Influencing factors of children's fruit, vegetable and sugar-enriched food intake in a Finnish preschool setting – Preschool personnel's perceptions

Ray, Carola; Määttä, Suvi; Lehto, Reetta; Roos, Gun; Roos, Eva

doi:10.1016/j.appet.2016.03.020

Cited by 33 publications

(27 citation statements)

References 28 publications

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“…With many children spending time in childcare and the premise that all food preferences are learnt, educators’ roles are crucial as very young children are dependent upon them not only to provide food but also to guide and shape their food preferences and dietary habits [ 75 ]. Qualitative studies have explored educators’ perception of the influencers on children’s diets [ 24 , 75 , 76 , 77 ] and identified the importance of parental involvement. Educators have a role in inviting parental participation and this, along with building the capacity of educators through technical support and training, was recommended by several reviewers [ 52 , 53 , 56 , 57 , 59 ].…”

Section: Discussionmentioning

confidence: 99%

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

et al. 2018

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Early Childhood Education and Care (ECEC) settings have a pivotal role in shaping children’s dietary food habits by providing the contextual environment within which they develop these behaviours. This study examines systematic reviews for (1) the effectiveness of interventions to promote healthy eating in children aged 2–5 years attending centre-based childcare; (2) intervention characteristics which are associated with promoting healthy eating and; (3) recommendations for child-health policies and practices. An Umbrella review of systematic reviews was undertaken using a standardized search strategy in ten databases. Twelve systematic reviews were examined using validated critical appraisal and data extraction tools. Children’s dietary food intake and food choices were significantly influenced. Interventions to prevent obesity did not significantly change children’s anthropometric measures or had mixed results. Evidence was more convincing if interventions were multi-component, addressed physical activity and diet, targeted individual-level and environmental-level determinants and engaged parents. Positive outcomes were mostly facilitated by researchers/external experts and these results were not replicated when implemented in centres by ECEC providers without this support. The translation of expert-led interventions into practice warrants further exploration of implementation drivers and barriers. Based on the evidence reviewed, recommendations are made to inform child-health directed practices and policies.

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Section: Discussionmentioning

confidence: 99%

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

et al. 2018

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“…The needs assessment aimed to recognize SES differences in preschoolers’ EBRBs and long-term stress. The assessment included a review of existing literature (not published) and focus group interviews with preschool personnel and parents [ 15 , 16 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level

Lehto

Ray

Vepsäläinen

et al. 2018

IJERPH

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This paper describes the Increased Health and Wellbeing in Preschools (DAGIS) survey process and socioeconomic status (SES) differences in children’s energy balance-related behaviors (EBRBs), meaning physical activity, sedentary and dietary behaviors, and long-term stress that serve as the basis for the intervention development. A cross-sectional survey was conducted during 2015–2016 in 66 Finnish preschools in eight municipalities involving 864 children (3–6 years old). Parents, preschool personnel, and principals assessed environmental factors at home and preschool with questionnaires. Measurement of children’s EBRBs involved three-day food records, food frequency questionnaires (FFQ), seven-day accelerometer data, and seven-day sedentary behavior diaries. Children’s long-term stress was measured by hair cortisol concentration. Parental educational level (PEL) served as an indicator of SES. Children with low PEL had more screen time, more frequent consumption of sugary beverages and lower consumption of vegetables, fruit, and berries (VFB) than those with high PEL. Children with middle PEL had a higher risk of consuming sugary everyday foods than children with high PEL. No PEL differences were found in children’s physical activity, sedentary time, or long-term stress. The DAGIS intervention, aiming to diminish SES differences in preschool children’s EBRBs, needs to have a special focus on screen time and consumption of sugary foods and beverages, and VFB.

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“…home food environment. The socioecological model has been used previously to consider dietary behaviour including obesogenic dietary intake in young children 17 , fruit and vegetable intake in a preschool setting 18 , and maternal considerations regarding how much food to offer their children 19 . Reciprocal determinism also forms the central principle of social cognitive theory which emphasises the interaction between the individual, environmental influences, and behaviour 20,21 .…”

Section: Introductionmentioning

confidence: 99%

“That's His Choice Not Mine!” Parents' Perspectives on Providing a Packed Lunch for Their Children in Primary School

Ensaff

O’Mahony

2018

Journal of Nutrition Education and Behavior

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This study highlights children's growing authority over everyday food decisions. Further research is needed to explore children's perceptions of their role in food provision. The study's findings have implications for school food, nutrition education, and school-based interventions. Frameworks that look to improve children's nutrition in this area should reflect children's growing status as food decision makers and consider how this can be employed to support and sustain positive changes.

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Influencing factors of children's fruit, vegetable and sugar-enriched food intake in a Finnish preschool setting – Preschool personnel's perceptions

Abstract: In Finnish preschools, children's food intake is influenced on and within several levels of the socio-ecological model. The identification of the factors influencing food intake allows different methods of intervention at multiple levels to promote healthy eating behaviours in preschools.

Cited by 33 publications

References 28 publications

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

Characteristics of Effective Interventions Promoting Healthy Eating for Pre-Schoolers in Childcare Settings: An Umbrella Review

Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level

“That's His Choice Not Mine!” Parents' Perspectives on Providing a Packed Lunch for Their Children in Primary School

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