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May TA, Koskey KLK, Provinzano K. Developing and Validating the Preschool Nutrition Education Practices Survey. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2024:S1499-4046(24)00053-8. [PMID: 38691080 DOI: 10.1016/j.jneb.2024.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 03/10/2024] [Accepted: 03/12/2024] [Indexed: 05/03/2024]
Abstract
OBJECTIVE Validate the Preschool Nutrition Education Practices Survey. DESIGN Iterative approach combining design-based research and Standards for Educational and Psychological Testing. SETTING Los Angeles, CA and Philadelphia, PA Early Care and Education (ECE) classrooms. PARTICIPANTS Expert panel members (n = 7); ECE teachers: interviews (n = 8), pilot survey (n = 31), and final survey (n = 136). VARIABLES MEASURED Early care and education nutrition education practices used in the classroom either during class time or mealtime. ANALYSIS Qualitative content analysis was implemented for content, response process, and consequences of testing validity evidence. Rasch rating scale analysis was conducted for the response process and internal structure validity and reliability evidence. RESULTS Qualitative field-testing produced strong content, response process, and consequences of testing validity evidence to inform survey modifications. Quantitative field-testing generated a psychometrically sound, well-targeted 12-item survey on a 4-point frequency scale with excellent item and person reliability (0.97 and 0.93 respectively) and separation (5.36 and 3.77 respectively); good Rasch Principal Components Analysis findings (60.3%); and productive item fit statistics (0.50-1.50 logits). CONCLUSIONS AND IMPLICATIONS Robust validity (content, response process, consequences of testing, internal structure) and reliability evidence were demonstrated for using the Preschool Nutrition Education Practices Survey to assess ECE teachers' use of nutrition education practices. Future research is needed to examine its relationship to other variables, such as nutrition teaching efficacy, and to determine its ability to detect change in ECE nutrition education practices over time and across groups.
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Affiliation(s)
- Toni A May
- School of Education, Drexel University, Philadelphia, PA.
| | | | - Kathleen Provinzano
- Departments of Teaching, Learning, and Educational Leadership and Social Work, College of Community and Public Affairs, The State University of New York - Binghamton University, Binghamton, NY
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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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Bayles J, Peterson AD, Jilcott Pitts S, Bian H, Goodell LS, Burkholder S, Hegde AV, Stage VC. Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers' Skin Carotenoid Status. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2021; 53:343-351. [PMID: 33349594 PMCID: PMC8044028 DOI: 10.1016/j.jneb.2020.10.017] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 10/20/2020] [Accepted: 10/24/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To assess the effectiveness of food-based science, technology, engineering, arts, and mathematics (STEAM) learning activities on preschoolers' liking of 9 target vegetables and objectively-assessed fruit and vegetable (FV) intake. METHODS Seven hands-on, food-based STEAM learning activities were implemented to expose children to 9 target vegetables in 3 Head Start preschools (11 classrooms) across North Carolina. Child-reported vegetable liking scores and skin carotenoid status (SCS) were dependent variables collected at baseline, midpoint, and posttest. Adjusted repeated-measures ANOVA was used to examine intervention impact. RESULTS A total of 113 children (intervention = 49; comparison = 64) participated. Children were an average age of 3.7 ± 0.57 years at baseline. Mean target vegetable liking scores for the intervention and comparison groups, respectively, were 3.2 ± 0.19 and 3.2 ± 0.17 at baseline, 2.9 ± 0.17 and 3.1 ± 0.15 at midpoint, and 2.8 ± 0.15 and 3.1 ± 0.13 at posttest. A time × group interaction was not significant for target vegetable liking scores. Mean SCS were 268.6 ± 13.24 and 270.9 ± 12.13 at baseline, 271.3 ± 12.50 and 275.6 ± 11.46 at midpoint, and 267.8 ± 11.26 and 229.6 ± 10.32 at posttest for the intervention and comparison groups, respectively. A time × group interaction was significant for SCS (F1,77 = 3.98; P = 0.02; r = 0.10). Both groups declined from baseline to posttest (intervention = 0.06%; comparison = 15.09%), which occurred after winter break, with a smaller decline observed in the intervention group (P = 0.02). CONCLUSIONS AND IMPLICATIONS Food-based STEAM learning activities may present a unique opportunity to affect FV intake while meeting academic standards. More research is needed to understand how liking for familiar FV changes over time and its relationship with consumption. In addition, more implementation research featuring larger sample sizes, teachers as the interventionist, and a longer study duration is needed to confirm the outcomes of food-based STEAM learning observed in the current study and the long-term impact this approach may have on children's' dietary quality.
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Affiliation(s)
- Jocelyn Bayles
- Food-based Early Education (FEEd) Lab, Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, Greenville, NC
| | - Amanda D Peterson
- Food-based Early Education (FEEd) Lab, Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, Greenville, NC
| | - Stephanie Jilcott Pitts
- Department of Public Health, Brody School of Medicine, East Carolina University, Greenville, NC
| | - Hui Bian
- Office for Faculty Excellence, East Carolina University, Greenville, NC
| | - L Suzanne Goodell
- Department of Food, Bioprocessing, and Nutrition Sciences, North Carolina State University, Raleigh, NC
| | - Sarah Burkholder
- Food-based Early Education (FEEd) Lab, Department of Nutrition Science, College of Allied Health Sciences, 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
| | - Virginia C Stage
- Food-based Early Education (FEEd) Lab, Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, Greenville, NC.
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Eastern North Carolina Head Start Teachers' personal and professional experiences with healthy eating and physical activity: a qualitative exploration. Public Health Nutr 2020; 24:3460-3476. [PMID: 33190662 DOI: 10.1017/s1368980020003687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
OBJECTIVE Explore the interrelationship between teachers' personal and professional socio-ecological structures while examining Head Start (HS) teachers' experiences with (1) trying to eat healthy and engage in physical activity (PA) and (2) promote healthy eating and PA in their classrooms. DESIGN In-depth semi-structured interviews were collected from March through June 2017. Researchers designed the data collection and analysis methods using a phenomenological approach. All interviews were recorded using digital audio and transcribed verbatim. SETTING Seven HS centres in two rural eastern North Carolina counties. PARTICIPANTS Teachers (n 15) who had recently participated in a healthy eating and physical activity intervention. Participants were 100 % female, an average age of 43 years (sd 9·6) and primarily Black/African American (93·3 %). RESULTS Eighteen primary themes were identified providing unique insight into individual, social and environmental determinants that may influence teachers' personal health behaviours and professional health promotion practices. Findings indicated that teachers want to improve health behaviours personally (individual/family health) and professionally (children/families served); however, barriers exist at all levels impacting their ability to improve their own health and facilitate positive behaviours among the children/families they serve. Many teachers observed connections between their personal and professional experiences, but not beyond the individual level. CONCLUSIONS Study findings highlight the importance of considering and emphasising the potential relationship between personal and professional determinants of health when working with early childhood teachers. Findings from this study may be useful for informing the development, implementation and evaluation of future health promotion interventions using teachers as implementers.
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Lima do Vale MR, Farmer A, Ball GDC, Gokiert R, Maximova K, Thorlakson J. Implementation of Healthy Eating Interventions in Center-Based Childcare: The Selection, Application, and Reporting of Theories, Models, and Frameworks. Am J Health Promot 2020; 34:402-417. [PMID: 31983219 DOI: 10.1177/0890117119895951] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
PURPOSE To explore the selection, use, and reporting of theories, models, and frameworks (TMFs) in implementation studies that promoted healthy eating in center-based childcare. DATA SOURCE We searched 11 databases for articles published between January 1990 and October 2018. We also conducted a hand search of studies and consulted subject matter experts. STUDY INCLUSION AND EXCLUSION CRITERIA We included studies in center-based settings for preschoolers that addressed the development, delivery, or evaluation of interventions or implementation strategies related to healthy eating and related subjects and that explicitly used TMF. Exclusion criteria include not peer reviewed or abstracts and not in English, French, German, and Korean. DATA EXTRACTION The first author extracted the data using extraction forms. A second reviewer verified data extraction. DATA SYNTHESIS Direct content analysis and narrative synthesis. RESULTS We identified 8222 references. We retained 38 studies. Study designs included quasi-experimental, randomized controlled trials, surveys, case studies, and others. The criteria used most often for selecting TMFs were description of a change process (n = 12; 23%) or process guidance (n = 8; 15%). Theories, models, and frameworks used targeted different socioecological levels and purposes. The application of TMF constructs (e.g., factors, steps, outcomes) was reported 69% (n = 34) of times. CONCLUSION Reliance on TMFs focused on individual-level, poor TMF selection, and application and reporting for the development of implementation strategies could limit TMF utility.
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Affiliation(s)
| | - Anna Farmer
- Faculty of Agricultural, Life and Environmental Sciences, University of Alberta, Edmonton, Alberta, Canada
| | - Geoff D C Ball
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Rebecca Gokiert
- Faculty of Extension, University of Alberta, Edmonton, Alberta, Canada
| | - Katerina Maximova
- School of Public Health, University of Alberta, Edmonton, Alberta, Canada
| | - Jessica Thorlakson
- Faculty of Agricultural, Life and Environmental Sciences, University of Alberta, Edmonton, Alberta, Canada
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