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Johnson AD, Partika A, Martin A, Horm D, Phillips DA. A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes. Child Dev 2023; 94:1298-1318. [PMID: 37032515 DOI: 10.1111/cdev.13928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 01/19/2023] [Accepted: 01/31/2023] [Indexed: 04/11/2023]
Abstract
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills-both academic and executive functioning (EF)-than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020-2021) based on whether they had attended public preschool (school-based pre-k; Head Start) versus no preschool. In our race-ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low-income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first-grade. Preschool did not boost EF in kindergarten or first-grade.
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Affiliation(s)
- Anna D Johnson
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
| | - Anne Partika
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
| | - Anne Martin
- Independent Consultant, Georgetown University, Washington, District of Columbia, USA
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma, Tulsa, Oklahoma, USA
| | - Deborah A Phillips
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
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2
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Sisson SB, Malek-Lasater A, Ford TG, Horm D, Kwon KA. Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19. Int J Environ Res Public Health 2023; 20:2763. [PMID: 36768129 PMCID: PMC9915895 DOI: 10.3390/ijerph20032763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 01/23/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the health of this critical workforce. ECE teachers (n = 1434) in the U.S. completed an online survey in late spring to mid-summer 2020. Teachers self-reported height and weight; body mass index (BMI) and weight status were calculated. Teachers reported micro-environment variables including age, race, gender, obesogenic lifestyle behaviors, well-being, food security, personal health, stress, job stress, type of ECE, COVID-19 teaching modality, and age of children in the classroom. Logistic regression predicting overweight/obesity and linear regression predicting BMI were conducted. Teachers with more years of teaching experience (OR: 1.022: 95% CI 1.005, 1.039) and higher consumption of fast food (2.038: 1.310, 3.169) had higher odds of overweight/obesity. Teachers with higher levels of education (0.58: 0.407, 0.828) and higher physical health (0.836: 0.775, 0.902) had lower odds of overweight/obesity. Other variables were not associated with overweight/obesity. Variables significant in logistic regression were also associated with higher BMI. Additionally, Native American race (β = 2.467 SE = 1.206) and sedentary hours/day (β = 0.152 SE = 0.075) were associated with higher BMI. Implications for enhancing workplace health for these ECE teachers are emerging.
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Affiliation(s)
- Susan B. Sisson
- Department of Nutrition Sciences, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave, Oklahoma City, OK 73117, USA
| | - Adrien Malek-Lasater
- Department of Teaching, Learning, and Curriculum, College of Education and Human Services, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224, USA
| | - Timothy G. Ford
- Department of Educational Leadership and Policy Studies, The University of Oklahoma, 4502 E. 41st Street, 4W101, Tulsa, OK 74135, USA
| | - Diane Horm
- Early Childhood Education Institute, The University of Oklahoma-Tulsa, 4502 E. 41st Street, Tulsa, OK 74135, USA
- Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, 820 Van Vleet, Norman, OK 73019, USA
| | - Kyong-Ah Kwon
- Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, 820 Van Vleet, Norman, OK 73019, USA
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3
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Patel D, Butzer D, Williams BD, Dev DA, Horm D, Finneran D, Lowery B, Campbell JE, Sisson SB. Food Waste, Preference, and Cost: Perceived Barriers and Self-Reported Food Service Best Practices in Family Child Care Homes. Child Obes 2022; 18:548-555. [PMID: 35333611 DOI: 10.1089/chi.2021.0251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Background: Family Child Care Homes (FCCHs) are a setting where providers care for children at their own residence. FCCHs face unique challenges and children may not always receive optimal nutrition and have higher risk of obesity compared to other programs. The objective of this study was to determine differences in food service best practices scores between FCCHs who did/did not perceive barriers to serving healthy meals. Methods: FCCHs (n = 167) self-reported demographics, and perceived barriers to serving healthy foods. Nutrition and Physical Activity Self-Assessment for Child Care was used to assess food served with 1 (indicating poor practice) to 4 (indicating best practice). Means, standard deviations, and t-tests were conducted to determine differences in scores between FCCHs with and without perceived barriers. Adjusted alpha was 0.013. Results: FCCHs perceiving food waste as a barrier had significantly lower scores for total food and beverage (p = 0.006, 3.2 ± 0.3 vs. 3.4 ± 0.3); fruits and vegetables (p = 0.003, 3.1 ± 0.5 vs. 3.3 ± 0.5), whole fruits (p = 0.048, 3.1 ± 1.2 vs. 3.4 ± 0.9), and nonstarchy vegetables (p = 0.007, 2.8 ± 0.9 vs. 3.2 ± 0.9). Providers perceiving food preferences as a barrier had significantly lower scores compared to those who did not (p = 0.008, 2.9 ± 0.9 vs. 3.3 ± 0.9). No significant differences found in best practices among providers with vs. without perceived barrier of food costs. Conclusion: Food waste is an understudied barrier in FCCHs to serve healthy meals. Research is needed to explore these perceived barriers in FCCHs to improve best practices around meals.
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Affiliation(s)
- Divya Patel
- Department Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Daisy Butzer
- Department Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Bethany D Williams
- Department Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA.,Department of Nutrition and Exercise Physiology, Washington State University Health Sciences Spokane, Spokane, WA, USA
| | - Dipti A Dev
- Department of Child, Youth, and Family studies, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Diane Horm
- Instructional Leadership and Academic Curriculum, and University of Oklahoma, Norman, OK, USA
| | - Denise Finneran
- Department Speech Pathology, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Bryce Lowery
- Department of Regional and City Planning, University of Oklahoma, Norman, OK, USA
| | - Janis E Campbell
- Department of Biostatistics and Epidemiology, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Susan B Sisson
- Department Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
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Johnson AD, Schochet ON, Martin A, Castle S, Horm D, Phillips DA. When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus head start for low-income children's kindergarten cognitive and self-regulatory skills. Dev Psychol 2022; 58:848-865. [PMID: 35482675 DOI: 10.1037/dev0001335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, because in many communities Head Start and school-based pre-k programs provide competing early education options for low-income 4-year-olds, leaving policymakers, educators, and parents wondering which pathway best promotes the mix of skills predictive of success in elementary school. Only one study-conducted prior to significant recent demographic and policy changes affecting early education and focused exclusively on cognitive outcomes-has addressed this question. We extend that work with contemporary data on 362 low-income children to assess the relative advantages for both kindergarten cognitive and self-regulatory skills of 2 years of Head Start before kindergarten versus transitioning from Head Start to school-based pre-k at age 4. The child sample was evenly split by gender and diverse in race/ethnicity (50% Hispanic/Latinx; 36% Black; 7% White). Results showed that children who transitioned after 1 year of Head Start to school-based pre-k at age 4 showed marginally higher kindergarten literacy (d = .13) and significantly greater math (d = .18) skills than children who remained in Head Start for a second year, but there were no significant differences in kindergarten self-regulatory skills. Implications for contemporary, pressing policy issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
| | | | - Anne Martin
- Department of Psychology, Georgetown University
| | - Sherri Castle
- Early Childhood Education Institute, University of Oklahoma-Tulsa
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma-Tulsa
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Martin A, Partika A, Castle S, Horm D, Johnson AD. Both sides of the screen: Predictors of parents' and teachers' depression and food insecurity during COVID-19-related distance learning. Early Child Res Q 2022; 60:237-249. [PMID: 35153375 PMCID: PMC8825345 DOI: 10.1016/j.ecresq.2022.02.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 10/16/2021] [Accepted: 02/03/2022] [Indexed: 06/02/2023]
Abstract
The COVID-19 pandemic has placed unprecedented strains on both parents and teachers, both of whose mental and financial hardships have serious implications for young children's wellbeing. We drew on an existing cohort study of families with low incomes in Tulsa, OK when children were in their Spring of first grade in 2020. We surveyed parents and teachers - children's caregivers on both sides of the screen during distance learning - before and after the COVID-19 pandemic hit and schools were closed. We first compared the proportion of parents and teachers who were depressed and food-insecure before and after the pandemic struck. We then used pre-pandemic characteristics of parents and teachers in separate models to predict their depression and food insecurity during the pandemic. Results showed that rates of depression among both parents and teachers spiked after COVID-19, and food insecurity rates also increased among parents. For both parents and teachers, the strongest predictor of depression during COVID-19 was having experienced depression before the pandemic. Similarly, the strongest predictor of food insecurity during COVID-19 was having experienced food insecurity beforehand. These results point intervention efforts towards identifying the caregivers of children in low-income contexts whose mental and financial wellbeing are likely to be most compromised during this and perhaps future disasters.
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Affiliation(s)
- Anne Martin
- Independent Consultant, 237 West 11th St., 4A, New York, NY 10014
| | - Anne Partika
- Department of Psychology, Georgetown University, 303 White-Gravenor Hall, Washington, DC 20057
| | - Sherri Castle
- Early Childhood Education Institute, University of Oklahoma - Tulsa, 4502 E. 41st St., Room 4W-123, Tulsa, OK 74135
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma - Tulsa, 4502 E. 41st St., Room 4W-123, Tulsa, OK 74135
| | - Anna D Johnson
- Department of Psychology, Georgetown University, 303 White-Gravenor Hall, Washington, DC 20057
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Laurin DE, Guss SS, Horm D. Caregiver-infant and toddler interactions during diapering: Caregiver responsiveness and child well-being and involvement. Infant Ment Health J 2021; 42:546-559. [PMID: 34125959 DOI: 10.1002/imhj.21933] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well-being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver responsiveness was found to be significantly related to both child involvement and child well-being. Another feature of caregivers' behavior, caregiver encouragement, was significantly associated with child well-being, but not child involvement. The study results suggest that caregivers' behaviors, specifically responsiveness and encouragement, during diapering are vital proximal processes in the moment-to-moment interactions between a caregiver and child. Thus, responsiveness and encouragement in care routines should be emphasized in infant care settings and be a focus for caregiver professional development, including pre- and in-service training. Although training related to diapering is often restricted to health concerns, the findings suggest that specific caregiver-child interactions during this care routine may support or hinder children's well-being and involvement in the moment. Caregiver responsiveness to children's cues in this context may enhance children's opportunities to practice involvement in bidirectional relationships and support children's well-being.
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Affiliation(s)
- Deborah E Laurin
- Early Childhood Education Institute (ECEI), University of Oklahoma - Tulsa, Tulsa, Oklahoma, USA
| | - Shannon S Guss
- Marsico Institute of Early Learning, Morgridge College of Education, University of Denver, Denver, Colorado, USA
| | - Diane Horm
- Early Childhood Education Institute (ECEI), University of Oklahoma-Tulsa, Tulsa, Oklahoma, USA
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Williams B, Sisson S, Lowery B, Dev D, Horm D, Campbell J, Finneran D, Graef-Downard J. Associations Between Community Nutrition Environments and Early Care and Education Classroom Nutrition Practices. Curr Dev Nutr 2021. [DOI: 10.1093/cdn/nzab051_038] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Abstract
Objectives
Poor child diet is influenced by nutrition environments surrounding schools and homes; influence of these environments on Early Care and Education (ECE) settings is not understood. The purpose of this study was to determine associations between community nutrition environments and ECE classroom nutrition practices, by ECE context [Head Starts, community-based childcare (CBCs), and family child care homes (FCCHs)].
Methods
Cross-sectional study including licensed Oklahoma ECEs. Locations of 457 grocery stores were determined in-person. Locations of participating ECEs and grocery stores were geocoded and analyzed in ArcMap 10.6. ECEs were considered located within a “Food Desert” if no grocery stores were available within a 0.25-mile radius for urban ECEs, or 10-mile radius for rural ECEs. ECE directors completed the Nutrition and Physical Activity Self-Assessment tool (i.e., NAP SACC); items were reported on a Likert-type scale and subscores were calculated for nutrition practices. Wilcoxon Rank Sum test was performed to compare practice scores among those located within a Food Desert versus Non-Desert. Benjamini Hochberg calculations for False Discovery Rate were applied (α< 0.004).
Results
54 Head Starts, 159 CBCs, and 160 FCCHs participated with 24%, 27% and 37%- respectively- being located within a Food Desert. ECE descriptive characteristics including food purchasing and meal planning strategies varied by ECE context. Head Starts demonstrated the highest classroom nutrition scores for mealtime practices, and nutrition education and policy. Food Desert status was not related to classroom nutrition practice scores for any ECE context (P > 0.004).
Conclusions
Contrary to studies in residential areas and schools, nutrition environments were not related to nutrition practices in ECEs. This suggests that ECEs may serve as protective micro-environments supporting health for children more vulnerable to the health environments of their nearby residing communities. Supporting health practices for ECEs may be achieved most effectively through within-center intervention and policy.
Funding Sources
This study was funded by the Early Care and Research Scholars: Head Start Graduate Student Research Grant (HHS2017-ACF-OPRE-YR-1219), OUHSC College of Allied Health Student Research and Creativity Grant, and Department of Nutritional Sciences.
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Tabbutt K, Maher EJ, Horm D. Foundations for Success: A Mixed-Methods Evaluation of a Statewide, Cross-Sector Early Childhood Collaborative. Child Youth Care Forum 2021. [DOI: 10.1007/s10566-021-09622-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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9
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Yazejian N, Bryant DM, Kuhn LJ, Burchinal M, Horm D, Hans S, File N, Jackson B. The Educare intervention: Outcomes at age 3. Early Child Res Q 2020; 53:425-440. [PMID: 33149375 PMCID: PMC7593987 DOI: 10.1016/j.ecresq.2020.05.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Revised: 12/10/2019] [Accepted: 05/18/2020] [Indexed: 05/09/2023]
Abstract
The effectiveness of Educare, a center-based early education program, in improving child outcomes at age 3 was evaluated in a randomized clinical trial. Educare programs serve children from birth to age 5 and are designed to reduce the achievement gap between children from low-income families and their more advantaged peers. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educare or a business-as-usual control group. At age 3, assessments of the skills of 202 children remaining in the study revealed significant differences in favor of children in the treatment group on auditory language skills, early math skills, and parent-reported problem behaviors. Effect sizes were in the modest range, although not as strong as the previously reported age 2 findings. No effects were found for observations of parent-child interactions, observer-rated child behaviors, or parent-rated social competence. For English-language skills, children who were dual language learners (DLLs) benefitted more from treatment than non-DLLs. Analyses of outcomes by child care type, regardless of treatment group assignment, showed that children in Educare had better language, math, and behavioral scores than children in less formal care, whereas children in other center-based care only had higher language scores than children in less formal care. Differences in outcomes between Educare and other center-based care were not significant.
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Affiliation(s)
| | | | - Laura J. Kuhn
- University of North Carolina at Chapel Hill, United States
| | | | - Diane Horm
- University of Oklahoma-Tulsa, United States
| | | | - Nancy File
- University of Wisconsin-Milwaukee, United States
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10
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Choi JY, Castle S, Burchinal M, Horm D, Guss S, Bingham GE. Peer effects on low-income children's learning and development. J Sch Psychol 2018; 71:1-17. [PMID: 30463665 DOI: 10.1016/j.jsp.2018.10.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Revised: 07/21/2018] [Accepted: 10/08/2018] [Indexed: 11/16/2022]
Abstract
Using data from a large study of 78 high-quality Head Start classrooms in 12 sites across the U.S., this study examined whether peers' receptive vocabulary skills and teacher-reported social-emotional (S-E) functioning (i.e., behavior problems and self-regulation) measured at the beginning of the preschool year were related to children's gains in these three domains over a school year. Analyses included over 75% of the children in each classroom and produced three noteworthy findings. First, children in classrooms where average peers had higher behavior problems demonstrated increased teacher-reported behavior problems themselves at the end of the year. Second, children in classrooms where average peers had higher self-regulation skills demonstrated larger gains in teacher-reported self-regulation skills at the end of the school year. Third, peers' higher baseline self-regulation skills were found to be associated with children's higher self-regulation in spring, especially when children began the school year with higher levels of self-regulation. This finding indicates that children who have higher baseline self-regulation may be better positioned to benefit from their peers' high self-regulation in developing their own self-regulation skills. In contrast, no evidence was found that peers' baseline receptive vocabulary skills were related to children's receptive vocabulary gains over a school year. Additionally, no significant cross-domain peer effects were found between peers' baseline S-E functioning and children's receptive vocabulary gains nor peers' baseline receptive vocabulary skills and children's S-E development over a school year. Implications of these findings for classroom practice and further research are discussed.
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Affiliation(s)
- Ji Young Choi
- Department of Human Development & Family Studies, Iowa State University, United States of America.
| | - Sherri Castle
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Margaret Burchinal
- Data Management and Analysis Center, FPG Child Development Institute, University of North Carolina, United States of America
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Shannon Guss
- Early Childhood Education Institute, University of Oklahoma-Tulsa, United States of America
| | - Gary E Bingham
- Department of Early Childhood Education, Georgia State University, United States of America
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Kracht CL, Sisson SB, Kerr K, Walker D, Stephens L, Seward J, Anderson A, Weedn AE, Cheney M, Copeland KA, Tallbear C, Jacob A, Key M, Dennison M, Horm D, Salvatore AL. Health Care Provider's Role in Obesity Prevention and Healthy Development of Young American Indian Children. J Transcult Nurs 2018; 30:231-241. [PMID: 30071776 DOI: 10.1177/1043659618792605] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION Health care providers (HCPs) serving American Indian (AI) populations are critical stakeholders in promoting healthy weight-related behaviors of young AI children. The purpose of this study is to develop an understanding of how HCP perceive their role in the healthy development of young AI children, and how they envision working with early care and education teachers and parents to enhance children's health. METHOD Twenty HCP that serve young AI children in Oklahoma participated in individual interviews. Thematic analysis was conducted on coded transcripts and three main themes, each with two to four subthemes were identified. RESULTS HCP had limited contact with teachers, felt family health was equal or more important than child health, and parental empowerment and gradual change was essential for success. CONCLUSION Creating ways to involve HCP, early care and education teachers, and parents together in multilevel and multisector interventions has the potential to improve the health of young AI children.
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Affiliation(s)
- Chelsea L Kracht
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Susan B Sisson
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Kelly Kerr
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Devon Walker
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Lancer Stephens
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA.,2 Oklahoma Shared Clinical and Translational Resources, Oklahoma City, OK, USA
| | - Julie Seward
- 3 Southern Plains Tribal Health Board, Oklahoma City, OK, USA
| | - Amber Anderson
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Ashley E Weedn
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | | | - Kristen A Copeland
- 5 Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.,6 University of Cincinnati, Cincinnati, OH, USA
| | - Chris Tallbear
- 1 University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | | | - Michelle Key
- 8 Chickasaw Nation Department of Community Services, Ada, OK, USA
| | | | - Diane Horm
- 10 University of Oklahoma, Tulsa, OK, USA
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Kracht CL, Sisson SB, Walker D, Kerr K, Stephens L, Anderson A, Seward J, Weedn AE, Cheney M, Copeland K, Salvatore AL, Jacob A, Key M, Dennison M, Tallbear C, Horm D. Early Care and Education Teacher’s Role in Obesity Prevention and Healthy Development of Young American Indian Children. J Transcult Nurs 2018; 30:75-85. [DOI: 10.1177/1043659618786363] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Introduction: The purpose of this study was to develop an understanding of how stakeholders, specifically early care and education (ECE) teachers, perceive their role in the development of young American Indian children, and envision working with health care providers and parents in order to enhance children’s health. Methodology: Twenty tribally affiliated ECE teachers from Oklahoma participated in interviews. Thematic analysis was conducted, and three main themes, each with two to three subthemes, emerged. Results: Teachers felt that nutrition and physical activity were important to children’s health. Teachers had little professional interaction with health care providers but desired more. Parental empowerment was conveyed as essential to actualize positive changes in their child’s behavior. Discussion: Teachers of tribally affiliated ECE centers are important stakeholders in promoting the health and well-being of young American Indian children. Additional efforts are needed to more effectively integrate teachers and nurses in order to create effective interventions. We propose a stakeholder partnership to guide the development of future interventions.
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Affiliation(s)
- Chelsea L. Kracht
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Susan B. Sisson
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Devon Walker
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Kelly Kerr
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Lancer Stephens
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
- Oklahoma Shared Clinical and Translational Resources, Oklahoma City, OK, USA
| | - Amber Anderson
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Julie Seward
- Southern Plains Tribal Health Board, Oklahoma City, OK, USA
| | - Ashley E. Weedn
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | | | - Kristen Copeland
- Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- University of Cincinnati, Cincinnati, OH, USA
| | | | | | - Michelle Key
- Chickasaw Nation Department of Community Services, Ada, OK, USA
| | | | - Chris Tallbear
- Southern Plains Tribal Health Board, Oklahoma City, OK, USA
| | - Diane Horm
- Early Childhood Education Institute, University of Oklahoma, Tulsa, OK, USA
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Choi JY, Horm D, Jeon S. Descriptive Study of Continuity of Care Practice and Children’s Experience of Stability of Care in Early Head Start. Child Youth Care Forum 2018. [DOI: 10.1007/s10566-018-9450-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Anundson K, Sisson SB, Anderson M, Horm D, Soto J, Hoffman L. Staff Food-Related Behaviors and Children's Tastes of Food Groups during Lunch at Child Care in Oklahoma. J Acad Nutr Diet 2017; 118:1399-1407. [PMID: 28988838 DOI: 10.1016/j.jand.2017.07.023] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2016] [Accepted: 07/27/2017] [Indexed: 11/28/2022]
Abstract
BACKGROUND Young children should consume a variety of nutrient-dense foods to support growth, while limiting added fat and sugar. A majority of children between the ages of 3 and 5 years attend child care in the United States, which makes this environment and the child-care staff influential at meals. OBJECTIVE The aim was to determine the association between best-practice food-related behaviors and young children's tastes of fruit, vegetable, low-fat dairy, and high-fat/high-sugar foods at child care. DESIGN This was a cross-sectional study. PARTICIPANTS A community-based study with 201 children ages 3 to 5 years from 25 early care and education centers, including 11 tribally affiliated centers and two Head Start programs across Oklahoma. Data collection occurred from fall 2011 to spring 2014. MAIN OUTCOME MEASURES Classroom observations used the Environmental Policy Assessment Observation tool to measure the staff behaviors and environment. Staff behavior was compared at three different levels: the composite score of staff nutrition behavior, each constituent staff behavior, and staff behaviors grouped into broader feeding behaviors. Tasted food was measured through the Dietary Observation in Child Care method. The children's meals were categorized into the following food groups: fruit, vegetable, low-fat dairy, fried vegetable, fried meat, high-fat meat, and high-fat/high-sugar food. STATISTICAL ANALYSIS PERFORMED Descriptive statistics were calculated for relevant variables. Relationships between the constituent staff behaviors and food groups that children tasted were compared using multilevel mixed-model analysis. RESULTS The mean number of tasted fruit or vegetable items was higher and the mean number of tasted high-fat/high-sugar food items was lower when staff: 1) determined fullness before plate removal when less than half of food was eaten, 2) ate with the children, 3) and talked about healthy food. CONCLUSIONS The utilization of the three staff behaviors and their association with higher mean tastes of nutrient-dense items and lower mean tastes of high-fat/high-sugar food items among exposed children demonstrated support for the use of the best practices in early care and education centers.
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Yazejian N, Bryant DM, Hans S, Horm D, St. Clair L, File N, Burchinal M. Child and Parenting Outcomes After 1 Year of Educare. Child Dev 2017; 88:1671-1688. [DOI: 10.1111/cdev.12688] [Citation(s) in RCA: 59] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Sisson SB, Stoner J, Li J, Stephens L, Campbell JE, Lora KR, Arnold SH, Horm D, DeGrace B. Tribally Affiliated Child-Care Center Environment and Obesogenic Behaviors in Young Children. J Acad Nutr Diet 2016; 117:433-440. [PMID: 27927584 DOI: 10.1016/j.jand.2016.10.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2016] [Accepted: 10/12/2016] [Indexed: 12/21/2022]
Abstract
BACKGROUND Child-care centers are an integral part of life for many families with young children. American Indian children are at elevated health risk because of higher levels of obesity and associated health behaviors. OBJECTIVE Our aim was to assess the child-care environment and children's physical activity (PA) and dietary intake in young children attending tribally affiliated child care. DESIGN We conducted a cross-sectional study. PARTICIPANTS/SETTING Participants were from 11 tribally affiliated child-care centers across Oklahoma and included 82 children aged 3 to 5 years old. MAIN OUTCOME MEASURES Classroom observations were conducted using the Environmental and Policy Assessment Observation to measure PA and nutrition environments. Children wore an ActiGraph GT3X accelerometer and lunchtime plate waste was observed. STATISTICAL ANALYSES Descriptive statistics, including mean±standard deviation and frequencies, were calculated for the children's behaviors and environment. RESULTS The total environment score was 23.9±5.2 (maximum=43). The nutrition score was 12.5±3.1 (maximum=21). The PA score was 11.7±2.2 (maximum=22). The participants were 3.8±0.1 years old, 55% were male, 67% were American Indian, and 38% were overweight or obese. Accelerometers were worn for 5.9±1.7 hours, excluding naptime. Children accumulated 4.3±2.2 min/h of moderate to vigorous PA, 4,294±1,883 steps/day, and 12.1±3.7 steps/min. At lunch, children were served 510±241 kcal, and consumed 387±239 kcal. Lunches consisted of 47% carbohydrate, 20% protein, and 33% fat. Total number of F/V served was 2.9±1.9 and consumed was 2.3±1.8, while whole grains served and consumed were 0.3±0.4 and 0.2±0.4, respectively, and lean proteins served and consumed were 0.3±0.4 and 0.2±0.4, respectively. CONCLUSIONS This study describes obesogenic aspects of the child-care environment and identifies areas for improvement. Children did not accumulate adequate PA or consume calories or fat excessively. Children consumed multiple F/V; however, more whole grains and lean proteins could be provided. Future research might investigate how the healthfulness of the child-care environment can be improved by counseling providers on nutrition and PA strategies to prevent obesity.
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Sisson SB, Li J, Stoner JA, Lora KR, Campbell JE, Arnold SH, DeGrace B, Horm D, Stephens L. Obesogenic environments in tribally-affiliated childcare centers and corresponding obesity rates in preschool children. Prev Med Rep 2016; 3:151-8. [PMID: 27419008 PMCID: PMC4929137 DOI: 10.1016/j.pmedr.2016.01.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Determine the relationship between obesogenic characteristics of childcare and child adiposity in tribally-affiliated centers in Oklahoma. METHODS The two-day Environment and Policy Assessment and Observation (EPAO) included a total environment (TE), nutrition (N), and physical activity (PA) score and took place in 11 centers across Oklahoma. Eighty-two preschool children (3-5 years) participated. Child height and weight were measured and overweight status (≥ 85th percentile for age and sex) was determined. Regression models, fit using Generalized Estimating Equations methodology to account for clustering by center were used and adjusted for center characteristics. RESULTS Participants were 3.8 (0.8) years old, 55% male, 67% American Indian (AI) and 38% overweight. A healthier TE and PA was associated with a reduced odds of overweight, which remained significant after adjusting for some center characteristics, but not all. A healthier TE, N, and PA was associated with lower BMI percentile, which remained significant after some center-level adjustments, but not all. Lower sedentary opportunity and sedentary time were no longer associated with reduced odds of overweight following adjustment. Lower opportunity for high sugar and high fat foods and minutes of active play were associated with reduced odds of overweight in some adjusted models. CONCLUSIONS Collectively unadjusted and adjusted models demonstrate that some aspects of a healthier childcare center environment are associated with reduced odds of overweight and lower BMI percentile in preschool children attending tribally-affiliated childcare in Oklahoma. Future research should examine the association of childcare and health behaviors and further explore the role of potential confounders.
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Affiliation(s)
- Susan B. Sisson
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Ji Li
- Department of Biostatistics and Epidemiology, College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Julie A. Stoner
- Department of Biostatistics and Epidemiology, College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
- Oklahoma Shared Clinical and Translational Resources, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Karina R. Lora
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Janis E. Campbell
- Department of Biostatistics and Epidemiology, College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Sandra H. Arnold
- Department of Rehabilitation Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Beth DeGrace
- Department of Rehabilitation Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Diane Horm
- Early Chyildhood Education Institute, University of Oklahoma, Tulsa, OK, United States
| | - Lancer Stephens
- Oklahoma Shared Clinical and Translational Resources, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
- Department of Health Promotion Sciences, College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
- American Indian Diabetes Prevention Center, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
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Sisson S, Li J, Arnold S, Lora K, Stoner J, DeGrace B, Campbell J, Horm D, Stephens L. Obesogenic Child Care Center Environment and Obesity in Preschool Children. J Acad Nutr Diet 2015. [DOI: 10.1016/j.jand.2015.06.271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Frampton AM, Sisson SB, Horm D, Campbell JE, Lora K, Ladner JL. What's for lunch? An analysis of lunch menus in 83 urban and rural Oklahoma child-care centers providing all-day care to preschool children. J Acad Nutr Diet 2013; 114:1367-74. [PMID: 24332085 DOI: 10.1016/j.jand.2013.09.025] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Accepted: 09/18/2013] [Indexed: 10/25/2022]
Abstract
BACKGROUND More than half of 3- to 6-year-old children attend child-care centers. Dietary intakes of children attending child-care centers tend to fall short of Dietary Reference Intakes (DRIs). OBJECTIVE Our aim was to examine macro-/micronutrient content of child-care center menus, compare menus to one third of DRIs, and determine menu differences by population density. METHODS A stratified, random, geographically proportionate sample of Oklahoma child-care centers was obtained. Child-care centers providing all-day care for 2- to 5-year-old children were contacted to complete a telephone questionnaire and asked to send in that month's menus for the 3- to 4-year-old children. Overall means and standard deviations of the nutrient content of 5 days of lunch menus were calculated. Comparisons were made to both the 1- to 3-year-old and 4- to 8-year-old DRIs. One-sample t tests compared mean nutrient content of lunches to one third of the DRIs for the overall sample and urban/rural classification. Independent t tests compared nutrient content of urban and rural lunches. PARTICIPANTS/SETTING One hundred sixty-seven child-care centers were contacted; 83 completed the study (50% response). RESULTS Menus provided statistically significantly insufficient carbohydrate, dietary fiber, iron, vitamin D, and vitamin E. Calcium was higher than the 1- to 3-year-old DRI, but lower than the 4- to 8-year-old DRI. Folate was higher than the 1- to 3-year-old DRI, but not different from the 4- to 8-year-old DRI. Sodium was higher than the DRI for both age groups. Thirty-four child-care centers (41%) were classified as urban and 49 (59%) as rural. Urban menus provided less than the 4- to 8-year-old DRI for folate, but rural child-care center menus did not. CONCLUSIONS Oklahoma child-care center menus appear to provide adequate protein, magnesium, zinc, vitamin A, and vitamin C, but may be deficient in key nutrients required for good health and proper development in preschool-aged children. These issues can be addressed by including food and nutrition practitioners in the process to ensure child-care center menus are a useful resource and nutritionally appropriate for preschool children.
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