Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach
Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach
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DOI：
10.1080/19325037.2013.853000
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发表时间：
2014-01-01
影响因子：
1
通讯作者：
Goodell, L. Suzanne
中科院分区：
文献类型：
--
作者：
Carraway-Stage, Virginia;Henson, Sydney R.;Goodell, L. Suzanne
背景资料：早期教育对于在幼儿中建立健康的饮食行为很重要;然而，描述学前环境中营养教育的文献有限。目的：本研究的目的是探讨教师的经验，将营养教育在学前教育的开端教室。研究方法：在2011年9月至2012年5月期间，调查人员进行了74次深入的结构化访谈（31名健康/营养协调员，11名中心主任和32名教师）。参与者的访谈记录在数字音频格式和逐字转录。结果：研究者在一个实质层面的模型中将已识别的相互关联的主题浓缩为4类。结果显示，教师培训/教育，资金和政策/法规是影响营养相关教学质量和数量的核心因素。讨论：所提出的模型建立了一个框架，了解营养教育的学前环境中的状态。教师需要有更多的机会接受教学方法和营养内容方面的培训/教育;教材方面的财政支助;以及明确的支持性政策/条例。转化为健康教育实践：教师和管理人员可以使用拟议的框架作为一个客观的指导，以确定这些障碍的存在，在他们的组织，并促进他们的能力，共同努力，以提高营养教育的质量在学前环境。
Background: Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose: The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool classrooms. Methods: Between September 2011 and May 2012, investigators conducted 74 in-depth, structured interviews (31 health/nutrition coordinators, 11 center directors, and 32 teachers). Participant interviews were recorded in digital audio format and transcribed verbatim. Results: Researchers condensed identified interrelated themes into 4 categories within a substantive-level model. Outcomes revealed that teacher training/education, funding, and policies/regulations were the core factors influencing the quality and quantity of nutritionrelated instruction. Discussion: The proposed model establishes a framework for understanding the state of nutrition education in the preschool environment. Teachers need more opportunities for training/education in instructional methods and nutrition content; financial support for materials; and clear, supportive policies/regulations. Translation to Health Education Practice: Teachers and administrators can use the proposed framework as an objective guide to identify the presence of these barriers in their organizations and to facilitate their ability to work together to improve the quality of nutrition education in the preschool environment.