scholarly journals The Effect of Simple Suppers, A Family Meal Program, on The Relationship between Children's Food Preparation Skills and Their Involvement in Meal Preparation

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1360-1360
Author(s):  
Ashley Walther ◽  
Leah May ◽  
Amy Sharn ◽  
Miranda Westrick ◽  
Carolyn Gunther
Keyword(s):  
Head Start ◽  
Low Income ◽  
Pearson Correlation ◽  
Preschool Age ◽  
Family Meals ◽  
Food Preparation ◽  
Family Meal ◽  
Meal Preparation ◽  
Child Involvement ◽  
The Relationship

Abstract Objectives Examine the relationship between children's food preparation skills and their involvement in meal preparation with their caregiver among families participating in a Head Start family meals program (Simple Suppers). Methods Simple Suppers is an 8-week family meals program tailored to low-income caregivers and their preschool age child(ren). The study design is a single arm pre- to post-test, and the intervention is occurring during the 2019–2020 school year (fall, winter, and spring sessions) at 3 Head Start sites. Caregiver lessons focus on overcoming family meal barriers (i.e., meals on a budget, time saving strategies) through interactive group discussions and goal setting. Child lessons focus on age-appropriate food preparation skills through experiential learning. Children's food preparation skills are assessed via a 9-item questionnaire. Questions are situated on a 4-pt Likert scale (1 = strongly disagree (1pt); 4 = strongly agree (4pt)). Child involvement in meal preparation is assessed with a single item scalar question (0–7 times per week). Pearson correlation was used to examine the relationship between child food preparation skills and involvement in meal preparation. Significance was set at P < 0.05. Results 19 families completed data collection for the fall session. 55.6% were low-income according to federal poverty guidelines, mean (SD) caregiver age was 37.6 (12.1), 94.7% were female, and 84.2% were non-Hispanic Black. Mean (SD) child age was 3.4 (0.5) and 47.6% were female. There was a significant association between the change in child food preparation skills and the level of child involvement in meal preparation with their caregiver (r = 0.62, P < 0.01). Conclusions Preliminary data from this study demonstrate that children's food preparation skills influence the extent to which they are involved in preparing family meals with their caregivers. Funding Sources USDA NIFA CYFAR.

scholarly journals Southside Simple Suppers Scale-Up (S4): A Hybrid Type Two Effectiveness-Implementation Trial Evaluating a Childhood Obesity Prevention Family Meals Program

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 238-238
Author(s):  
Leah May ◽  
Amy Sharn ◽  
Miranda Westrick ◽  
Ashley Walther ◽  
Carolyn Gunther
Keyword(s):  
Data Collection ◽  
Head Start ◽  
Low Income ◽  
Scale Up ◽  
Preschool Age ◽  
Food Preparation ◽  
Implementation Outcomes ◽  
Preschool Age Children ◽  
Fiscal Efficiency ◽  
Implementation Trial

Abstract Objectives Simple Suppers is a 10-week evidence-based intervention (EBI) designed to improve family mealtime routines and child weight status among racially diverse elementary-age children from low-income households. Results from a previous trial demonstrated effectiveness, thereby warranting a scale-out study to reach other child populations (i.e., preschool-age children). In the current study, Southside Simple Suppers Scale-Up (S4), we propose a hybrid type 2 effectiveness-implementation trial, which has a dual focus on effectiveness and implementation outcomes. This type of trial will allow facilitation of the research translation process to develop effective solutions to promote the health of preschool-age children. Methods S4 is occurring during the 2019–20 school year (fall, winter, spring) at 3 Head Start sites (school readiness program for low-income children). Effectiveness outcomes (child food preparation skills, family meal routines) are collected at pre- and post-programming via direct measure and survey. Child food preparation skills are rated on 4-point Likert scale (strongly disagree to strongly agree). Family mealtime routines (i.e., eating meals together, TV on while eating) are reported by number of days per week. Implementation outcomes (adoption, fidelity, fiscal efficiency) are collected throughout programming. Adoption is assessed by weekly attendance. Fidelity is assessed with a program-specific checklist and videotaping. Fiscal efficiency is evaluated by assessing cost of programming per family. Results Nineteen caregivers completed data collection for the fall session. 55.6% families were low-income. Mean(SD) caregiver age was 37.6(12.1) yr, 94.7% were female, 84.2% were Black, and mean(SD) BMI was 35.3(11.2) kg/m2. Mean(SD) child age was 3.4(0.5) yr, 47.6% were female, and mean (SD) BMI z-score was 1.16(1.38). Child food preparation skills significantly increased from pre- to post-test (P < 0.05); there were no significant changes in family mealtime routines. Programming was delivered as intended 78% of the time and mean cost of weekly programming was $8.63 per family. Programming and data collection will be complete in spring 2020. Conclusions Results from this novel hybrid effectiveness-implementation trial will inform the future scale-up of the EBI Simple Suppers program in Head Start. Funding Sources USDA NIFA.

An evaluation of the Kinect-Ed presentation, a motivating nutrition and cooking intervention for young adolescents in grades 6–8

2015 ◽  
Vol 40 (9) ◽  
pp. 945-950 ◽  
Author(s):  
Sara Santarossa ◽  
Jillian Ciccone ◽  
Sarah J. Woodruff
Keyword(s):  
Public Health ◽  
Nutrition Education ◽  
Family Meals ◽  
Food Preparation ◽  
Young Adolescents ◽  
Southern Ontario ◽  
Family Meal ◽  
Meal Preparation ◽  
Family Dinner ◽  
Preparation Techniques

Recently, public health messaging has included having more family meals and involving young adolescents (YAs) with meal preparation to improve healthful diets and family dinner frequency (FDF). Kinect-Ed, a motivational nutrition education presentation was created to encourage YAs (grades 6–8) to help with meal preparation and ultimately improve FDF. The purpose of this study was to evaluate the Kinect-Ed presentation, with the goals of the presentation being to improve self-efficacy for cooking (SE), food preparation techniques (TECH), food preparation frequency (PREP), family meal attitudes and behaviours, and ultimately increase FDF. A sample of YAs (n = 219) from Southern Ontario, Canada, completed pre- and postpresentation surveys, measuring FDF, PREP, SE, and TECH. Kinect-Ed successfully improved participants’ FDF (p < 0.01), PREP (p < 0.01), SE (p < 0.01), and TECH (<0.01). Overall, goals of the presentation were met. Encouraging YAs to help prepare meals and get involved in the kitchen may reduce the time needed from parents to prepare meals, and, in turn, allow more time for frequent family dinners.

scholarly journals THE IMPACT OF EMOTIONAL COMPETENCIES ON THE ACQUISITION OF SOCIAL COMPETENCIES THROUGH PRESCHOOL EDUCATION

2021 ◽  
Vol 03 (03) ◽  
pp. 27-39
Author(s):  
Salam EL KETTANI
Keyword(s):  
Pearson Correlation ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Preschool Education ◽  
Preschool Age ◽  
Initial Assessment ◽  
Emotional Competencies ◽  
Social Competencies ◽  
The Impact ◽  
The Relationship

Social and emotional difficulties are common during the kindergarten stage, the changes between family and school environment leave the child at risk of a range of emotional and social problems at that point. This pressure confronts the child's weak ability at that age, linguistically, to express his feelings and thoughts in a clear and understandable manner, as well as the beginning of his ability to control and organize his feelings and behaviors. All this constitutes factors that make the child's adaptation process on the emotional, social and cognitive level difficult during the kindergarten stage. While many studies confirm that the child is an emotional and social being par excellence, and while educational programs emphasize in most of their content on cognitive learning, the child's needs, personality and sentiments are ignored, hence the question raised about the role of emotional competencies in establishing other competencies? Since the kindergarten stage by its nature requires that the child learn to adapt to the environment and establish healthy relationships, our paper aims to study the relationship between emotional competencies (Self-awareness and Self-regulation*) and their indicators and social competencies (Social awareness and Relationships skills*) and their indicators and determine the mutual impact between them. As a tool for this study we used SEAM scale to measure emotional and social competencies to measure the relationship between emotional variables as an independent variable to see its effect on the dependent variable, which is in our study social competencies. Using the inferential statistics (Pearson correlation coefficient and simple linear regression coefficient) to measure the relationship between two variables, results demonstrated that there is a positive semantic relationship confirms that emotional competencies and their determinants are highly influential competencies that establish social competencies and their determinants at preschool age. Participant were 191 children, aged 4 to 6 years old at the time initial assessment, in kindergarten, within the group of schools relied to the Moroccan Foundation for promoting preschool education.

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

2021 ◽  
Vol 696 (1) ◽  
pp. 80-105
Author(s):  
Julia Mendez Smith ◽  
Danielle Crosby ◽  
Christina Stephens
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Low Income ◽  
Culturally Responsive ◽  
Preschool Age ◽  
Hispanic Children ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Low Income Families

Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

scholarly journals The Southside Simple Suppers Scale-Up (S4): Effects of a Family Meals Program on Head Start Caregivers

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 279-279
Author(s):  
Amy Sharn ◽  
Leah May ◽  
Miranda Westrick ◽  
Ashley Walther ◽  
Carolyn Gunther
Keyword(s):  
Mental Health ◽  
Blood Pressure ◽  
Waist Circumference ◽  
Data Collection ◽  
Head Start ◽  
Perceived Stress ◽  
Low Income ◽  
Family Meals ◽  
Post Test ◽  
The Impact

Abstract Objectives Assess the impact of an 8-week Head Start family meals intervention (Simple Suppers) on participating caregiver's weight status and health outcomes. Methods This is a single arm pre- to post-test study. The intervention is occurring during the 2019–20 school year (fall, winter, and spring sessions) at 3 Head Start sites. Caregiver outcomes include: BMI (kg/m2), waist circumference (cm), blood pressure (mm Hg), and mental health measures (depression (Patient Health Questionnaire-9 (PHQ-9)), perceived stress (Perceived Stress Scale (PSS)), and anxiety (Generalized Anxiety Disorder-7 (GAD-7))). Regression models factoring in attendance will be used to examine pre- to post-test changes. Results Nineteen caregivers completed data collection for the fall session. 55.6% of families were low-income and 21.1% had low/very low food security. Mean (SD) caregiver age was 37.6 (12.1) yr, 94.7% were female, and 84.2% were non-Hispanic Black. There were no significant changes in BMI, blood pressure, waist circumference, depression, or perceived stress from pre- to post-test according to attendance level, however anxiety significantly decreased with increasing attendance (P &lt; 0.05). Data collection for the remaining sessions will be completed in spring 2020. Conclusions This study can be expected to have a positive impact by understanding the role of healthy family mealtime routines in caregiver's physical and mental health among racial minorities residing in low-income households. Funding Sources USDA NIFA.

scholarly journals Dramatic Play In Relation To Self- Regulation In Preschool Age

2019 ◽  
Vol 12 (4) ◽  
pp. 103-112 ◽  
Author(s):  
Sama Khomais ◽  
Naseima Al-Khalidi ◽  
Duha Alotaibi
Keyword(s):  
Significant Positive Correlation ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Arabic Language ◽  
Cross Cultural ◽  
Preschool Age ◽  
Pearson Correlation Coefficient ◽  
Dramatic Play ◽  
The Relationship

This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children’s interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers’ awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers’ efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.

scholarly journals Physical activity values in two-to-seven-year-old children measured by accelerometer over five consecutives 24-hour days

2018 ◽  
Author(s):  
Ana Gutiérrez-Hervás ◽  
Ernesto Cortés-Castell ◽  
Mercedes Juste-Ruíz ◽  
Antonio Palazón-Bru ◽  
Vicente Gil-Guillén ◽  
...  
Keyword(s):  
Physical Activity ◽  
Reference Values ◽  
Weight Status ◽  
Pearson Correlation ◽  
Normal Weight ◽  
Preschool Age ◽  
Activity Levels ◽  
Main Variable ◽  
And Gender ◽  
The Relationship

Introduction.  Interpretation of accelerometer-derived physical activity in preschool children is confounded by differences in cut-off points.Aim. The purpose of this study was to analyze physical activity in 2-to-7-year-old children to establish reference values for daily activity.   Methods.  Observational study in children aged 2-7 years, without chronic diseases and whose parents provided informed consent. The main variable was physical activity, measured continuously over 120 hours (three workdays and two weekend days) by accelerometer. Secondary variables were weight status (BMI Z-score) and gender. The relationship between the main variable and secondary variables was determined through the t-test, ANOVA and the Pearson correlation coefficient.  A multivariate model was used to obtain the standard deviation of all possible combinations of values, constructing percentiles of normality(x±s and x±2·s).Results. 136 children (35% of municipality children), 54.4% girls. Their weight status distribution was: 25 underweight(18.4%), 35 normal weight(25.7%), 40 overweight(29.4%) and 36 obese(26.5%). The median age was 5.7 years and the mean physical activity was 591.9 counts/minute. The boys undertook more physical activity(p=0.031) and the underweight and normal-weight children undertook more physical activity than the overweight and obese children(p=0.032). There were no significant differences according to age.  The multivariate analysis showed significant differences(p<0.001) according to gender and weight status. In boys, physical activity decreased as weight status increased. In contrast, the girls in the extreme BMI groups obtained higher levels of physical activity.Conclusion.  The reference values obtained, categorized by gender and weight status, provide clinicians with standardized daily physical activity levels of preschool-age children.

A Digital Program Informs Low-Income Caregivers of Preschool-age Children about Family Meals

2012 ◽  
Vol 44 (3) ◽  
pp. 256-261 ◽  
Author(s):  
Barbara Lohse ◽  
Robin Rifkin ◽  
Kristen Arnold ◽  
Christine Least
Keyword(s):  
Low Income ◽  
Preschool Age ◽  
Family Meals ◽  
Preschool Age Children

scholarly journals Exploring Fathering Roles in Low-Income Families: The Influence of Intergenerational Transmission

2006 ◽  
Vol 87 (2) ◽  
pp. 259-268 ◽  
Author(s):  
Jeffrey Shears ◽  
Jean Ann Summers ◽  
Kimberly Boller ◽  
Gina Barclay-McLaughlin
Keyword(s):  
Head Start ◽  
Intergenerational Transmission ◽  
Low Income ◽  
Early Head Start ◽  
Theoretical Framework ◽  
Father Figures ◽  
Low Income Families ◽  
Being There ◽  
The Relationship

This study explores the meaning of fathering among men identified as fathers or father figures of 24-month-old children enrolled in Early Head Start research sites. Fathers were asked open-ended questions about their experiences of being fathers and their relationships with their own fathers. These men spoke of how important “being there” was for them in their relationship with their child as well as how the relationship with their own fathers influenced them as a parent. This study supports the theory of intergenerational parenting and furthers our knowledge and understanding of what some men feel are important aspects of being a good father. A theoretical framework on why men may model their father's behaviors is offered, as are implications for practitioners.

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