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首页> 外文期刊>Journal of the Academy of Nutrition and Dietetics >How Does Context Relate to Nutrition Promotion and Mealtime Practice in Early Care and Education Settings? A Qualitative Exploration
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How Does Context Relate to Nutrition Promotion and Mealtime Practice in Early Care and Education Settings? A Qualitative Exploration

机译：上下文如何涉及早期护理和教育环境中的营养促进和餐饮时间实践？ 定性探索

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BackgroundEarly childhood educators have the potential to influence children’s dietary outcomes through daily interactions. However, existing research suggests that educator practices are often suboptimal. Previous research has often focused on individual characteristics that affect practices. There is less study of contextual influences of practices of early childhood educators.ObjectiveThe purpose of this study was to understand and describe contextual factors evident in narratives of early childhood educators influencing mealtime and nutrition promotion practices. We use the Promoting Action on Research Implementation in Health Services framework to consider how contextual factors related to practices of early childhood educators.DesignThis cross-sectional, qualitative study collected data through in-depth interviews with early childhood educators. Analyses of the data reflected a factist perspective and semantic approach to complete thematic content analysis of in-depth interviews.ParticipantsThe study used a stratified purposive sampling approach to recruit 28 educators to balance across educator role, agency type (Head Start vs state-funded), and obesity prevalence in the community. Early childhood educators were mostly lead teachers (62%), between the ages of 30 and 49 (82.1%), and white (75%) or African American (14.3%).ResultsThe coders identified three primary themes: Mealtime Structures, Resources, and Classroom/Center Atmosphere. Mealtime Structures associated with detrimental practices included cafeteria meals with rigid schedules. Mealtime Structures associated with evidence-based practices (EBPs) included classroom meal service. Resources associated with detrimental practices included limited funding. Resources associated with EBPs included meals paid for early childhood educators and classroom food experiences. Classroom/Center Atmosphere factors associated with detrimental practices included poor food offerings and policies that conflicted (eg, allowing children to bring in outside foods). Classroom/Center Atmosphere factors associated with EBPs included clarity around meal service rules and healthy, appealing food offerings.ConclusionsThis study highlighted that it may be difficult for an early childhood educator to adopt and maintain EBPs in certain contexts.
机译：背景性儿童教育者有可能通过日常互动影响儿童饮食结果。然而，现有研究表明，教育者实践通常是次优。以前的研究通常集中在影响实践的个性特征上。较少的儿童教育者实践的情境影响较低。这项研究的目的是理解和描述影响早餐和营养促进实践的早期儿童教育者的叙述中的语境因素。我们利用促进卫生服务框架的研究实施行动，以考虑与早期儿童教育工作者的实践有关的背景因素。地氏横断面，定性研究通过与早期儿童教育者进行深入访谈收集了数据。数据分析反映了一项事实的观点和语义方法，以完成深入访谈的完整主题内容分析.ParticiPantshe研究使用了分层的目的采样方法来招募28名教育工作者在教育工作者角色，代理类型（头部启动与国家资助）和社区中的肥胖普遍存在。儿童教育工作者主要是主要教师（62％），年龄在30和49岁之间（82.1％）和白色（75％）或非洲裔美国人（14.3％）。结果编码器确定了三个主要主题：膳食结构，资源，资源，资源和教室/中心氛围。与不利实践相关的膳食时间结构包括带有刚性时间表的自助餐厅用餐。与基于证据的实践（EBPS）相关的膳食时间结构包括课堂膳食服务。与不利实践相关的资源包括有限的资金。与EBPS相关的资源包括为早期儿童教育工作者和课堂食品经验支付的膳食。与不利实践相关的教室/中心气氛因素包括贫困的食品产品和冲突的政策（例如，让孩子带入外部食物）。与EBPS相关的教室/中心气氛因素包括膳食服务规则和健康，吸引人的食物产品附近的清晰度.Conclusionsthis学习突出显示，早期儿童教育者可能难以在某些情况下采用和维持EBP。

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