Food Insecurity and Feeding Practices in Early Care and Education: Evidence From Three Studies

• In Event: The Impact of Healthful Nutrition Practices in Early Childhood Classrooms on Child Learning and Development

Abstract

Objective:
Food insecurity (FI) is associated with a number of health risks for both children and adults. To date, there are few studies focusing on the experiences of FI in early care and education (ECE), particularly as they relate to the feeding practices of early care and education teachers (ECETs). This presentation will bring data across multiple studies to examine the relationship between concerns about FI among children, experiences of FI among educators, and both self-reported and observed feeding practices of educators.

Theoretical Framework:
Healthy equity implementation framework

Methods:
We will use data from three studies exploring different aspects of the link between FI and feeding practices in ECE settings. In Study 1, we conducted an exploratory mixed methods study among Head Start and state-funded ECETs to: a) operationalize FI experiences among educators in their personal lives and in their classrooms and b) test the generalizability of those experiences among a larger sample using survey methods. In Study 2, we assessed FI using the USDA Household Food Security Survey Module (HFSSM) and measured live feeding practices using the Table Talk tool to compare feeding practices of ECETs with and without FI. In Study 3, we adapted the Child Feeding Questionnaire and Caregiver Feeding Styles Questionnaire for use with ECETs and compared scores between those with and without FI based on answers to the HFSSM short form.

Data sources:
Study 1 data sources include in-depth interviews (N = 28) and surveys collected at statewide training sessions (N = 853). In study 2, trained observers completed mealtime observations of lead and assistant teachers in 30 classrooms; educators provided responses to the HFSSM (N = 60). Study 3 included survey data from 853 ECETs in two Southern states.

Results:
Study 1 qualitative findings included ECETs descriptions of wanting to protect children in their classrooms from the effects of FI experienced in their homes. Strategies in the classroom (e.g., offering extras, sneaking food from the kitchen, trading food between children) were employed to “do whatever we’ve gotta do” and “fatten them up before they go.” Surveys designed around qualitative themes indicated that ECETs with FI exposure in the past or present reported significantly greater concerns about child FI (t(838) = - 4.55, p < .001) and more frequent use of strategies to address child FI (t(824) = -3.69, p < .001). In study 2, ECETs with FI were twice as likely to exhibit negative, unsupportive practices at meals such as pressuring children to eat and discouraging food manipulation (e.g., licking, touching food). In Study 3, t-tests indicated that ECETs who were FI had significantly higher scores than ECETs who were FS on scales of perceived responsibility, concern about child weight, restriction, pressure to eat, monitoring, demandingness, and significantly lower responsiveness their food secure counterparts(all p < .001)

Significance:
Evidence from all studies suggests that FI influences educators’ feeding practices. Understanding how FI can affect educator feeding can inform policy, training, and nutrition programs for ECE settings.

Authors

• Taren Swindle, University of Arkansas for Medical Sciences

• Julie Rutledge, Louisiana Tech University

• Joshua Phelps