Healthy Nutrition and Physical Activity in Childcare: Views from Childcare Managers, Childcare Workers and Parents on Influential Factors

Abstract

Childhood obesity is an important public health issue influenced by both personal and environmental factors. The childcare setting plays an important role in children’s energy balance-related behaviours (EBRB), such as physical activity, sedentary behaviour and healthy nutrition. This study aimed to explore facilitators and barriers of healthy EBRB in childcare in a comprehensive way, from the perspective of three crucial stakeholders: childcare managers, childcare workers and parents. A qualitative study was performed using semi-structured interviews. Content analysis was performed using the ‘Environmental Research framework for weight Gain prevention’ (EnRG framework) to guide the analysis. Forty-eight interviews were held with a total of 65 participants (9 childcare managers, 23 childcare workers and 33 parents). Influential factors in all types of environment (physical, sociocultural, economic and political) were mentioned. Although a need for change was not always expressed, the interviews revealed opportunities for improvement of healthy EBRB in childcare. These opportunities were related to the sociocultural, physical and political environment. Childcare workers and managers expressed an influence of the home setting on the childcare setting, resulting in a need for more congruence between these settings. There are opportunities for improvement in the childcare setting to promote healthy EBRB in young children in the Netherlands. It appears important to align intervention components between the childcare and home setting.

The Effects of a Comprehensive, Integrated Obesity Prevention Intervention Approach (SuperFIT) on Children’s Physical Activity, Sedentary Behavior, and BMI Z-Score

“…Studies have shown the importance of determinants in different types of environments on physical activity and sedentary behavior [36,61,62]. Systematic reviews have also stressed the importance of integrated interventions, i.e., combining the physical and sociocultural environment [63,64].…”

“…SuperFIT was developed in partnership with the intervention preschool organization, a local PA providing organization, and health promotion experts. Formative research [36], practice-based knowledge of cooperating partners, and theory-and evidence-based knowledge [26,[37][38][39][40] were used to develop it. Further, a continuous process of co-creation, feedback and adaptations was adopted during development to increase suitability and applicability in the settings.…”

Perceived Barriers to Fruit and Vegetable Gardens in Early Years Settings in England: Results from a Cross-Sectional Survey of Nurseries

“…In a recent qualitative study in the US, ECE providers reported that the ECE environment had the potential to exert a strong influence over children and was an ideal setting for introducing less familiar foods [46]. In another qualitative study in the Netherlands, managers believed it was vital to encourage healthy eating for the children in their care [47]. Managers emphasized the importance of making healthy foods, like fruits and vegetables, readily available in the ECE environment [47].…”

“…In another qualitative study in the Netherlands, managers believed it was vital to encourage healthy eating for the children in their care [47]. Managers emphasized the importance of making healthy foods, like fruits and vegetables, readily available in the ECE environment [47].…”

Study Protocol for the Evaluation of “SuperFIT”, a Multicomponent Nutrition and Physical Activity Intervention Approach for Preschools and Families

“…A steering committee of stakeholders, including the municipality, community health service and youth health care agency, were consulted during the process of development and implementation. As formative research for the intervention development, a needs assessment was performed among preschool teachers and parents of the target population [48]. The theory and evidence-based knowledge from the health promotion experts, practice-based knowledge of the partners, and the input of the formative research were used to develop the different intervention components and strategies.…”