scholarly journals Efficacy of online nutrition professional development for Early Childhood Education Care staff

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Wallace ◽  
J Lo ◽  
R Sambell ◽  
A Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Nutrition Education ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Care Staff ◽  
Control Group ◽  
Evidence Based ◽  
Food Groups ◽  
Childhood Education

Abstract Background Early Childhood Education & Care (ECEC) services are a public health setting that influences the lifelong eating habits and health of young Australians. Over 1.3 million children attend ECEC for 30 hours/week. Overweight/obesity, a risk factor for chronic disease, has been associated with this setting. Research reports sub-optimal food provision, poor role modelling and a lack of nutrition training and confidence. Online nutrition education training was provided to ECEC staff, aiming to increase nutrition knowledge/confidence. Methods Training was evidence-based, informed by stakeholders and developed by tertiary nutrition experts. ECEC staff were recruited and randomised to intervention or control groups. The intervention group completed an online short course about whole-service approach to healthy eating of 2-3 hours duration. Nutrition knowledge/confidence were measured pre/post-intervention via a pre-validated, online survey. GLM was used to determine differences within and between groups adjusting for years of experience. Results Participants (n = 116) were mostly female, aged >36 years, with >10 years industry experience. Post-course, compared to the control group, intervention participants significantly increased confidence to offer 2 serves of grains/day and unsweetened cereals, a variety of vegetables and low-sodium foods, and solid fats were avoided. Confidence to avoid serving discretionary foods did not change and cakes/biscuits were offered frequently. Conclusions Following course completion, intervention participants demonstrated increased confidence to serve foods from core food groups, but both groups reported offering discretionary foods frequently. Some results are promising and may improve the nutritional value of food offered at ECEC, but it appears discretionary foods continue to be overprovided. Further research is required to identify the depth of training required to embed important nutrition education concepts in ECEC settings. Key messages Evidence-based nutrition education adopting a whole-service approach is effective in increasing ECEC staff nutrition knowledge and confidence to provide foods from core food groups. Further research is required to establish the level of nutrition education appropriate for ECEC staff to avoid the continuing overprovision of discretionary foods to young children.

scholarly journals The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3–4-Year-Old Children within Early Childhood Education Centres

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 440
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Owen Mugridge ◽  
Tara McLaughlin ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Object Control ◽  
Childhood Education ◽  
Movement Skills ◽  
Fundamental Movement Skills

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

scholarly journals The Development of a Psychometrically Valid and Reliable Questionnaire to Assess the Nutrition Knowledge of Early Childhood Education Teachers

Proceedings ◽  
2019 ◽  
Vol 37 (1) ◽  
pp. 5
Author(s):  
Rapson ◽  
Conlon ◽  
Beck ◽  
Hurst ◽  
Ali
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Nutrition Knowledge ◽  
Childhood Education ◽  
Children's Nutrition

With more children being enrolled in childcare, caregivers can play an important role inpromoting children’s nutrition education and healthy eating [...]

Moving Beyond Inclusion to Participation: Essential Elements

2019 ◽  
pp. 54-67
Author(s):  
Toby Long
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Children With Disabilities ◽  
Essential Elements ◽  
Evidence Based ◽  
Childhood Education ◽  
Everyday Activities ◽  
Meaningful Participation ◽  
Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

scholarly journals Pengaruh Model Pendampingan Deteksi Dini Terhadap Kemampuan Guru PAUD Dalam Melaksanakan Deteksi Dini Pertumbuhan Dan Perkembangan Anak PAUD di Wilayah Puskesmas Beji Depok

2020 ◽  
Vol 11 (2) ◽  
pp. 94-100
Author(s):  
Suryati B ◽  
Bara Miradwiyana
Keyword(s):  
Early Childhood ◽  
Early Detection ◽  
Growth And Development ◽  
Intervention Group ◽  
Control Group ◽  
Childhood Growth ◽  
Childhood Education ◽  
Better Than ◽  
Stimulation Of ◽  
Mentoring Model

Impaired growth and development of children can be identified by early detection as prevention, prevention, stimulation and development. This study aims to determine the effect of early detection assistance models on the ability of early childhood education (PAUD) teachers in implementing early detection of early childhood growth and development. The research method uses pretest and posttest design with control group. Providing training and mentoring for PAUD teachers using the Stimulation of Detection and Early Intervention Growing Swell (SDIDTK)/ Child Development Pre-screening Questionnaire (KPSP) for the intervention group while for the control group for PAUD teachers by being given a KPSP booklet after the posttest. The results of the analysis showed that there were differences in scores of PAUD teachers' knowledge and skills in stimulating early childhood growth and development (p=0.001) between the intervention group and the control group after the mentoring model intervention. The knowledge of PAUD teachers who are given a mentoring model is better than the control group, there are significant differences in improving the ability of PAUD teachers to do early detection in children compared to the control group. PAUD teachers who are given the intervention of the mentoring model.

scholarly journals Nutrition education improves knowledge and BMI-for-age in Ghanaian school-aged children

2021 ◽  
Vol 21 (2) ◽  
pp. 927-941
Author(s):  
Reginald A Annan ◽  
Charles Apprey ◽  
Godwin O Agyemang ◽  
Diane M Tuekpe ◽  
Odeafo Asamoah-Boakye ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Primary Schools ◽  
Growth And Development ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Post Intervention ◽  
School Aged Children ◽  
Education Group ◽  
Children Nutrition

Background: Adequate nutrition is required for growth and development in children. This study tested the effectiveness of nutrition education on knowledge and BMI-for-age (BFA) of school-aged children in the Kumasi Metropolis. Methods: Children, aged 9-13 years old were recruited from ten randomly selected primary schools in the Metropolis. The schools were randomly allocated into 3 groups: nutrition education (3 schools), physical activity (PA) education (3 schools), both interventions (2 schools), or control (2 schools). Following a baseline nutrition and PA knowledge and status assess- ment in 433 children, twice-monthly nutrition and PA education and demonstrations were carried out for 6 months, followed by a post-intervention assessment. Results: PA and nutrition knowledge improved in all groups (P<0.001); the highest improvement was among those who received both interventions (31.0%), followed by the nutrition education group (29.8%), and the least, the control group (19.1%). Overall, BFA improved by +0.36, from baseline (-0.26) to end of the intervention (+0.10, P<0.001). Within the groups, the nutrition group (+0.65, P<.001) had the highest improvement, then, both the intervention group (+0.27, P<0.001), the PA group (+0.23, P<0.001) and lastly, the control group (+0.18, P=0.001). Conclusion: Nutrition education could improve knowledge and BMI-for-age in school-aged children in Ghana. Keywords: School-aged children; nutrition education; BMI-for-age; nutrition knowledge; basic school.

scholarly journals A Nutrition Education Intervention Using NOVA Is More Effective Than MyPlate Alone: A Proof-of-Concept Randomized Controlled Trial

Nutrients ◽  
2019 ◽  
Vol 11 (12) ◽  
pp. 2965
Author(s):  
Aydin Nazmi ◽  
Marilyn Tseng ◽  
Derrick Robinson ◽  
Dawn Neill ◽  
John Walker
Keyword(s):  
Nutrition Education ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Education Intervention ◽  
Proof Of Concept ◽  
Food Groups ◽  
Randomized Controlled ◽  
The Impact ◽  
Level Of Processing

The ability to classify foods based on level of processing, not only conventional MyPlate food groups, might be a useful tool for consumers faced with a wide array of highly processed food products of varying nutritional value. The objective of this study was to assess the impact of a proof-of-concept nutrition education intervention on nutrition knowledge, assessed by correct classification of foods according to MyPlate food groups, MyPlate ‘limit’ status (for fat, sugar, sodium), and level of processing (NOVA categories). We utilized a randomized, controlled design to examine the impact of a MyPlate vs. combined MyPlate + NOVA intervention vs. control group. Intervention groups received educational flyers via email and participants were assessed using electronic baseline and follow-up surveys. The MyPlate + NOVA intervention group performed at least as well as the MyPlate group on classifying conventional food groups and ‘limit’ status. Moreover, the MyPlate + NOVA group far outperformed the other groups on classifying NOVA categories. Longer-term trials are needed, but our results suggest that NOVA principles may be more easily understood and applied than those of MyPlate. Education strategies focusing on level of food processing may be effective in the context of the modern food environment.

scholarly journals Nutrition Knowledge and Dietary Intake in Pregnancy in Rural Malawi: Comparing Supplementary Nutrition Education and -Counseling With Routine Antenatal Care

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 145-145
Author(s):  
Lillian Katenga-Kaunda ◽  
Penjani Rhoda Kamudoni ◽  
Gerd Holmboe-Ottesen ◽  
Heidi Fjeld ◽  
Ibrahimu Mdala ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Dietary Habits ◽  
Dietary Diversity ◽  
Intervention Group ◽  
Study Groups ◽  
Nutrition Knowledge ◽  
Randomised Control Trial ◽  
Control Group ◽  
End Point

Abstract Objectives To describe and compare changes in nutrition knowledge, perception and dietary habits between the intervention and control group and to evaluate the effects of nutrition knowledge on dietary diversification among the two study groups. Methods This study was a two armed randomised control trial. We recruited 257 women (gestational week 9–12) of which 195 (76%) were available for analyses: intervention 92; Control 103) the women were assessed at inclusion (baseine) and two weeks before the expected date of delivery (study end-point) for differences in nutrition knowledge, perception (using a structured questionnaire) and dietary habits (assessing dietary diversity score). We performed descriptive analyses to assess these differences between the two study groups. Three-level linear multilevel regression models with random intercept and random effect of time on participant at level 1 and village level 2 were used to expore the association between nutrition knowledge and dietary habits Results Our results show that both nutrition knowledge and dietary diversity improved in both study groups, but the improvement were significantly higher in the intervention group at study-end point. Increase in nutrition knowledge was associated with improved dietary diversity only among women in the intervention group. Moreover, women in the intervention group improved their nutrition perception and behaviour. Conclusions Our results provide evidence that poor nutrition knowledge is a barrier to consumption of healthy diet during pregnancy, thus supporting the relevance for augmenting nutrition education offered at ANC with supplementary and community-based nutrition interventions. We thus suggest that efforts should be made to strengthen the education component of ANC services as these are decentralized and locally accessible in Malawi and other low-income countries Funding Sources This project was funded by the University of Oslo, The Global Health and Vaccination Program (GLOBVAC) of the research council of Norway and by the Throne Holst foundation.

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