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Resor J, Dixon JB, Wu Q, Hegde AV, Lee TD, Goodell LS, Méndez LI, McMillan VJ, Stage VC. Associations between Preschool Teachers' Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment. Nutrients 2024; 16:2140. [PMID: 38999887 PMCID: PMC11243732 DOI: 10.3390/nu16132140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2024] [Revised: 06/14/2024] [Accepted: 06/24/2024] [Indexed: 07/14/2024] Open
Abstract
Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers' (n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL.
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Affiliation(s)
- Jessica Resor
- Department of Human Development and Family Science, East Carolina University, Greenville, NC 27858, USA; (J.R.); (A.V.H.)
| | - Jocelyn B. Dixon
- Department of Agricultural and Human Sciences, North Carolina State University, Raleigh, NC 27695, USA;
| | - Qiang Wu
- Department of Public Health, East Carolina University, Greenville, NC 27834, USA;
| | - Archana V. Hegde
- Department of Human Development and Family Science, East Carolina University, Greenville, NC 27858, USA; (J.R.); (A.V.H.)
| | - Tammy D. Lee
- Department of Mathematics, Science, and Instructional Technology Education, East Carolina University, Greenville, NC 27858, USA;
| | - L. Suzanne Goodell
- Department of Food, Bioprocessing & Nutrition Sciences, North Carolina State University, Raleigh, NC 27695, USA;
| | - Lucía I. Méndez
- Department of Communication Sciences and Disorders, University of North Carolina Greensboro, Greensboro, NC 27412, USA;
| | - Valerie Jarvis McMillan
- Department of Family and Consumer Services, North Carolina Agricultural and Technical State University, Greensboro, NC 27412, USA;
| | - Virginia C. Stage
- Department of Agricultural and Human Sciences, North Carolina State University, Raleigh, NC 27695, USA;
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Zhang D, Swindle T, Fletcher JW, Sigman-Grant M, Johnson SL. Remembered childhood mealtime experiences influence on early childcare and education staff. Appetite 2023; 190:107003. [PMID: 37595754 DOI: 10.1016/j.appet.2023.107003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 07/16/2023] [Accepted: 08/14/2023] [Indexed: 08/20/2023]
Abstract
Parent feeding styles, behaviors, beliefs, and practices are associated with developing children's eating behaviors. However, many children spend considerable time in childcare; thus, are exposed to child-feeding practices of other adults, e.g., early care and education (ECE) staff. Limited research exists on how and whether current classroom feeding practices of ECE staff associate with their own childhood experiences. The About Feeding Children survey, conducted in 2005, examined self-reported feeding practices and beliefs and personal characteristics of ECE staff in Western United States. An exploratory factor analysis of questions related to childhood experiences (N = 1189), revealed two Mealtime Factors: Remembered Adult Control and Remembered Child Autonomy Support. Structural equation modeling was conducted to examine the hypothesis that these remembered experiences would be associated with current feeding practices (Structural Mealtime Strategies, Verbal Mealtime Strategies, and Beliefs about Mealtimes). For each outcome, models had good to moderate fit. Across models, Remembered Autonomy Support was associated with less control, bribing, autonomy undermining, and concern-based control beliefs and greater support at meals and autonomy promoting beliefs in teachers' classroom feeding practices. More research is called for to consider whether reflection on remembered childhood experiences might be beneficial to consider during ECE staff training related to feeding young children.
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Affiliation(s)
- Dong Zhang
- Research and Evaluation Division, Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, 521 Jack Stephens Drive #530, Little Rock, AR, 72205, USA.
| | - Taren Swindle
- Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, 521 Jack Stephens Drive #530, Little Rock, AR, 72205, USA.
| | - Janice Williams Fletcher
- Emerita, Child, Family, and Consumer Studies, University of Idaho, 1003 Colt Road, Moscow, ID, 83843Do, USA.
| | - Madeleine Sigman-Grant
- Maternal and Child Health Specialist, University of Nevada, Reno, 2558 S Elizabeth Street, #5, Salt Lake City, UT, 84106, USA.
| | - Susan L Johnson
- Section of Nutrition, Department of Pediatrics, CU Anschutz Medical Campus, Children's Eating Laboratory, 12631 E 17th Ave, Rm #2609, Aurora, CO, 80045, USA.
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Swindle T, Baloh J, Landes SJ, Lovelady NN, Vincenzo JL, Hamilton AB, Zielinski MJ, Teeter BS, Gorvine MM, Curran GM. Evidence-Based Quality Improvement (EBQI) in the pre-implementation phase: key steps and activities. FRONTIERS IN HEALTH SERVICES 2023; 3:1155693. [PMID: 37292120 PMCID: PMC10244502 DOI: 10.3389/frhs.2023.1155693] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 05/04/2023] [Indexed: 06/10/2023]
Abstract
Background Evidence-Based Quality Improvement (EBQI) involves researchers and local partners working collaboratively to support the uptake of an evidence-based intervention (EBI). To date, EBQI has not been consistently included in community-engaged dissemination and implementation literature. The purpose of this paper is to illustrate the steps, activities, and outputs of EBQI in the pre-implementation phase. Methods The research team applied comparative case study methods to describe key steps, activities, and outputs of EBQI across seven projects. Our approach included: (1) specification of research questions, (2) selection of cases, (3) construction of a case codebook, (4) coding of cases using the codebook, and (5) comparison of cases. Results The cases selected included five distinct settings (e.g., correction facilities, community pharmacies), seven EBIs (e.g., nutrition promotion curriculum, cognitive processing therapy) and five unique lead authors. Case examples include both community-embedded and clinically-oriented projects. Key steps in the EBQI process included: (1) forming a local team of partners and experts, (2) prioritizing implementation determinants based on existing literature/data, (3) selecting strategies and/or adaptations in the context of key determinants, (4) specifying selected strategies/adaptations, and (5) refining strategies/adaptations. Examples of activities are included to illustrate how each step was achieved. Outputs included prioritized determinants, EBI adaptations, and implementation strategies. Conclusions A primary contribution of our comparative case study is the delineation of various steps and activities of EBQI, which may contribute to the replicability of the EBQI process across other implementation research projects.
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Affiliation(s)
- Taren Swindle
- Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Center for Implementation Research, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Jure Baloh
- Center for Implementation Research, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Health Policy and Management, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Sara J. Landes
- Center for Implementation Research, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Behavioral Health Quality Enhancement Research Initiative (QUERI), Central Arkansas Veterans Healthcare System, Little Rock, AR, United States
- Department of Psychiatry, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Nakita N. Lovelady
- Department of Health Behavior and Health Education, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Jennifer L. Vincenzo
- Department of Physical Therapy, University of Arkansas for Medical Sciences, Fayetteville, AR, United States
| | - Alison B. Hamilton
- Center for the Study of Healthcare Innovation, Implementation, & Policy; VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States
- Department of Psychiatry and Biobehavioral Sciences, University of California Los Angeles, Los Angeles, CA, United States
| | - Melissa J. Zielinski
- Department of Psychiatry, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, United States
| | - Benjamin S. Teeter
- Center for Implementation Research, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Margaret M. Gorvine
- Department of Health Behavior and Health Education, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Geoffrey M. Curran
- Center for Implementation Research, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Central Arkansas Veterans Healthcare System, Little Rock, AR, United States
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Dixon J, Hegde AV, Goodell LS, Arnold NL, Swindle T, Dev DA, Méndez LI, McMillan VJ, Lee TD, Stage VC. Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2023; 55:266-284. [PMID: 37028898 PMCID: PMC10083887 DOI: 10.1016/j.jneb.2023.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 12/21/2022] [Accepted: 01/04/2023] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom. DESIGN Phenomenological approach using in-depth semistructured telephone interviews. SETTING North Carolina Head Start preschools. PARTICIPANTS Thirty-five Head Start lead and assistant teachers. PHENOMENON OF INTEREST All interviews were transcribed verbatim. Authors coded interview data for emergent themes. ANALYSIS Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model. RESULTS Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal. CONCLUSIONS AND IMPLICATIONS Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes.
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Affiliation(s)
- Jocelyn Dixon
- The Food-based Early Education (FEEd) Lab, Project Coordinator, East Carolina University, Greenville, NC
| | - Archana V Hegde
- Department of Human Development and Family Science, College of Health and Human Performance, East Carolina University, Greenville, NC
| | - Lora Suzanne Goodell
- Department of Food, Bioprocessing and Nutrition Sciences, North Carolina State University, Raleigh, NC
| | - Nicole L Arnold
- Ohio State University Extension, Family and Consumer Sciences, The Ohio State University, Columbus, OH
| | - Taren Swindle
- Department of Family and Preventative Medicine, University of Arkansas for Medical Sciences, Little Rock, AR
| | - Dipti A Dev
- Childhood Health Behaviors Extension Specialist, University of Nebraska-Lincoln, Lincoln, NE
| | - Lucía I Méndez
- Department of Communication Sciences and Disorders, University of North Carolina Greensboro, Greensboro, NC
| | - Valerie J McMillan
- Department of Family and Consumer Sciences, North Carolina Agricultural and Technical State University, Greensboro, NC
| | - Tammy D Lee
- Department of Mathematics, Science, and Instructional Technology Education, College of Education, East Carolina University, Greenville, NC
| | - Virginia C Stage
- Department of Agricultural and Human Sciences, NC State Extension, North Carolina State University, Raleigh, NC.
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Diet Quality and Changes in Food Intake during the University Studies in Polish Female Young Adults: Linkages with Food Experiences from Childhood and Perceived Nutrition Concerns. Nutrients 2022; 14:nu14163399. [PMID: 36014902 PMCID: PMC9416646 DOI: 10.3390/nu14163399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Revised: 08/11/2022] [Accepted: 08/17/2022] [Indexed: 11/17/2022] Open
Abstract
The transition from adolescence to young adulthood may be associated with unfavorable changes in food intake due to some substantial transformations in social life and environment. Factors that affect food choices and diet quality during early adulthood are still not well-recognized. This paper aims to explore the relationship between females’ childhood food experiences related to parents’ monitoring practices and healthy eating guidance, perceived nutrition concerns, changes in food intake during university studies, and diet quality. A cross-sectional study with the use of CAWI (Computer-Assisted Web Interview) was carried out on 657 female students aged 19–30 years. Beliefs and Eating Habits Questionnaire (KomPAN) was used to assess the frequency of eating various kinds of food and then to calculate the diet-quality index (DQI). Adults’ Memories of Feeding in Childhood (AMoFiC) questionnaire was used to assess food experiences from childhood, and Health Concern Scale (HCS) was used to assess nutrition concerns. Associations between changes in food intake, diet quality, and selected factors describing the study sample were verified using logistic regression analysis. The DQI of the majority of students indicated a low intensity of nonhealthy and pro-healthy dietary characteristics. The intensity was higher among nutrition and health students, those with low nutrition concerns, and those with childhood experiences of monitoring. The chances of a negative change in food intake were increased by a higher score for childhood food experiences associated with parents’ monitoring practices. The chances of a negative DQI were increased by bigger concerns about nutrition and by technical and agricultural majors; however, they were reduced by positive changes in food intake. Both childhood food experiences and perceived nutrition concerns should be factored into strategies aimed at improving youth diet and educating parents about effective parental feeding practices.
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