Head Start and child care providers’ motivators, barriers and facilitators to practicing family-style meal service

This paper presents a qualitative investigation of the motivators, barriers, and facilitators for practicing family-style meal service (FSMS) from the perspective of 18 child care providers serving preschool children in Head Start (HS), Child and Adult Care Food Program (CACFP) funded, and non-CACFP child-care centers. Providers were selected based on maximum variation purposive sampling and semi-structured interviews were conducted until saturation was reached. Provider responses were systematically coded using thematic analysis. HS and CACFP providers reported being motivated to practice FSMS because it created pleasant mealtimes, opportunities to role model healthy eating, and healthful child development. CACFP and non-CACFP providers reported not using FSMS because it was resource intensive, messy, and seemed to violate CACFP policy. HS and CACFP providers offered suggestions to overcome these barriers. They suggested that FSMS eventually becomes easier with practice, children can self-regulate their energy intake, and teaching children self-help skills during play time can avoid messes during mealtimes. Findings from this study have implications for programming, policy, and research

“Great Job Cleaning Your Plate Today!” Determinants of Child-Care Providers’ Use of Controlling Feeding Practices: An Exploratory Examination

Background National early childhood obesity prevention policies recommend that child-care providers avoid controlling feeding practices (CFP) (e.g., pressure-to-eat, food as reward, and praising children for cleaning their plates) with children to prevent unhealthy child eating behaviors and childhood obesity. However, evidence suggests that providers frequently use CFP during mealtimes. Objective Using the Academy of Nutrition and Dietetics (2011) benchmarks for nutrition in child care as a framework, researchers assessed child-care providers’ perspectives regarding their use of mealtime CFP with young children (aged 2 to 5 years). Design Using a qualitative design, individual, face-to-face, semi-structured interviews were conducted with providers until saturation was reached. Participants/setting Providers were selected using maximum variation purposive sampling from varying child-care contexts (Head Start, Child and Adult Care Food Program [CACFP] e-funded centers, non-CACFP programs). All providers were employed full-time in Head Start or state-licensed center-based child-care programs, cared for children (aged 2 to 5 years), and were directly responsible for serving meals and snacks. Main outcome measure Child-care providers’ perspectives regarding CFP. Statistical analyses performed Thematic analysis using NVivo (version 9, 2010, QSR International Pty Ltd) to derive themes. Results Providers’ perspectives showed barriers, motivators, and facilitators regarding their use of mealtime CFP. Providers reported barriers to avoiding CFP such as CFP were effective for encouraging desired behaviors, misconceptions that providers were encouraging but not controlling children’s eating, and fear of parents’ negative reaction if their child did not eat. Providers who did not practice CFP were motivated to avoid CFP because they were unnecessary for encouraging children to eat, and they resulted in negative child outcomes and obesity. Facilitators as an alternative to CFP included practicing healthful feeding practices such as role modeling, peer modeling, and sensory exploration of foods. Conclusions Training providers about negative child outcomes associated with CFP, children’s ability to self-regulate energy intake, and differentiating between controlling and healthful feeding strategies may help providers to avoid CFP

“Great Job Cleaning Your Plate Today!” Determinants of Child-Care Providers’ Use of Controlling Feeding Practices: An Exploratory Examination

Background National early childhood obesity prevention policies recommend that child-care providers avoid controlling feeding practices (CFP) (e.g., pressure-to-eat, food as reward, and praising children for cleaning their plates) with children to prevent unhealthy child eating behaviors and childhood obesity. However, evidence suggests that providers frequently use CFP during mealtimes. Objective Using the Academy of Nutrition and Dietetics (2011) benchmarks for nutrition in child care as a framework, researchers assessed child-care providers’ perspectives regarding their use of mealtime CFP with young children (aged 2 to 5 years). Design Using a qualitative design, individual, face-to-face, semi-structured interviews were conducted with providers until saturation was reached. Participants/setting Providers were selected using maximum variation purposive sampling from varying child-care contexts (Head Start, Child and Adult Care Food Program [CACFP] e-funded centers, non-CACFP programs). All providers were employed full-time in Head Start or state-licensed center-based child-care programs, cared for children (aged 2 to 5 years), and were directly responsible for serving meals and snacks. Main outcome measure Child-care providers’ perspectives regarding CFP. Statistical analyses performed Thematic analysis using NVivo (version 9, 2010, QSR International Pty Ltd) to derive themes. Results Providers’ perspectives showed barriers, motivators, and facilitators regarding their use of mealtime CFP. Providers reported barriers to avoiding CFP such as CFP were effective for encouraging desired behaviors, misconceptions that providers were encouraging but not controlling children’s eating, and fear of parents’ negative reaction if their child did not eat. Providers who did not practice CFP were motivated to avoid CFP because they were unnecessary for encouraging children to eat, and they resulted in negative child outcomes and obesity. Facilitators as an alternative to CFP included practicing healthful feeding practices such as role modeling, peer modeling, and sensory exploration of foods. Conclusions Training providers about negative child outcomes associated with CFP, children’s ability to self-regulate energy intake, and differentiating between controlling and healthful feeding strategies may help providers to avoid CFP

Role Modeling Healthy Eating for Child Care Providers & Early Childhood Education Teachers

Role modeling is a great way to help young children eat healthy foods, develop healthy eating habits, and have peaceful mealtimes.1,2 Children learn from watching the adults in their lives and copying their behavior. 3 As shown in the picture above, if they see you eating fruits and vegetables young children will want to try them too

Shared Book Reading: A Great Way for Teachers to Boost Young Children’s Vocabulary

Shared book reading is an interactive way to read to young children, particularly children birth through 8 years old. Adults and children share the reading experience and explore books together. This helps build children’s brains and get them ready to learn to read on their own. It also encourages a love of reading

Gardening with Children in Early Care and Education Centers and Classrooms

Gardens provide a hands-on learning environment for engaging young children. While they do require some planning and resources to build and maintain, incorporating gardening activities into your early childhood classroom or center can be rewarding for teachers and children. Below we provide suggestions for planning a garden, gardening activities and how to use gardening activities to promote learning and development

Tips for Fruit and Vegetable Taste Tests in Early Care and Education Settings

Fruits and vegetables are an important part of a healthy diet. The Dietary Guidelines for Americans recommend that preschool-aged children (ages 3-5) should consume between 1 and 2 cups of vegetables and between 1 and 1.5 cups of fruits each day (U.S. Department of Agriculture and U.S. Department of Health and Human Services., 2020). Unfortunately, many young children do not consume the recommended amount of fruits or vegetables (Banfield et al., 2016; Ramsay et al., 2014). One way you, as an early care and education provider or teacher, can help children consume more fruits and vegetables is by providing a lot of opportunities for them to try fruits and vegetables. This will help them learn to like or love eating fruits and vegetables. Several studies suggest that this is an effective way to increase preschool children’s willingness to eat fruits and vegetables (Hodder et al., 2020; Nekitsing et al., 2018; Zeinstra et al., 2018). There are also studies that suggest that it might be necessary to offer a new fruit or vegetable as many as eight times before children

Predictors of Head Start and Child-Care Providers’ Healthful and Controlling Feeding Practices with Children Aged 2 to 5 Years

Few child-care providers meet the national recommendations for healthful feeding practices. Effective strategies are needed to address this disparity, but research examining influences on child-care providers’ feeding practices is limited. The purpose of this study was to identify determinants of child-care providers’ healthful and controlling feeding practices for children aged 2 to 5 years. In this cross-sectional study, child-care providers (n = 118) from 24 center-based programs (six Head Start [HS], 11 Child and Adult Care Food Program [CACFP] funded, and seven non-CACFP) completed selfadministered surveys during 2011-2012. Multilevel multivariate linear regression models were used to predict seven feeding practices.Working in an HS center predicted teaching children about nutrition and modeling healthy eating; that may be attributed to the HS performance standards that require HS providers to practice healthful feeding. Providers who reported being concerned about children’s weight, being responsible for feeding children, and had an authoritarian feeding style were more likely to pressure children to eat, restrict intake, and control food intake to decrease or maintain children’s weight. Providers with nonwhite race, who were trying to lose weight, who perceived nutrition as important in their own diet, and who had a greater number of nutrition training opportunities were more likely to use restrictive feeding practices. These findings suggest that individual- and child-care-level factors, particularly provider race, education, training, feeding attitudes and styles, and the child-care context may influence providers’ feeding practices with young children. Considering these factors when developing interventions for providers to meet feeding practice recommendations may add to the efficacy of childhood obesity prevention programs

Listening to Podcasts with Young Children: A Guide for Parents

Podcasts can be a great alternative to watching TV or playing video games. Podcasts are like radio shows, but you listen by streaming or downloading episodes to a phone, tablet or computer. Most podcasts are free. You can listen to them with your children and talk about what you hear