Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach

Autor/inn/en	Carraway-Stage, Virginia; Henson, Sydney R.; Dipper, Allison; Spangler, Hillary; Ash, Sarah L.; Goodell, L. Suzanne
Titel	Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach
Quelle	In: American Journal of Health Education, 45 (2014) 1, S.52-62 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2013.853000
Schlagwörter	Models; Health Behavior; Eating Habits; Audio Equipment; Nutrition Instruction; Disadvantaged Youth; Early Childhood Education; Teacher Education; Educational Finance; Financial Support; Teaching Methods; Course Content; Instructional Materials; Barriers; Educational Quality; Structured Interviews; Qualitative Research; North Carolina + Suchen Sie Ihr Suchwort? Analogiemodell; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Audio-CD; Nutrition education; Ernährungserziehung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Bildungsfonds; Finanzielle Förderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Quality of education; Bildungsqualität; Qualitative Forschung
Abstract	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 nutrition-related 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10