A Qualitative Application of the Belsky Model to Explore Early Care and Education Teachers' Mealtime History, Beliefs, and Interactions

Overview

Journal J Nutr Educ Behav

Publisher Elsevier

Date 2017 Jul 11

PMID 28689611

Citations 13

Authors

Taren M Swindle

Zachary Patterson

Carrie J Boden

Affiliations

Soon will be listed here.

Abstract

Objective: Studies on factors associated with nutrition practices in early care and education settings often focus on sociodemographic and programmatic characteristics. This qualitative study adapted and applied Belsky's determinants of parenting model to inform a broader exploration of Early Care and Education Teachers (ECETs) practices.

Design: Qualitative cross-sectional study with ECETs.

Setting: The researchers interviewed ECETs in their communities across a Southern state.

Participants: Purposive sampling was employed to recruit ECETs (n = 28) from Head Start or state-funded centers serving low-income families.

Phenomenon Of Interest: Developmental histories of ECETs regarding food and nutrition, beliefs about child nutrition, and teaching interactions related to food.

Analysis: Qualitative interviews were coded using a deductive content analysis approach.

Results: Three distinct interrelationships were observed across the themes. First, rules and routines regarding food and mealtime in the educators' childhood often aligned with educator beliefs and behaviors at meals in their classroom. Second, some ECETs described motivations to leave a healthy food legacy for children in their class. Finally, an experience of food insecurity appeared in narratives that also emphasized making sure children got enough through various strategies.

Conclusions And Implications: The influence of ECET developmental histories and their related beliefs can be addressed through professional development and ongoing support. Future study should quantify model constructs in a larger sample and study their relationships over time.

Citing Articles

Associations between Preschool Teachers' Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment.

Resor J, Dixon J, Wu Q, Hegde A, Lee T, Goodell L Nutrients. 2024; 16(13).

PMID: 38999887 PMC: 11243732. DOI: 10.3390/nu16132140.

Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities.

Dixon J, Hegde A, Goodell L, Arnold N, Swindle T, Dev D J Nutr Educ Behav. 2023; 55(4):266-284.

PMID: 37028898 PMC: 10083887. DOI: 10.1016/j.jneb.2023.01.002.

De-Implementation of Detrimental Feeding Practices in Childcare: Mixed Methods Evaluation of Community Partner Selected Strategies.

Swindle T, Rutledge J, Zhang D, Martin J, Johnson S, Selig J Nutrients. 2022; 14(14).

PMID: 35889818 PMC: 9319894. DOI: 10.3390/nu14142861.

Hungry is not safe: A mixed methods study to explore food insecurity in early care and education.

Swindle T, Phelps J, Schrick B, Johnson S Appetite. 2021; 167:105626.

PMID: 34389375 PMC: 8434997. DOI: 10.1016/j.appet.2021.105626.

Identifying a Fine Line between Food Insecurity and Food Acquisition Stress: A Mixed Methods Exploration.

Swindle T, Phelps J, Schrick B, Selig J, Hu Z, Kopparapu A J Hunger Environ Nutr. 2021; 16(1):45-63.

PMID: 33868533 PMC: 8049611. DOI: 10.1080/19320248.2019.1697407.

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