Head Start Teacher Nutrition Knowledge, Attitudes and Diet as Predictors of Classroom Mealtime Behaviors with Children

Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and the relation between teachers’ vocabulary use and children’s vocabulary outcomes. One Enhanced Milieu Teaching (EMT) session for each of 53 teacher–child dyads was transcribed and coded for teacher use of target and sophisticated vocabulary, use of teacher strategies to support vocabulary development, and child use of vocabulary. Descriptive data indicate variability for both teacher and child vocabulary use in the play sessions. Both teacher total number of vocabulary words and vocabulary supports were significantly related to child vocabulary use within sessions. Implications for practice are discussed.

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

Journal of Early Childhood Research ◽

10.1177/1476718x17705415 ◽

2017 ◽

Vol 16 (2) ◽

pp. 160-175 ◽

Cited By ~ 5

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.

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

Current Developments in Nutrition ◽

10.1093/cdn/nzaa043_058 ◽

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.

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