated in the EAT Family Style intervention were recruited. Semi-structured interviews were conducted, transcribed verbatim, and coded deductively by 3 coders using RE-AIM dimensions as a priori codes and placed into themes and sub-themes using thematic analysis. Results All participants perceived that EAT Family Style improved children’s nutritional and developmental outcomes and encouraged a positive mealtime environment (Effectiveness). Coaches and administrators reported EAT Family Style aligned with their professional goals and beliefs. Coaches found professional development incentives important, whereas administrators/teachers specifically valued in-service training credit hours (Adoption). Teachers reported successful implementation of EAT Family Style practices in the classroom. Administrators and coaches supported the teachers through administrative and coaching strategies (Implementation). All participants reported they intended to continue using the intervention. Administrators and teachers discussed incorporating EAT Family Style practices into handbook/school policy (Maintenance).Conclusion(s) EAT Family Style was viewed as feasible by participants. Its 4-pronged implementation strategy has the potential to improve the uptake of evidence-informed feeding practices in ECEs.

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Providers perspectives on self-regulation impact their use of responsive feeding practices in child care

Cited by 18 publications

References 41 publications

The relationship between COVID-related parenting stress, nonresponsive feeding behaviors, and parent mental health

The relationship between COVID-related parenting stress, nonresponsive feeding behaviors, and parent mental health

Mixed-method assessment of caregiver feeding practices in early care and education centres during COVID-19

Using the RE-AIM Framework in Formative Evaluation of the EAT Family Style Multilevel Intervention

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