Cotwright Caree J, Bales Diane W, Lee Jung Sun, Parrott Kathryn, Celestin Nathalie, Olubajo Babatunde
1 Department of Foods and Nutrition, College of Family and Consumer Sciences, University of Georgia, Athens, GA, USA.
2 Department of Human Development and Family Science, College of Family and Consumer Sciences, University of Georgia, Athens, GA, USA.
Public Health Rep. 2017 Nov/Dec;132(2_suppl):74S-80S. doi: 10.1177/0033354917719706.
We evaluated an intervention combining policy training and technical assistance for childcare teachers with a nutrition education curriculum to improve (1) the knowledge and self-efficacy of childcare teachers in implementing obesity prevention policies and practices, (2) the quantity and quality of nutrition and physical activity education, and (3) the childcare wellness environment.
Thirteen teachers and 8 administrators (2 of whom were also teachers) from 8 childcare programs in Clarke County, Georgia, participated in the Healthy Child Care Georgia intervention during June-October 2015. The intervention included (1) training and technical assistance on obesity prevention policies, systems, and practices and (2) direct education by teachers using the Eat Healthy, Be Active curriculum. We assessed changes in program wellness policy adoption and teacher knowledge and self-efficacy from pre- to post-intervention through self-report questionnaires, interviews, and focus groups.
Teachers' knowledge scores (maximum score = 100) rose significantly from a mean (SD) pre-intervention of 67.1 (14.6) to post-intervention of 83.2 (14.3) ( P < .001). The mean score for "teaching nutrition and activity to children" (maximum score = 105) rose significantly from 86.9 (8.2) to 93.5 (5.2) ( P = .011) and for "modeling and supporting children" (maximum score = 63) from 55.8 (5.1) to 59.5 (4.5) ( P = .015). The mean (SD) scores for breastfeeding and infant feeding policy/practice adoption (maximum score = 6) increased significantly from 2.5 (1.8) to 3.7 (1.9) ( P = .043) and for nutrition education policy/practice adoption (maximum score = 4) from 2.0 (1.3) to 3.3 (1.4) ( P = .019). The combined approach enhanced classroom nutrition education and improved the adoption of best practices.
Future studies should examine the effects of using a combined approach to promote nutrition and physical activity policies and practices in the early care and education setting.
我们评估了一项针对儿童保育教师的干预措施，该措施将政策培训和技术援助与营养教育课程相结合，以改善：（1）儿童保育教师在实施肥胖预防政策和实践方面的知识和自我效能；（2）营养与体育活动教育的数量和质量；（3）儿童保育健康环境。
2015年6月至10月期间，来自佐治亚州克拉克县8个儿童保育项目的13名教师和8名管理人员（其中2名也是教师）参与了“健康儿童保育佐治亚州”干预项目。该干预措施包括：（1）关于肥胖预防政策、系统和实践的培训及技术援助；（2）教师使用“健康饮食，积极运动”课程进行直接教育。我们通过自我报告问卷、访谈和焦点小组评估了从干预前到干预后项目健康政策采用情况以及教师知识和自我效能的变化。
教师的知识得分（满分 = 100）从干预前的平均（标准差）67.1（14.6）显著提高到干预后的83.2（14.3）（P <.001）。“向儿童教授营养与活动”的平均得分（满分 = 105）从86.9（8.2）显著提高到93.5（5.2）（P =.011），“为儿童树立榜样并提供支持”的平均得分（满分 = 63）从55.8（5.1）提高到59.5（4.5）（P =.015）。母乳喂养和婴儿喂养政策/实践采用情况的平均（标准差）得分（满分 = 6）从2.5（1.8）显著提高到3.7（1.9）（P =.043），营养教育政策/实践采用情况的平均（标准差）得分（满分 = 4）从2.0（1.3）提高到3.3（1.4）（P =.019）。这种综合方法加强了课堂营养教育并促进了最佳实践方法的采用。
未来的研究应考察在早期保育和教育环境中使用综合方法促进营养与体育活动政策及实践的效果。
