Dietary patterns related to attainment in school: the importance of early eating patterns

Objective: To assess and compare the nutrition environment and practices (as they relate to pre-schoolers) of centre-and home-based child-care facilities. Design: Using a cross-sectional study design, nineteen child-care facilities (ten centre-based, nine home-based) were assessed for one full day using the Environment and Policy Assessment and Observation (EPAO) tool (consisting of a day-long observation/review of the nutrition environment, practices and related documents). Specifically, eight nutrition-related subscales were considered. Setting: Child-care facilities in London, Ontario, Canada. Subjects: Child-care facilities were recruited through directors at centre-based programmes and the providers of home-based programmes. Results: The mean total nutrition environment EPAO scores for centre-and homebased facilities were 12·3 (SD 1·94) and 10·8 (SD 0·78) out of 20 (where a higher score indicates a more supportive environment with regard to nutrition), respectively. The difference between the total nutrition environment EPAO score for centre-and home-based facilities was approaching significance (P = 0·055). For both types of facilities, the highest nutrition subscale score (out of 20) was achieved in the staff behaviours domain (centre mean = 17·4; home mean = 17·0) and the lowest was in the nutrition training and education domain (centre mean = 3·6; home mean = 2·0). Conclusions: Additional research is needed to confirm these findings. In order to better support child-care staff and enhance the overall nutrition environment in child care, modifications to food practices could be adopted. Specifically, the nutritional quality of foods/beverages provided to pre-schoolers could be improved, nutrition-related training for child-care staff could be provided, and a nutrition curriculum could be created to educate pre-schoolers about healthy food choices. KeywordsNutrition Child-care environment Pre-school children Child-care staff practices Nutritious diets are integral to children's healthy growth and development (1,2) . Specifically, researchers have demonstrated a clear connection between children's nutrition and both their physical and cognitive health and abilities, inclusive of higher academic performance (3)(4)(5) . It is important for children to develop healthy eating habits at an early age, as research indicates that food preferences and dietary habits established during childhood can impact their habits in later life (6)(7)(8) . During the early years, children's eating practices are highly influenced by others, such as family members, caregivers and/or child-care providers (9) . Given the increasing prevalence of childhood obesity, healthy nutrition practices are a key element to ensuring appropriate growth and wellness (9)(10)(11) .The child-care setting might serve as an ideal venue to initiate the development of pre-schoolers' healthy eating habits and facilitate a positive eating environment. With over half of Canadian pre-schoolers enrolled in child care (12) , coupled with the number o...

Section: Introductionmentioning

confidence: 99%

Comparing the nutrition environment and practices of home- and centre-based child-care facilities

Martyniuk

Vanderloo

Irwin

et al. 2016

“…Evidence suggests that improvements in diet may benefit children's concentration, behaviour and academic performance (4)(5)(6) . In addition to providing sufficient energy and nutrients to support growth and development and maximise pupils' learning potential, school meals can help to ensure that healthy eating messages delivered as part of education are reinforced whenever food is on offer in schools.…”

mentioning

confidence: 99%

The impact of the food-based and nutrient-based standards on lunchtime food and drink provision and consumption in secondary schools in England

Nicholas¹,

Wood²,

Harper³

et al. 2013

Objectives: To assess lunchtime provision of food and drink in English secondary schools and the choices and consumption of food and drink by pupils having school lunches, and to compare provision in 2011 with that in 2004. Design: Cross-sectional data collected between October 2010 and April 2011. In each school, food and drink provision, including portion weights and number of portions of each item served at lunchtime, were recorded over five consecutive days. Caterers provided recipe information. Setting: England. Subjects: A random selection of 5969 pupils having school lunches in a nationally representative sample of eighty secondary schools in England. Results: Compared with 2004, significantly more schools in 2011 provided main dishes, vegetables and salads, water, fruit juice and other drinks on 4 or 5 d/week (P , 0?005). The number of schools offering items not permitted under the food-based standards for school food on 4 or 5 d/week fell significantly over time (P , 0?005), while the number not offering these items on any day increased significantly (P , 0?005). Meals eaten by pupils were well-balanced in relation to macronutrients. Conclusions: Lunchtime food provision and consumption in secondary schools have improved considerably since 2004, following the introduction of new compulsory standards for school food in 2009. To maximise their energy and nutrient intake at lunchtime, pupils should be encouraged to select a full meal, and to take and eat more fruit and vegetables. Schools also need continued support to increase the micronutrient content of menus and recipes.

“…Furthermore, improvements in diet may benefit children's concentration, behaviour and academic performance (4)(5)(6) . It is essential, therefore, that school meals provide sufficient energy and nutrients to support children's nutrition, growth and development, and academic achievement, and lay the foundations for healthy eating in adulthood.…”

mentioning

confidence: 99%

The impact of the food-based and nutrient-based standards on lunchtime food and drink provision and consumption in primary schools in England

Haroun¹,

Harper²,

Wood³

et al. 2010

Objective: To assess lunchtime provision of food and drink in English primary schools and to assess both choices and consumption of food and drink by pupils having school lunches. These findings were compared with similar data collected in 2005. Design: Cross-sectional data collected between February and April 2009. In each school, food and drink provision, including portion weights and number of portions of each item served at lunchtime, were recorded over five consecutive days. Caterers provided school lunchtime menus and recipes. Setting: England.