Nutrition education for early childhood managers, teachers and nursery cooks: a prerequisite for effective obesity prevention

Gerritsen, Sarah

doi:10.1016/j.puhe.2016.05.025

Cited by 13 publications

(7 citation statements)

References 6 publications

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“…Findings emphasized the importance of targeting children with interactive education and hands-on experiences which are age-appropriate [ 39 , 52 ]. This is consistent with recent studies that these interventions influence children’s food preferences and readiness to try new foods [ 78 ]. Nixon et al (2014) further recommended that the interventions should be informed by children’s knowledge and behaviours and the impact of this and age-appropriate education is a recommended area of emerging research.…”

Section: Discussionsupporting

confidence: 92%

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

et al. 2018

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Early Childhood Education and Care (ECEC) settings have a pivotal role in shaping children’s dietary food habits by providing the contextual environment within which they develop these behaviours. This study examines systematic reviews for (1) the effectiveness of interventions to promote healthy eating in children aged 2–5 years attending centre-based childcare; (2) intervention characteristics which are associated with promoting healthy eating and; (3) recommendations for child-health policies and practices. An Umbrella review of systematic reviews was undertaken using a standardized search strategy in ten databases. Twelve systematic reviews were examined using validated critical appraisal and data extraction tools. Children’s dietary food intake and food choices were significantly influenced. Interventions to prevent obesity did not significantly change children’s anthropometric measures or had mixed results. Evidence was more convincing if interventions were multi-component, addressed physical activity and diet, targeted individual-level and environmental-level determinants and engaged parents. Positive outcomes were mostly facilitated by researchers/external experts and these results were not replicated when implemented in centres by ECEC providers without this support. The translation of expert-led interventions into practice warrants further exploration of implementation drivers and barriers. Based on the evidence reviewed, recommendations are made to inform child-health directed practices and policies.

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Section: Discussionsupporting

confidence: 92%

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

et al. 2018

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“…To create and maintain a healthy food environment within the childcare setting, a culture must exist where child nutrition and health-promoting behaviours are prioritised, and appropriate childcare staff training is considered a prerequisite in creating this culture. Gerritsen et al (2019) [70] described childcare staff training as an opportunity to not only increase knowledge and skill development but also to facilitate a change in attitude, habits and self-efficacy to create the prerequisite motivation and enthusiasm to be positive role models. Although there is limited research on the effect of nutrition education with childcare staff, studies within Head Start childcare centres in the USA have shown significant associations between improved self-efficacy and increased knowledge of health-promoting behaviours [62] and a study of Irish preschools found nutrition education of staff resulted in considerably healthier nutrition environments [71].…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes and Practices of Australian Trainee Childcare Educators Regarding Their Role in the Feeding Behaviours of Young Children

Love

Walsh

Campbell

2020

IJERPH

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Background: Early childhood (2–5 years) is acknowledged as a critical time for the establishment of healthy behaviours. The increasing number of children and amount of time spent in childcare provides strong rationale to explore the important role that childcare services and childcare educators play in influencing healthy eating behaviours of young children in their care. Methods: This study used a qualitative exploratory approach to describe the knowledge, attitudes and practices of Australian childcare trainee educators’ regarding their role in the feeding of young children. Results: All participants agreed that feeding of young children was an important part of their role, but described challenges to the promotion of healthy eating and the adoption of responsive child feeding practices. These included personal beliefs and experiences with food, the bi-directional nature of child feeding, conflicting parental requests and/or unsupportive centre-based policies and procedures. Conclusion: Training about responsive child feeding practices within the childcare sector should include all childcare staff; aim to enhance relational efficacy and communication skills with parents; and empower childcare staff to lead organisational change. To support this, childcare centres need to provide coherent centre-based healthy eating policies inclusive of healthy food provision and desirable feeding practices.

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“…A cross-sectional anonymous online questionnaire was used to collect data from ECEC teachers employed by New Zealand ECEC centres, which is any group-based education and care setting for children under 5 years old (under-5s) (e.g., day cares, nurseries, preschools, and kindergartens) [ 39 , 40 ]. To meet study objectives, only ECEC teachers who held an approved New Zealand ECEC teacher’s qualification (certificate, diploma, bachelors, or higher) and/or had a role as a qualified teacher were selected.…”

Section: Methodsmentioning

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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Nutrition education for early childhood managers, teachers and nursery cooks: a prerequisite for effective obesity prevention

Cited by 13 publications

References 6 publications

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

Knowledge, Attitudes and Practices of Australian Trainee Childcare Educators Regarding Their Role in the Feeding Behaviours of Young Children

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

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