TY - JOUR
T1 - The impact of responsive feeding practice training on teacher feeding behaviors in tribal early care and education
T2 - The food resource equity and sustainability for health (FRESH) study
AU - Sleet, Kaysha
AU - Sisson, Susan B.
AU - Dev, Dipti A.
AU - Love, Charlotte
AU - Williams, Mary B.
AU - Hoffman, Leah A.
AU - Jernigan, Valarie Blue Bird
N1 - Funding Information:
Manuscript received February 20, 2019. Initial review completed July 10, 2019. Revision accepted September 13, 2019. Published online September 20, 2019. Supported by National Institute on Minority Health and Health Disparities grant R01MD011266 (to VBBJ).
Author disclosures: KS, SBS, DAD, CL, MBW, LAH, and VBBJ, no conflicts of interest. The funding agency did not participate in the study design, data collection, analysis, decision to publish, or preparation of the manuscript. The data used in this study are not deposited in a general repository. Opportunities to collaborate should be directed to the corresponding author. This article appears as part of the supplement “Proceedings of the Third Annual Conference on Native American Nutrition,” sponsored by the Shakopee Mdewakanton Sioux Community’s Seeds of Native Health campaign through a gift to the University of Minnesota. The guest editors of the supplement, Treena Delormier and Mindy S Kurzer, have no conflicts of interest. The opinions expressed in this publication are those of the authors and are not attributable to the sponsors or the publisher, Editor, or Editorial Board of Current Developments in Nutrition. Publication costs for this supplement were defrayed in part by the payment of page charges. Address correspondence to SBS (e-mail: [email protected]). Abbreviations used: CBPR, community-based participatory research; EAT Family Style intervention, Ecological Approach To Family Style Dining Intervention; ECE, early care and education; MOCC, Mealtime Observation in Child Care; NA, Native American; TEACHER, teacher-focused responsive feeding practice training intervention arm; TEACHER + CLASS, intervention arm including TEACHER plus additional training for classroom nutrition curriculum.
Publisher Copyright:
© The Author(s) 2019. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
PY - 2020
Y1 - 2020
N2 - Background: Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective: We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods: Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro-Wilk test for normality were calculated. Paired t-tests were calculated to determine change in each group. Results: A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions: Teacher intervention-only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950. Curr Dev Nutr 2020;4:nzz105.
AB - Background: Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective: We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods: Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro-Wilk test for normality were calculated. Paired t-tests were calculated to determine change in each group. Results: A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions: Teacher intervention-only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950. Curr Dev Nutr 2020;4:nzz105.
KW - Child care
KW - Community-based participatory research
KW - Healthy feeding
KW - Native American
KW - Preschool
KW - Provider
KW - Teacher
UR - http://www.scopus.com/inward/record.url?scp=85099106958&partnerID=8YFLogxK
U2 - 10.1093/CDN/NZZ105
DO - 10.1093/CDN/NZZ105
M3 - Article
AN - SCOPUS:85099106958
SN - 2475-2991
VL - 4
SP - 23
EP - 32
JO - Current Developments in Nutrition
JF - Current Developments in Nutrition
ER -