Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting

Cotwright, Caree; Bales, Diane; Lee, Jung Sun; Parrott, Kathryn; Celestin, Nathalie; Olubajo, Babatunde

doi:10.1177/0033354917719706

Cited by 16 publications

(16 citation statements)

References 13 publications

(14 reference statements)

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“…Furthermore, the present study shows that the scores of teachers who participated in nutrition knowledge courses or training are higher than those who did not. These findings are in line with the previous American studies of Healthy Child Care intervention that explored the average score of teachers’ knowledge, which rose significantly from pre-intervention to post-intervention [ 37 ]. Data from the current study indicated that strengthening the early training of nutrition-related knowledge is necessary for all kindergarten teachers of the full coverage.…”

Section: Discussionsupporting

confidence: 91%

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Liu

et al. 2018

IJERPH

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Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in China.

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Section: Discussionsupporting

confidence: 91%

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Liu

et al. 2018

IJERPH

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“…ECEC teachers’ knowledge about nutrition and physical activity for pre-schoolers (2–5-year-olds) remains relatively unreported. Most studies have been conducted amongst ECEC teachers in the US [ 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 ], who likely differ from those living in other countries in regard to ethnic and educational background; for example, important New Zealand ethnic groups (e.g., Māori, Pacific peoples, and Asian) are not distinguished amongst US ECEC teachers [ 34 ]. Acknowledging the effects of these variables are important with studies showing that ethnic [ 26 ] and educational backgrounds affect nutrition knowledge [ 28 , 33 ].…”

Section: Introductionmentioning

confidence: 99%

“…In view of these limitations, the available evidence demonstrating a lack of nutrition and physical activity knowledge amongst caregivers remains suggestive [ 19 , 21 , 22 , 24 , 28 , 30 , 33 , 35 , 37 , 38 ]. Reports of high levels of nutrition knowledge should be reviewed with caution, as these findings are often based on questionnaires that lack validity or specificity.…”

Section: Introductionmentioning

confidence: 99%

Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers

2020

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Caregivers’ nutrition and physical activity knowledge is recognised as being important for children’s health and body size. Identifying knowledge gaps amongst caregivers may inform professional development and obesity-prevention strategies in childcare settings. This cross-sectional validated online questionnaire aimed to measure current early childhood education and care (ECEC) teachers’ nutrition knowledge for pre-schoolers (2–5-year-olds) and related perspectives. Teachers’ (n = 386) knowledge of nutrition was lacking: The overall score was 22.56 ± 2.83 (mean ± SD), or 61% correct. Increased years of experience significantly predicted an increase in knowing that national nutrition and physical activity guidelines exist (B = 0.02 [95% CI, 0.00–0.03], r2 = 0.13, p = 0.033). Teachers’ increased agreement in feeling they were confident talking about nutrition to parents significantly predicted an increase in overall nutrition knowledge scores (B = 0.34 [95% CI, 0.06–0.63], r2 = 0.15, p = 0.019). The belief that ECEC teachers play a vital role in promoting pre-schoolers’ healthy eating and physical activity was widespread. Common knowledge barriers included a lack of staff training, confidence, and resources. ECEC teachers may lack nutrition knowledge for pre-schoolers, particularly in regard to basic nutrition recommendations (servings, food/beverage choices, and portion sizes).

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“…Other knowledge questionnaires focusing on the diet of young children have been used to assess parental knowledge, but these are limited in scope, lack validity, and feature items that are overly specialised, for example, asking parents to decide if the following statement is correct: "If one should pay attention to the weight of a pre-schooler, it is preferable to substitute potatoes by rice and pasta" [22,23]. Through a semi-structured literature review of caregivers' nutrition knowledge, we identified only four [9,10,12,24] of 15 studies used nutrition/physical activity knowledge questionnaires that showed content and construct validity; four were partially validated (no construct validity) [16,19,20,25], and the remaining seven [13][14][15]17,18,21,26] either did not describe validation methods or did not appear to be validated. These characteristics may have limited the quality of evidence for ECEC teachers' nutrition knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Development of a Psychometrically Valid and Reliable Questionnaire to Assess Nutrition Knowledge Related to Pre-Schoolers

et al. 2020

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With rising childcare enrollments, caregivers have a unique opportunity to promote children’s nutrition education and healthy eating. Accurately identifying nutrition knowledge gaps amongst caregivers is necessary for professional development planning. Our aim was to design an early childhood education and care (ECEC) teacher nutrition knowledge questionnaire that satisfies psychometric criteria of validity and reliability. Items were based on the New Zealand Ministry of Health dietary guidelines, literature and expert advice. University students in their final year of a Bachelor of Science (BSc) in Human Nutrition (n = 40), and students with no nutrition background (n = 51) completed the questionnaire to assess construct validity; 35 BSc nutrition students completed the questionnaire two weeks later to assess reliability. The Mann-Whitney-U test and a median-split table assessed construct validity; Pearson’s product-moment correlation assessed test-retest reliability. Nutrition students achieved higher total and subcategory scores (p < 0.01). All nutrition students scored above the median of the combined group; 82% of non-nutrition students scored below the median. In testing reliability, first and second administration median scores for total and subcategories were significantly correlated (r = 0.43–0.78; p < 0.01). The questionnaire achieved construct validity and test-retest reliability and measured ECEC teachers’ nutrition knowledge for preschoolers.

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Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting

Abstract: Future studies should examine the effects of using a combined approach to promote nutrition and physical activity policies and practices in the early care and education setting.

Cited by 16 publications

References 13 publications

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers

The Development of a Psychometrically Valid and Reliable Questionnaire to Assess Nutrition Knowledge Related to Pre-Schoolers

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