For me it’s just the conversation

’ Responsive Feeding Influences Among Early Childhood Educators

Bibliographic Data

ID15092501
AuthorsOlga Levin (Mount Saint Vincent University), Jessie-Lee D Mcisaac (0000-0002-9294-5313, Mount Saint Vincent University, corresponding author), Julie Campbell, Julie E Campbell (0000-0002-5273-9136, Dalhousie University), Elizabeth Dickson (0000-0002-3264-3591, Mount Saint Vincent University), Melissa D Rossiter (0000-0002-2509-7887, University of Prince Edward Island)
Year2024
Volume27
Issue1
Pagese200-e200
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePublic Health Nutrition (JOURNAL)
Journal identifiersISSN: 1368-9800 • E-ISSN: 1475-2727
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1368980024001885
PMID39364643
OpenAlexW4403137062
LanguageEN
Citations received1
References cited45

Objective: 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. Design: 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. Setting: Canada. Participants: Forty-one ELCC staff in various roles across eight centres from two provinces in eastern Canada. Results: 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. Conclusions: 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

Behaviour change · Conversation · Developmental psychology · Early childhood · Focus group · Intervention (counseling · Qualitative research · Sociology · Thematic analysis · Child Nutrition and Feeding Issues · Communication · Community Health and Development · Obesity, Physical Activity, Diet · Psychology

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Open DOIOpen Access