Poster #23 - Professional Development on Feeding Practices for Center-based Childcare Settings

• In Event: Poster Session 11

Abstract

Center-based childcare programs serve a majority of the United States’ preschool-aged population (Federal Interagency Forum on Child and Family Statistics, 2021), making these settings a prime avenue in addressing today’s childhood obesity issue (National Academies of Sciences, Engineering, and Medicine, 2016). Early childhood educators’ (ECEs) beliefs of nutrition and feeding practices, along with implemented strategies, can be influential in young children’s development of lifelong habits that contribute to weight status. Regulations and standards now emphasize the importance of providing professional development (PD) opportunities for ECEs in this area in response to this acknowledged impact. However, efforts are still needed to inform PD initiatives on preparing ECEs to implement evidence-based best practices for nutrition and healthful feeding. This poster explores the perceptions of and strategies used by ECEs on these topics and how these areas relate to PD opportunities.

Childcare providers (n = 509) were recruited from 14 U.S. states to complete an online survey. Participants were full-time teachers involved in feeding preschool-aged children at a center-based childcare setting. A series of independent-samples t-tests were conducted to compare ECEs’ beliefs and strategies regarding nutrition and feeding practices in Head Start (HS) and Non-Head Start (NHS) centers and to examine differences in ECEs’ beliefs and strategies based on whether they received PD in areas related to nutrition and healthful feeding.

Results indicate differences in the strategies employed by HS and NHS ECEs. Positive mealtime strategies such as having supportive adult roles at mealtimes were higher among ECEs working in HS centers. However, these centers were also more likely to engage in bribing with sweet foods and to use social comparisons (both deemed detrimental feeding practices). Alternatively, ECEs at NHS centers only reported greater scores in detrimental feeding practices (i.e., adult control, social undermining). There were no significant differences in beliefs between the two groups. See Table 1 for overview of the results.

These beliefs and strategies were further examined in relation to the type of PD received. Although results are mixed, it is encouraging to find that ECEs who participated in PD engaged in more positive strategies (i.e., supportive roles) and less negative strategies (i.e., controlling, autonomy undermining strategies). Results also indicate that scores on two belief constructs (i.e., higher autonomy promoting, lower concern-based control) are in the expected direction for individuals participating in certain PD topics. However, other positive strategies did not differ based on PD participation, and some negative beliefs increased among those who participated in two of the PD topics. See Table 2 for overview of the results.

These findings provide insight on the direction needed for future PD opportunities for ECEs. Although encouraging, the findings raise questions regarding the content of trainings ECEs are receiving, and whether they adequately address the demands associated with practicing healthful nutrition and feeding practices. Future PD opportunities should focus on helping ECEs to develop a knowledge base and skillset that affords them the ability to effectively implement best practices in the area of nutrition and healthful feeding practices.

Authors

• Meghan C. Fisher, University of Illinois at Urbana-Champaign
  Presenting Author

• Jennifer M. Barton, University of Illinois at Urbana-Champaign

• Brent A McBride, University of Illinois at Urbana-Champaign