The Influence of Early Care and Education Teachers' Knowledge, Perspectives, and Perceived Roles on Mealtime Practices (Poster 43)

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Research on the Complexity of Learning Environments

Abstract

Exploring teachers’ perspectives may highlight ways to improve the inconsistent use of high-quality practices at mealtime. This qualitative study used the Theory of Planned Behavior to guide exploration of the influence of teachers’ knowledge, perspectives, and perceived roles on their goals related to mealtime practices. Six themes emerged: Teachers perceived mealtime as an opportunity for learning; Teachers had varied knowledge about mealtime practices; Teachers perceived themselves as a role model for healthy eating; Teaching mealtime goals focused on relationships and social skills; Feeding goals focused on making sure children did not go hungry and trying new and healthy foods; and Teachers faced challenges related to time and challenging behavior. Findings have implications for teacher preparation and areas of needed support.

Author

• Adrien D. Malek-Lasater, University of North Florida