Food-related behavior and intake of adult main meal preparers of 9–10 year-old children participating in iCook 4-H: A five-state childhood obesity prevention pilot study

Abstract

It is important to understand adult outcomes in childhood obesity prevention programs as parents and caregivers have a significant influence on the eating and physical activity habits of youth. Grounded in the social cognitive theory, the iCook 4-H study was centered on a dyad model (9-10 year-olds and their primary meal preparers) to teach healthy cooking skills, shopping and meal habits, and being active as a family. The program took place in five states and dyads (n = 54) were recruited through flyers, e-mails, and in-person contact. The focus of this article is to provide findings from adult program participants. Demographics and self-reported food intake, procurement, preparation and safety practices, feeding relationships, mealtime routines, and height and weight were collected through surveys at baseline and program completion, which spanned 3 months. Descriptive statistics including two-related samples tests and paired samples t tests were used to assess pre- and post-program survey data responses at p < 0.05 significance level. Most had a bachelor's degree (31%) or some college (29%), about half were white, 66% were married, about 30% of households participated in assistance programs, and 82% were female. At program conclusion, participants significantly improved meal planning, prioritizing healthy meal choices, shopping with a grocery list, and reading Nutrition Facts Labels. There were also significant, positive differences noted in cooking skill confidence (p = 0.015), desire to cook more meals at home, and fewer fast food meals. Adult-youth feeding interactions also significantly improved. There were also significant increases in fruit juice (100%), vegetable soup, and whole grain consumption. Based on results, adults reported improvements in meal planning, cooking, and purchasing skills that were taught in classes.

Parent and School-Age Children's Food Preparation Cognitions and Behaviors Guide Recommendations for Future Interventions

“…This use of parent demonstration was employed in previous childhood obesity programming to facilitate behavior change through the SCT. 43,44 In addition, some parents recommended allowing children to select snacks or pack their own lunch, with parental monitoring or rules, which gave children autonomy over their food choices. This may be beneficial because controlling children's food choices was associated with poor eating patterns, 45 and therefore learning to make proper food choices as a child can foster positive nutritional outcomes.…”

“…7 As an essential component of healthy living, food preparation skills are needed to produce appetizing, healthy foods. 8 A parent−child dyad childhood obesity prevention program 8 that included hands-on cooking activities demonstrated improvements in cooking skills and eating habits. Indeed, cooking in the home is associated with better diet quality in children, including higher fruit and vegetable and macro-and micronutrient intakes (including increased protein and vitamin C intake 9 ) and lower intakes of fat, fried foods, and sugar-sweetened beverages.…”

School-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children: a systematic review protocol

“…Examples of related behaviors at each level are as follows: Functional food and nutrition literacy: improve meal planning, prioritizing healthy meal choices, reading nutrition facts labels, cooking skill confidence, and desire to fewer fast food meals. Increase in fruit and vegetable and whole grain consumption [37] and preparing fruits or vegetables in a new way [38].…”

“…Interactive food and nutrition literacy: family-child feeding interactions [37], skill of saying "no" to unhealthy food, and emotional skills [14].…”

Associations between food and beverage consumption and different types of sedentary behaviours in European preschoolers: the ToyBox-study

“…Parents and caregivers have a significant influence on the eating and physical activity habits of children. Families are such a prominent part of children's social environment, especially at such young ages; they may play an important role in determining sedentary behaviours as well as food intake [5].…”