scholarly journals Impact of a Preschool Obesity Prevention (I-POP) Program on Nutrition Knowledge Scores of Head Start Parents and Teachers

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 207-207
Author(s):  
Holly Huye ◽  
Carol Connell ◽  
Caroline Newkirk
Keyword(s):  
Head Start ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Health Benefits ◽  
Nutrient Content ◽  
Nutrition Knowledge ◽  
Evidence Based ◽  
Head Start Teachers ◽  
Experimental Group ◽  
Parent Child

Abstract Objectives To determine the effectiveness of an evidence-based preschool obesity prevention intervention on rural, low-income parents’ and Head Start teachers’ nutrition knowledge relative to advice from experts, nutrient content of foods, and health benefits of foods. Methods Parent-child dyads were recruited from 9 randomized Head Start centers with 5 centers in the experimental group and 4 centers in the control. The intervention consisted of 8 weekly evidence-based nutrition education sessions for children delivered by the Head Start teachers; a teacher workshop on the use of Positive Behavior Interventions and Supports (PBIS) in the classroom; and 8 parent workshops using an evidence-based behavioral intervention, Parent Child Interaction Therapy (PCIT). The PBIS and PCIT reinforced nutrition education sessions by including instruction for positive meal-time behaviors. A repeated measures design consisted of data collected at pre- (T1), post-intervention (T2), and a 6-month follow-up (T3). T1 and T2 results of a validated and reliable nutrition knowledge survey to address the sub-objective of the main study are reported here. Results 175 parents and 75 teachers participated in T1 data collection, of which 95 parents and 64 teachers completed T2. There were no significant differences in total scores within or between parent or teacher groups, scoring an average of 34% and 38% out of 100% for parents and teachers, respectively. However, there was a significant change in the knowledge of health benefits of foods survey section (31.6% to 39.5% correct) for parents in the experimental group from T1 to T2 (P < .05). Conclusions Overall, parents and teachers had poor knowledge of advice from experts, nutrient content of foods, and health benefits of foods at T1. Parents and teachers did have minimal, indirect nutrition education during PCIT and PBIS, which may have contributed to parents’ increase in awareness of health benefits of food at T2. However, there may be a lack of knowledge of how to apply nutrition principles. Nutrition education and intervention should target parents and teachers of children with a specific aim in application of nutrition principals. Funding Sources US Department of Health and Human Services, Office of Minority Health.

scholarly journals CHILE: An Evidence-Based Preschool Intervention for Obesity Prevention in Head Start

2013 ◽  
Vol 83 (3) ◽  
pp. 223-229 ◽  
Author(s):  
Sally M. Davis ◽  
Sarah G. Sanders ◽  
Courtney A. FitzGerald ◽  
Patricia C. Keane ◽  
Glenda F. Canaca ◽  
...  
Keyword(s):  
Head Start ◽  
Obesity Prevention ◽  
Evidence Based ◽  
Preschool Intervention

Head Start administrator and teacher perceptions of parental influence on preschool children’s nutrition education

2017 ◽  
Vol 16 (2) ◽  
pp. 160-175 ◽  
Author(s):  
Virginia C Stage ◽  
Kristi Wilkerson ◽  
Archana Hegde ◽  
Sarah Lisson ◽  
Oyinlola Toyin Babatunde ◽  
...  
Keyword(s):  
Head Start ◽  
Teacher Perceptions ◽  
Nutrition Education ◽  
Parental Influence ◽  
Local Community ◽  
Nutrition Knowledge ◽  
Parental Engagement ◽  
Theory Approach ◽  
Children's Nutrition ◽  
Nutrition Messages

Parents play a significant role in molding their children’s nutrition knowledge and behavior. The purpose of the present study was to explore parental influence on preschooler’s nutrition education from the perspectives of North Carolina–based Head Start coordinators and teachers. Investigators conducted 63 in-depth, structured interviews with Head Start Health/Nutrition Coordinators (n = 31) and teachers (n = 32). Interviews were recorded in digital audio format and transcribed verbatim. Following a grounded theory approach, researchers identified primary, emergent themes related to parental influence and a substantive-level model was developed. Head Start staff described parental background (i.e. nutrition knowledge, culture), socioeconomic status, food preferences and parental engagement/support of teacher provided nutrition education as the primary factors that affect preschooler’s nutrition education. The proposed theoretical model provides an initial understanding of the influence Head Start parents may have on their children’s nutrition education. The findings suggest more training and education opportunities for parents and teachers may be needed. Despite barriers, teachers and local community partners should continue to support parents in their efforts to reinforce positive nutrition messages among preschool children.

scholarly journals A Mixed-Methods Exploration of Barriers and Facilitators to Evidence-Based Practices for Obesity Prevention in Head Start

2019 ◽  
Vol 51 (9) ◽  
pp. 1067-1079.e1 ◽  
Author(s):  
Taren Swindle ◽  
Susan L. Johnson ◽  
Karen Davenport ◽  
Leanne Whiteside-Mansell ◽  
Thirosha Thirunavukarasu ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Head Start ◽  
Obesity Prevention ◽  
Barriers And Facilitators ◽  
Evidence Based ◽  
Evidence Based Practices

scholarly journals Impact of preconception, pregnancy, and postpartum culinary nutrition education interventions: a systematic review

2020 ◽  
Author(s):  
Rachael M Taylor ◽  
Julia A Wolfson ◽  
Fiona Lavelle ◽  
Moira Dean ◽  
Julia Frawley ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nutrition Education ◽  
Systematic Reviews ◽  
Diet Quality ◽  
Search Strategy ◽  
Nutrition Knowledge ◽  
Overweight And Obesity ◽  
Cooking Skills ◽  
Education Interventions ◽  
Parent Child

Abstract Context Frequent consumption of home-prepared meals is associated with higher diet quality in children and adults. Therefore, increasing the culinary skills of women and couples during their childbearing years may be an effective strategy for the prevention of overweight and obesity. Objective To determine the impact of culinary nutrition-education interventions for women with or without their partners during preconception, pregnancy, or postpartum (PPP) on parental cooking skills, nutrition knowledge, parent/child diet quality, or health outcomes. Data sources Eligibility criteria were defined using a PICOS framework. A systematic search strategy was developed to identify eligible studies and was implemented in 11 electronic databases. Reference lists of selected systematic reviews were manually searched for additional studies. Data extraction Study characteristics and outcomes were extracted from eligible studies by 1 reviewer and checked by a second reviewer. Data analysis A narrative synthesis of the findings of eligible studies was prepared including descriptive statistics. Reporting was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and Synthesis Without Meta-Analysis in systematic reviews reporting guideline. Results A total of 6951 articles were identified from the search strategy and 31 studies during pregnancy or postpartum were included. By category, the number of studies with a favorable outcome per total number of studies measuring outcome were as follows: parental food/cooking skills (n = 5 of 5), nutrition knowledge (n = 6 of 11), parent/child diet quality (n = 10 of 19), infant feeding (n = 6 of 11), eating behavior (n = 2 of 5), maternal (n = 2 of 5) and child anthropometry (n = 6 of 10), mental health and development n = (2 of 3), and clinical indictors (n = 1 of 1). Conclusions Culinary nutrition-education interventions during pregnancy and the postpartum period show promise in improving cooking skills, diet quality, and a variety of health-related outcomes. The precise effect of these interventions during PPP is limited by the quality and heterogeneity of study designs to date. Systematic review registration PROSPERO registration number: CRD42020154966

Eating Smart and Moving More for Head Start: A Pilot Study With Head Start Teachers

2021 ◽  
Vol 59 (spring 2021) ◽  
Author(s):  
Virginia Stage ◽  
Suzie Goodell ◽  
Stephanie McDonald ◽  
Archana Hegde ◽  
Jocelyn Bayles ◽  
...  
Keyword(s):  
Physical Activity ◽  
Head Start ◽  
Health Behaviors ◽  
Dietary Intake ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Lessons Learned ◽  
Positive Health ◽  
Head Start Teachers ◽  
Additional Education

Our study examined the relationship between improved personal health behaviors of Head Start teachers and the promotion of positive health behaviors in their classrooms. Thirty-three Head Start teachers across seven centers received six 30-min nutrition education lessons. Dietary intake, physical activity, and self-efficacy for promoting positive health behaviors in the classroom were measured at baseline and following intervention. Significant improvements were observed for dietary intake and physical activity. Self-efficacy for promoting health behaviors in the classroom did not significantly improve. Additional education is needed to improve health promotion practices. Lessons learned contributed to program refinement. Implications for Extension are discussed.

scholarly journals Comparative Effectiveness Trial of an Obesity Prevention Intervention in EFNEP and SNAP-ED: Primary Outcomes

Nutrients ◽  
2019 ◽  
Vol 11 (5) ◽  
pp. 1012 ◽  
Author(s):  
Joanna Buscemi ◽  
Angela Odoms-Young ◽  
Melinda R. Stolley ◽  
Linda Schiffer ◽  
Lara Blumstein ◽  
...  
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Obesity Prevention ◽  
Low Income ◽  
Comparative Effectiveness ◽  
Dietary Guidelines ◽  
Control Group ◽  
Evidence Based ◽  
Assistance Program ◽  
Prevention Intervention

There is a need to disseminate evidence-based childhood obesity prevention interventions on a broader scale to reduce obesity-related disparities among underserved children. The purpose of this study was to test the comparative effectiveness of an evidence-based obesity prevention intervention, Hip-Hop to Health (HH), delivered through Expanded Food and Nutrition Education Program (EFNEP) and the Supplemental Nutrition Assistance Program-Education (SNAP-Ed) versus the standard curriculum delivered by the programs (Standard Nutrition Education (NE)). A nonequivalent control group design was delivered to compare the effectiveness of HH to NE on weight gain prevention and health behavior outcomes at EFNEP and SNAP-Ed sites. One hundred and fifty-three caregiver–child dyads (n = 103 in the HH group; n = 50 in the NE group) participated in the study. HH is an evidence-based dietary and physical activity intervention for low-income preschool children. The NE curriculum provided lessons for children that are consistent with the Dietary Guidelines for Americans 2010. Data were collected on demographics, anthropometrics, and behavioral variables for parent–child dyads at baseline and postintervention. Mixed model methods with random effects for site and participant were utilized. No differences in child or caregiver diet, physical activity, or screen time by group were found. No between-group differences in child BMI z-score were found; however, caregivers in the HH group lost significantly more weight than those in the NE group. Results from this trial can inform future dissemination efforts of evidenced-based programs for underserved families.

Sign in / Sign up

Export Citation Format

Share Document