“Eat your Veggies, the Kids are Watching and will Mimic You!” Role Modeling Healthy Eating in Childcare: Provider Perceptions

Dev, Dipti A.; Kok, Car Mun; McBride, Brittany

doi:10.1016/j.jneb.2015.04.235

Cited by 2 publications

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“…Children eat several meals at school, and the educators’ feeding practices and modeling can influence children’s eating behaviors and diet. 12 Teachers need to proceed sensitively not to increase obesity-related stigma in young children; however, supporting parents in recognizing their child’s weight status is critical for preventing obesity and other chronic health conditions from the first years of life. Although childcare teachers are not directly responsible for the children’s healthcare, they have a role in supporting families in providing the best care for their children.…”

Section: Discussionmentioning

confidence: 99%

Do Childcare Teachers Evaluate Children’s Weight Status More Accurately Than Parents? A Brief Report

et al. 2023

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Purpose Parents’ underestimation of young children’s weight can reduce their engagement and readiness to implement changes in children’s diet and physical activity. Childcare teachers can support parents’ identification of children at risk for being overweight only if they can accurately do this themselves. Design Quantitative, cross-sectional study. Setting Fifteen kindergartens near Lisbon, Portugal. Subjects 319 parents, 32 teachers (47.5% and 100% response rate, respectively), and 319 children. Measures Caregivers classified the children’s weight, considering their height and age as underweight, healthy weight, or overweight; children’s body mass index (BMI) status for age and sex was assessed. Analysis Differences in caregivers’ accuracy of children’s weight perception were assessed. Multilevel multivariate logistic regression models were used to analyze the predictors of the accuracy of teachers’ and parents’ weight perception as a binary outcome. Results The proportion of children with overweight correctly assessed differed significantly ( P = 0.004) between teachers (31.1%) and parents (17.5%). The child’s BMI percentile was the only significant positive predictor for both caregivers’ weight perception accuracy ( P < 0.001 and P = 0.004, for parents and teachers, respectively), holding the child’s age and sex constant. Conclusion Although childcare teachers were better raters than parents when evaluating children’s weight status, the percentage of children with overweight that childcare teachers misclassified was still relatively high.

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Section: Discussionmentioning

confidence: 99%

Do Childcare Teachers Evaluate Children’s Weight Status More Accurately Than Parents? A Brief Report

et al. 2023

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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

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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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“Eat your Veggies, the Kids are Watching and will Mimic You!” Role Modeling Healthy Eating in Childcare: Provider Perceptions

Cited by 2 publications

References 0 publications

Do Childcare Teachers Evaluate Children’s Weight Status More Accurately Than Parents? A Brief Report

Do Childcare Teachers Evaluate Children’s Weight Status More Accurately Than Parents? A Brief Report

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

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