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

Abstract

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.