Nutrition and Dietetics Program, Pace University, College of Health Professions, Pleasantville, NY.
Teachers College, Columbia University, New York, NY.
J Nutr Educ Behav. 2019 Oct;51(9):1047-1057. doi: 10.1016/j.jneb.2019.06.006. Epub 2019 Aug 6.
To examine preschool teachers' nutrition-related beliefs and practices and explore associations with Eat Well Play Hard in Child Care Settings (EWPHCCS) training.
Causal-comparative study using a post-only, cross-sectional survey exploring teachers' nutrition-related beliefs and mealtime practices.
New York City preschools serving low-income children.
Ethnically diverse preschool teachers (n = 660), 420 (response rate 90.4%) with EWPHCCS training and 240 (response rate 57.1%) without training.
Teachers' beliefs about their preschool nutrition environments and compliance with recommended mealtime practices.
Analysis of variance and hierarchical linear modeling.
Overall, teachers reported generally favorable beliefs about their preschool nutrition environments and compliance with recommended mealtime practices. EWPHCCS teachers reported more favorable scores on beliefs and practices than nontrained teachers. Teachers who were not parents reported significantly lower scores on beliefs and practices than teachers who were parents. White teachers and the least experienced teachers reported the lowest scores on compliance with mealtime practices.
EWPHCCS training was associated with higher scores on both beliefs and practices. However, school-level policy and leadership may also be important. Providing specific training for preschool directors and addressing food quality may further improve teachers' nutrition-related attitudes, beliefs, and practices.
探讨学前教师的营养相关信念和实践，并探讨其与“在儿童保育环境中吃得健康，积极玩耍”（Eat Well Play Hard in Child Care Settings，简称 EWPHCCS）培训的关系。
使用仅-post 、横断面调查的因果比较研究，探讨教师的营养相关信念和用餐实践。
为低收入儿童服务的纽约市幼儿园。
具有种族多样性的学前教师（n=660），其中 420 名（回应率 90.4%）接受了 EWPHCCS 培训，240 名（回应率 57.1%）未接受培训。
教师对其学前营养环境的信念以及遵守推荐用餐实践的情况。
方差分析和层次线性建模。
总体而言，教师对其学前营养环境的信念以及遵守推荐用餐实践的情况普遍较为乐观。接受 EWPHCCS 培训的教师在信念和实践方面的得分均高于未接受培训的教师。非家长教师在信念和实践方面的得分显著低于家长教师。白人教师和经验最少的教师在遵守用餐实践方面的得分最低。
EWPHCCS 培训与信念和实践得分的提高均有关。然而，学校层面的政策和领导力可能也很重要。为学前教育主任提供专门培训，并解决食品质量问题，可能会进一步改善教师的营养相关态度、信念和实践。
