Head Start Administrator and Teacher Perceptions of Parental Influence on Preschool Children's Nutrition Education

Autor/inn/en	Stage, Virginia C.; Wilkerson, Kristi; Hegde, Archana; Lisson, Sarah; Babatunde, Oyinlola Toyin; Goodell, L. Suzanne
Titel	Head Start Administrator and Teacher Perceptions of Parental Influence on Preschool Children's Nutrition Education
Quelle	In: Journal of Early Childhood Research, 16 (2018) 2, S.160-175 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X17705415
Schlagwörter	Teacher Attitudes; Preschool Teachers; Disadvantaged Youth; Preschool Children; Grounded Theory; Administrator Attitudes; Parent Influence; Parent Background; Socioeconomic Status; Nutrition Instruction; Cultural Background; Parent Child Relationship; Barriers; Audio Equipment; Food; Preferences; Semi Structured Interviews; North Carolina + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Elternhaus; Socio-economic status; Sozioökonomischer Status; Nutrition education; Ernährungserziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Audio-CD; Lebensmittel
Abstract	Parents play a significant role in molding their children's nutrition knowledge and behavior. The purpose of the present study was to explore parental influence on preschooler's nutrition education from the perspectives of North Carolina-based Head Start coordinators and teachers. Investigators conducted 63 in-depth, structured interviews with Head Start Health/Nutrition Coordinators (n = 31) and teachers (n = 32). Interviews were recorded in digital audio format and transcribed verbatim. Following a grounded theory approach, researchers identified primary, emergent themes related to parental influence and a substantive-level model was developed. Head Start staff described parental background (i.e. nutrition knowledge, culture), socioeconomic status, food preferences and parental engagement/support of teacher provided nutrition education as the primary factors that affect preschooler's nutrition education. The proposed theoretical model provides an initial understanding of the influence Head Start parents may have on their children's nutrition education. The findings suggest more training and education opportunities for parents and teachers may be needed. Despite barriers, teachers and local community partners should continue to support parents in their efforts to reinforce positive nutrition messages among preschool children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01