Chen Sisi, Ling Jiying, Buhlman Reese, Tadavich Sophia, Kao Tsui-Sui Annie
Department of Exercise Science, Mercer University College of Health Professions, Macon, GA, United States.
Michigan State University College of Nursing, East Lansing, MI, United States.
J Pediatr Psychol. 2025 May 1;50(5):402-411. doi: 10.1093/jpepsy/jsaf010.
To inform and improve future program development, particularly with economically marginalized families, this study aimed to examine the acceptance and satisfaction of a mindfulness-based healthy eating and stress management program among participating parents and daycare teachers in a pilot trial.
A mixed-methods study was conducted to evaluate a 14-week mindfulness-based program implemented with 107 English-speaking Head Start children (ages 3-5 years) and their parents. The program included a school-based mindful eating curriculum, a home-based parent component to promote mindful eating and reduce parental stress, and a bridging activity connecting home practice with school learning. Quantitative evaluation data were collected from 84 parents (Mage = 30.12 years) and 12 teachers (Mage = 43.92 years) via Qualtrics. Semistructured interviews were conducted with 20 parents (Mage = 31.55 years). Descriptive statistics and thematic analysis were used to analyze data.
Both quantitative (95.2%) and qualitative data demonstrated overall satisfaction with the entire program. About 83%-92% of teachers and 85% of parents considered the school-based curriculum to be satisfactory and acceptable. About 88%-100% of parents were satisfied with the Facebook private group and parent meetings. Approximately 91% of parents found the child letters helpful in connecting and translating school learning into mindful practices at home.
Results demonstrate high levels of acceptance and satisfaction with the mindfulness-based program among economically marginalized families and daycare teachers. Findings provide several key implications for future interventions to incorporate a mindful eating curriculum into daycare routines, proactively connect home practices with school learning to enhance the interactive influence between children and parents, and form a virtual peer support community through social media platforms and group meetings.
为了为未来的项目发展提供信息并加以改进，尤其是针对经济上处于边缘地位的家庭，本研究旨在通过一项试点试验，考察参与项目的家长和日托教师对一项基于正念的健康饮食与压力管理项目的接受度和满意度。
开展了一项混合方法研究，以评估一项为期14周、针对107名说英语的“启智计划”儿童（3至5岁）及其家长实施的基于正念的项目。该项目包括一个基于学校的正念饮食课程、一个以家庭为基础的家长部分，以促进正念饮食并减轻家长压力，以及一项将家庭实践与学校学习联系起来的衔接活动。通过Qualtrics从84名家长（平均年龄 = 30.12岁）和12名教师（平均年龄 = 43.92岁）收集定量评估数据。对20名家长（平均年龄 = 31.55岁）进行了半结构化访谈。使用描述性统计和主题分析来分析数据。
定量数据（95.2%）和定性数据均表明对整个项目总体满意。约83% - 92%的教师和85%的家长认为基于学校的课程令人满意且可以接受。约88% - 100%的家长对脸书私人群组和家长会议感到满意。约91%的家长发现孩子的信件有助于将学校学习与在家中的正念实践联系起来并进行转化。
结果表明经济上处于边缘地位的家庭和日托教师对基于正念的项目接受度和满意度很高。研究结果为未来的干预措施提供了几个关键启示，包括将正念饮食课程纳入日托日常、积极将家庭实践与学校学习联系起来以增强儿童与家长之间的互动影响，以及通过社交媒体平台和小组会议形成一个虚拟的同伴支持社区。
