Next Article in Journal
Impact of Taste on Food Choices in Adolescence—Systematic Review and Meta-Analysis
Next Article in Special Issue
Dietary Protein Intake and Determinants in Māori and Non-Māori Octogenarians. Te Puāwaitanga o Ngā Tapuwae Kia Ora Tonu: Life and Living in Advanced Age: A Cohort Study in New Zealand
Previous Article in Journal
A Revolutionizing Approach to Autism Spectrum Disorder Using the Microbiome
Previous Article in Special Issue
The Development of a Psychometrically Valid and Reliable Questionnaire to Assess Nutrition Knowledge Related to Pre-Schoolers
 
 
Article

Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers

School of Sport, Exercise and Nutrition, Massey University, Auckland 0632, New Zealand
*
Author to whom correspondence should be addressed.
Nutrients 2020, 12(7), 1984; https://doi.org/10.3390/nu12071984
Received: 3 June 2020 / Revised: 29 June 2020 / Accepted: 30 June 2020 / Published: 3 July 2020
Caregivers’ nutrition and physical activity knowledge is recognised as being important for children’s health and body size. Identifying knowledge gaps amongst caregivers may inform professional development and obesity-prevention strategies in childcare settings. This cross-sectional validated online questionnaire aimed to measure current early childhood education and care (ECEC) teachers’ nutrition knowledge for pre-schoolers (2–5-year-olds) and related perspectives. Teachers’ (n = 386) knowledge of nutrition was lacking: The overall score was 22.56 ± 2.83 (mean ± SD), or 61% correct. Increased years of experience significantly predicted an increase in knowing that national nutrition and physical activity guidelines exist (B = 0.02 [95% CI, 0.00–0.03], r2 = 0.13, p = 0.033). Teachers’ increased agreement in feeling they were confident talking about nutrition to parents significantly predicted an increase in overall nutrition knowledge scores (B = 0.34 [95% CI, 0.06–0.63], r2 = 0.15, p = 0.019). The belief that ECEC teachers play a vital role in promoting pre-schoolers’ healthy eating and physical activity was widespread. Common knowledge barriers included a lack of staff training, confidence, and resources. ECEC teachers may lack nutrition knowledge for pre-schoolers, particularly in regard to basic nutrition recommendations (servings, food/beverage choices, and portion sizes). View Full-Text
Keywords: childcare; day care; nutrition knowledge; pre-school teachers; obesity prevention childcare; day care; nutrition knowledge; pre-school teachers; obesity prevention
Show Figures

Figure 1

MDPI and ACS Style

Rapson, J.; Conlon, C.; Ali, A. Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers. Nutrients 2020, 12, 1984. https://doi.org/10.3390/nu12071984

AMA Style

Rapson J, Conlon C, Ali A. Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers. Nutrients. 2020; 12(7):1984. https://doi.org/10.3390/nu12071984

Chicago/Turabian Style

Rapson, Jeanette, Cathryn Conlon, and Ajmol Ali. 2020. "Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers" Nutrients 12, no. 7: 1984. https://doi.org/10.3390/nu12071984

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop