Early Childhood Collaborative Research Centre, Mount Saint Vincent University, Halifax, NSB3M 2J6, Canada.
Faculty of Education, Mount Saint Vincent University, Halifax, Canada.
Public Health Nutr. 2024 Oct 4;27(1):e200. doi: 10.1017/S1368980024001885.
Early learning and childcare (ELCC) programmes play an important role in shaping children's eating behaviours and long-term health by establishing a responsive feeding environment that encompasses not only mealtime behaviours but also extends to play activities and language used throughout the day. Despite their potential benefits, many ELCC centres do not consistently implement responsive feeding behaviours, facing challenges with organisational and behavioural changes within these environments. This study aims to identify influences on responsive feeding behaviours among early childhood educators prior to an intervention.
A qualitative study guided by the Behaviour Change Wheel framework and Capability Opportunity Motivation - Behaviour (COM-B) model. Semi-structured interviews and focus groups were conducted, recorded and transcribed verbatim. Thematic analysis was employed to identify themes, categorising them within the corresponding COM-B domains.
Canada.
Forty-one ELCC staff in various roles across eight centres from two provinces in eastern Canada.
Fifteen influences, spanning across all six domains of the COM-B model, were identified, highlighting gaps in educators' knowledge and skills, varied approaches to food and feeding, and the interactions with children, parents, and co-workers on mealtimes dynamics. Additionally, costs, centre location and other physical resources emerged as enabling opportunities for responsive feeding behaviours.
These findings offer a comprehensive exploration of the diverse factors influencing responsive feeding behaviours among educators, each varying in its potential for future behaviour change intervention.
早期学习和儿童保育（ELCC）计划通过建立一个响应式喂养环境，在塑造儿童的饮食行为和长期健康方面发挥着重要作用，该环境不仅包括进餐行为，还扩展到了全天的游戏活动和使用的语言。尽管它们具有潜在的益处，但许多 ELCC 中心并没有始终如一地实施响应式喂养行为，在这些环境中面临着组织和行为改变的挑战。本研究旨在干预前确定影响幼儿教育工作者响应式喂养行为的因素。
一项定性研究，以行为改变车轮框架和能力机会动机-行为（COM-B）模型为指导。进行了半结构化访谈和焦点小组，记录并逐字转录。采用主题分析来确定主题，将其分类到相应的 COM-B 领域中。
加拿大。
来自加拿大东部两个省的八个中心的各种角色的 41 名 ELCC 工作人员。
确定了 15 个影响因素，涵盖了 COM-B 模型的所有六个领域，突出了教育工作者在知识和技能方面的差距，对食物和喂养的不同方法，以及在进餐时间动态方面与儿童、家长和同事的互动。此外，成本、中心位置和其他物理资源成为响应式喂养行为的有利机会。
这些发现全面探讨了影响教育工作者响应式喂养行为的各种因素，每个因素在未来行为改变干预方面的潜力各不相同。
