Tough Love or Laissez-Faire? Exploring the Feeding Styles of Urban Preschool Teachers and Associations with Nutrition-Focused Professional Development

Autor/in	Cooper, Christen Cupples
Titel	Tough Love or Laissez-Faire? Exploring the Feeding Styles of Urban Preschool Teachers and Associations with Nutrition-Focused Professional Development
Quelle	In: Early Childhood Education Journal, 49 (2021) 4, S.647-656 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Christen Cupples)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01097-7
Schlagwörter	Eating Habits; Teaching Styles; Urban Schools; Preschool Teachers; Nutrition; Faculty Development; Teacher Student Relationship; New York (New York) + Suchen Sie Ihr Suchwort? Ernährungsgewohnheit; Essgewohnheit; Lehrstil; Unterrichtsstil; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ernährung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The majority of children aged three to five in the U.S. attend childcare or preschool, where they may consume up to two-thirds of their daily calories and nutrition. Teachers at preschools serving low-income families are responsible for guiding children in their food choices. Feeding style, or caregivers' overall emotional tone and approach at mealtimes, is believed to influence children's food choices and acceptance. While there is some research on parent feeding styles, there is little on preschool teachers' feeding styles. This causal-comparative study, using the Caregiver Feeding Style Questionnaire, examined the feeding styles of 660 teachers at New York City preschools serving low-income families, comparing feeding styles of teachers at preschools who received Eat Well Play Hard in Child Care Settings (EWPH) professional development (school response rate 90.4%) and those at preschools that did not (57.1%). Descriptive statistics, ANOVAs and Chi-Square tests were performed. Feeding styles were calculated using a typological method. Teachers evenly spanned the four feeding style categories: authoritarian, authoritative, permissive, and uninvolved. There was no significant relationship between race/ethnicity and feeding style. However, there were significant associations between years of teaching and whether teachers were parents and feeding style. EWPH training was not associated with feeding style. Professional development interventions may more effectively target specific nutrition-related beliefs and practices than the broader concept of feeding styles, which, as prior research suggests, may remain mostly static over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01