Adaptation and evaluation of a nutrition and physical activity program for early childhood education settings in Aboriginal and Torres Strait Islander communities in remote Far North Queensland

2020 ◽  
Author(s):  
Kirby Murtha ◽  
Kani Thompson ◽  
Phoebe Cleland ◽  
Danielle Gallegos
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Torres Strait Islander ◽  
Physical Activity Program ◽  
Childhood Education ◽  
Far North ◽  
Activity Program ◽  
Torres Strait ◽  
Nutrition And Physical Activity

scholarly journals Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1984 ◽  
Author(s):  
Jeanette Rapson ◽  
Cathryn Conlon ◽  
Ajmol Ali
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Common Knowledge ◽  
Nutrition Knowledge ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Nutrition And Physical Activity

Caregivers’ nutrition and physical activity knowledge is recognised as being important for children’s health and body size. Identifying knowledge gaps amongst caregivers may inform professional development and obesity-prevention strategies in childcare settings. This cross-sectional validated online questionnaire aimed to measure current early childhood education and care (ECEC) teachers’ nutrition knowledge for pre-schoolers (2–5-year-olds) and related perspectives. Teachers’ (n = 386) knowledge of nutrition was lacking: The overall score was 22.56 ± 2.83 (mean ± SD), or 61% correct. Increased years of experience significantly predicted an increase in knowing that national nutrition and physical activity guidelines exist (B = 0.02 [95% CI, 0.00–0.03], r2 = 0.13, p = 0.033). Teachers’ increased agreement in feeling they were confident talking about nutrition to parents significantly predicted an increase in overall nutrition knowledge scores (B = 0.34 [95% CI, 0.06–0.63], r2 = 0.15, p = 0.019). The belief that ECEC teachers play a vital role in promoting pre-schoolers’ healthy eating and physical activity was widespread. Common knowledge barriers included a lack of staff training, confidence, and resources. ECEC teachers may lack nutrition knowledge for pre-schoolers, particularly in regard to basic nutrition recommendations (servings, food/beverage choices, and portion sizes).

scholarly journals Nutrition and Physical Activity for Pre-Schoolers: Knowledge and Perspectives amongst Early Childhood Education Teachers

Proceedings ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Jeanette Rapson ◽  
Cath Conlon ◽  
Ajmol Ali
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Body Size ◽  
Early Childhood Education ◽  
Children's Health ◽  
Children’S Health ◽  
Childhood Education ◽  
Diet And Physical Activity ◽  
Nutrition And Physical Activity

Background: Caregivers’ knowledge of the links between nutrition, diet and physical activity isrecognised as important for children’s health and body size [...]

scholarly journals LiveWell in early childhood: results from a two-year pilot intervention to improve nutrition and physical activity policies, systems and environments among early childhood education programs in South Carolina

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meghan Slining ◽  
Sally Wills ◽  
Melissa Fair ◽  
Jen Stephenson ◽  
Stephanie Knobel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
South Carolina ◽  
Early Childhood Education ◽  
Data Collection ◽  
Post Intervention ◽  
Self Assessment ◽  
Childhood Education ◽  
Point Increase ◽  
Nutrition And Physical Activity

Abstract Background Early childhood education (ECE) settings are critical intervention targets for obesity prevention. This study evaluated a pilot two-year community-based participatory research (CBPR) project designed to assist ECE center directors and caregivers in policy, systems and environmental (PSE) change for improving healthy eating (HE) and physical activity (PA). Methods A two-year CBPR study was conducted in 10 licensed ECE centers in Greenville, South Carolina. The intervention consisted of five steps: [1] baseline data collection and self-assessment using the Nutrition and Physical Activity Self-Assessment for Child Care (Go-NAP SACC), [2] tailored goal setting and action planning, [3] technical assistance and access to resources, [4] post intervention data collection and re-assessment, and [5] celebration of success. Main outcome measures (HE and PA environments, practices and policies) were assessed using the Environment and Policy Assessment and Observation (EPAO) tool at baseline and 24 months. One classroom of 3–5-year-olds was randomly selected for observation from each center (mean of 12 children per classroom). Means and standard deviations were calculated for total PA, total nutrition and each subscale of PA and nutrition. Paired sample t-tests were calculated to assess changes in EPAO scales from baseline to post intervention. Results Ten ECE centers enrolled in the pilot study and eight completed the two-year intervention. Center-based goals were accomplished across all 8 ECE centers over the two-year intervention: 16 child nutrition goals, 6 outdoor play goals, 11 physical activity goals and 8 screen time goals across the entire sample. Nutrition policy and PA policy significantly improved (p < 0.05), with greater improvements in PA (10.0 point increase, p = .048) as compared to nutrition (3.3 point increase, p = 0.02). Conclusions Utilizing a CBPR approach, this two-year nutrition and PA PSE intervention in ECE centers improved ECE center HE and PA policies.

scholarly journals The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

2019 ◽  
Vol 68 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Jamie N. Powers ◽  
Charlotte V. Farewell ◽  
Emily Maiurro ◽  
Jini Puma
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Logistic Regression ◽  
Early Childhood Education ◽  
Health Behaviors ◽  
Healthy Eating ◽  
Fruits And Vegetables ◽  
Workplace Wellness ◽  
Physically Active ◽  
Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

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