Zhang Dong, Swindle Taren, Fletcher Janice Williams, Sigman-Grant Madeleine, Johnson Susan L
Research and Evaluation Division, Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, 521 Jack Stephens Drive #530, Little Rock, AR, 72205, USA.
Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, 521 Jack Stephens Drive #530, Little Rock, AR, 72205, USA.
Appetite. 2023 Nov 1;190:107003. doi: 10.1016/j.appet.2023.107003. Epub 2023 Aug 16.
Parent feeding styles, behaviors, beliefs, and practices are associated with developing children's eating behaviors. However, many children spend considerable time in childcare; thus, are exposed to child-feeding practices of other adults, e.g., early care and education (ECE) staff. Limited research exists on how and whether current classroom feeding practices of ECE staff associate with their own childhood experiences. The About Feeding Children survey, conducted in 2005, examined self-reported feeding practices and beliefs and personal characteristics of ECE staff in Western United States. An exploratory factor analysis of questions related to childhood experiences (N = 1189), revealed two Mealtime Factors: Remembered Adult Control and Remembered Child Autonomy Support. Structural equation modeling was conducted to examine the hypothesis that these remembered experiences would be associated with current feeding practices (Structural Mealtime Strategies, Verbal Mealtime Strategies, and Beliefs about Mealtimes). For each outcome, models had good to moderate fit. Across models, Remembered Autonomy Support was associated with less control, bribing, autonomy undermining, and concern-based control beliefs and greater support at meals and autonomy promoting beliefs in teachers' classroom feeding practices. More research is called for to consider whether reflection on remembered childhood experiences might be beneficial to consider during ECE staff training related to feeding young children.
父母的喂养方式、行为、观念和做法与儿童饮食行为的养成有关。然而，许多孩子在托儿所待的时间很长，因此会接触到其他成年人的儿童喂养方式，例如早期护理和教育（ECE）工作人员的方式。关于ECE工作人员当前的课堂喂养方式如何以及是否与其自身童年经历相关的研究有限。2005年进行的“关于喂养儿童”调查，考察了美国西部ECE工作人员自我报告的喂养方式、观念和个人特征。对与童年经历相关问题（N = 1189）的探索性因素分析，揭示了两个用餐时间因素：记忆中的成人控制和记忆中的儿童自主支持。进行了结构方程模型分析，以检验这些记忆中的经历是否会与当前的喂养方式（结构用餐时间策略、言语用餐时间策略和用餐时间观念）相关的假设。对于每个结果，模型的拟合度良好到中等。在各个模型中，记忆中的自主支持与较少的控制、贿赂、自主破坏以及基于关注的控制观念相关，并且在教师的课堂喂养方式中与更多的用餐支持和促进自主的观念相关。需要更多的研究来考虑在与幼儿喂养相关的ECE工作人员培训中，反思记忆中的童年经历是否可能有益。
