Summary: Nutrition Education in Child Care, Schools and Community Settings

2019 ◽  
pp. 131-132
Author(s):  
Mary T. Story
Keyword(s):  
Child Care ◽  
Nutrition Education ◽  
Community Settings

scholarly journals Implementing the Academy of Nutrition and Dietetics Benchmarks for Nutrition Education for Children: Child-Care Providers’ Perspectives

2017 ◽  
Vol 117 (12) ◽  
pp. 1963-1971.e2 ◽  
Author(s):  
Dipti A. Dev ◽  
Virginia Carraway-Stage ◽  
Daniel J. Schober ◽  
Brent A. McBride ◽  
Car Mun Kok ◽  
...  
Keyword(s):  
Child Care ◽  
Nutrition Education ◽  
Child Care Providers ◽  
Care Providers ◽  
Nutrition And Dietetics

scholarly journals Creating healthy food environments in family childcare settings

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
K Kunkel ◽  
M Schroeder ◽  
R Jones ◽  
D Anderson ◽  
K Lien
Keyword(s):  
Child Care ◽  
Nutrition Education ◽  
Family Child Care ◽  
Food Environments ◽  
Child Care Providers ◽  
Care Providers ◽  
Healthy Foods ◽  
Federal Food ◽  
Family Child Care Providers

Abstract Background Considering nearly two-thirds of preschool children in the United States are in some form of child care, child care settings are an opportunity to improve the food environments and reduce the risk of obesity in young children. University of Minnesota Extension developed a culinary nutrition education training for family child care providers. This is relevant for other countries whose child care system includes caring for children in home or center settings that prepare food for children. Objectives Start Strong: Cooking, Feeding and More (SS), consists of four two-hour culinary nutrition education sessions for family providers. The overall goals of SS are to 1) increase providers' knowledge and skills to procure and prepare healthy foods for children and 2) increase providers' knowledge and understanding of Federal food assistance programs to share the information with food-insecure families. Each session includes a cooking skill, nutrition topic, and food assistance program. Results Twelve rural participants who self-identified as female, non-Hispanic White participated in the SS sessions and completed pre, post, and three-month follow-up surveys, to assess the impact of the program on providers' knowledge, confidence, and practice. Based on the paired samples t-tests between pre-to-post and pre-to-follow-up surveys, there were statistically significant increases in providers' confidence in preparing whole grains, using beans and low-cost protein sources, and cooking techniques to reduce. The increase in confidence using cooking techniques to reduce salt was still statistically significant three months after the training. The providers' awareness of Federal food programs between pre-post increased and three months later increased. Conclusions SS increased family child care providers' skills and confidence to prepare healthy foods for children in their care. This increases the likelihood children will make healthy choices now and in the future. Key messages Start Strong is a culinary nutrition education training for family child care providers. Start Strong improves providers’ knowledge and skills to prepare healthy foods for children in their care.

Participatory Action Research to Develop Nutrition Education Videos for Child Care Providers

2016 ◽  
Vol 2 (4) ◽  
pp. 244-250 ◽  
Author(s):  
Daniel J. Schober ◽  
Ana Carolina Sella ◽  
Cristina Fernandez ◽  
Celia Ferrel ◽  
Amy L. Yaroch
Keyword(s):  
Child Care ◽  
Action Research ◽  
Experiential Learning ◽  
Participatory Action Research ◽  
Nutrition Education ◽  
Skills Training ◽  
Child Care Providers ◽  
Care Providers ◽  
Participatory Action ◽  
Hands On

Child care offers an ideal setting to promote more healthful eating through nutrition education. However, many child care providers lack knowledge about nutrition and receive infrequent nutrition training. Although web-based training shows promise as a way to address this, most current trainings focus on information provision rather than direct skills training that promotes hands-on, experiential learning. The present study describes the development of nutrition education videos using a participatory action research (PAR) approach that has been successful in generating research evidence to address community-based challenges. This approach involves four major phases: (1) external consumer influence, (2) consumer-empowered team, (3) the research process, and (4) provider-valued outcomes. A case report design is used to describe the development of six nutrition education videos for child care providers (e.g., teaching taste, texture, and color; teaching nutritional benefits; teaching portion size). One hundred and fourteen providers, parents, and public health professionals viewed the videos. Results showed that the vast majority found the videos to be helpful or very helpful for instructing adults to teach children about nutrition. The videos were made publically available on a website ( http://TeachKidsNutrition.org ), and as of 1 year of being posted, the website had more than 4,919 visitors across the United States and internationally. Lessons learned throughout this process are discussed. The development of these videos using PAR presents a promising approach to assure that child care providers receive hands-on, experiential learning in nutrition education. Furthermore, this approach may contribute to obesity prevention efforts among child care providers.

The management of child and adolescent psychiatric emergencies

2012 ◽  
pp. 1807-1811
Author(s):  
Gillian C. Forrest
Keyword(s):  
Child Care ◽  
Child Protection ◽  
Emergency Situation ◽  
Child And Adolescent ◽  
Community Settings ◽  
Psychiatric Emergencies ◽  
Police Station ◽  
Children's Home ◽  
Self Harm ◽  
Professional Resources

This chapter provides a practical approach to the management of psychiatric emergencies in children and adolescents. Such emergencies are challenging for a number of reasons. The professional resources available are usually very limited, and there is often confusion or even disagreement between professionals over what constitutes a psychiatric, as opposed to a social emergency. The parents or carers play a key role in the situation and need to be engaged and involved appropriately in the assessment and management; and issues of confidentiality and consent need to be taken into account. In addition, the psychiatrist may find himself or herself working in a variety of settings—the child's home, a hospital emergency department (A and E), a police station, a children's home, or residential school—where the facilities for assessing an angry, disturbed, or upset child may be far from ideal. Most emergencies occurring in community settings involve externalizing behaviours: aggression, violence; deliberate self-harm, or threats of harm to self or others; or extreme emotional outbursts. Some will involve bizarre behaviour which could be an indication of serious mental illness or intoxication by drugs or alcohol, or a combination of both. The emergency situation often arises in the context of acute family conflict or distress. Frequently other agencies are involved before the psychiatrist is called in (for example, emergency room staff, social workers, or the police). The on-call psychiatrist needs to be familiar with or able to obtain immediate advice about his or her local child and adolescent psychiatric services, the local child protection and child care procedures, and with the relevant mental health and child care legislation. Vignette 1:

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