Is the environment in kindergarten associated with the vegetables served and eaten? The BRA Study

Abstract

Aim:The aim of the present study was to explore the associations between the economic, political, sociocultural and physical environments in kindergartens, along with the frequency and variety of vegetables served, and the amount of vegetables eaten. Method: The BRA Study collected data through two paper-based questionnaires answered by the kindergarten leader and pedagogical leader of each selected kindergarten, and a five-day vegetable diary from kindergartens (n = 73) in Vestfold and Buskerud Counties, Norway. The questionnaires assessed environmental factors, and the frequency and variety of vegetables served. The non-parametric Mann-Whitney U and Kruskal-Wallis tests were used to explore the associations between factors in the kindergarten environments and vegetables served and eaten. Results: Kindergartens that included expenditures for food and beverages in the parental fees served a larger variety of vegetables (p = 0.046). A higher frequency of served vegetables (p = 0.014) and a larger amount (p = 0.027) of vegetables eaten were found in kindergartens where parents paid a monthly fee of 251 NOK or more. Similarly, the amount of vegetables eaten was higher (p = 0.017) in kindergartens where the employees paid a monthly fee to eat at work. Furthermore, a larger amount (p = 0.046) of vegetables was eaten in kindergartens that had written guidelines for food and beverages that were offered. Conclusions: This study indicates that the economic environment in a kindergarten seems to be positively associated with the vegetables served and eaten there. This is of high relevance for public health policy as vegetable consumption is an important factor in reducing the risk of non-communicable diseases.

Fruit, Vegetable, and Fibre Intake among Finnish Preschoolers in Relation to Preschool-Level Facilitators and Barriers to Healthy Nutrition

“…Some previous studies have reported an association between food policies and children’s dietary intake [12,13]. Himberg-Sundet et al found that having their own written guidelines concerning the food and beverages that preschools offer to children was associated with a higher consumption of vegetables.…”

“…Associations have been found linking food-related policies and regulations with the food and beverages served in childcare establishments [12], as well as with children’s dietary intake [13]. It appears that, in the US, healthier food is served to children in childcare centres that participate in the Child and Adult Care Food Program (CACFP) [14,15], which are more heavily regulated by the state and receive reimbursement for serving healthier food.…”

Effects of a kindergarten intervention on vegetables served and staff’s food-related practices: results of a cluster randomised controlled trial – the BRA study

“…Baseline data were collected during Spring 2015, and follow-up I data were collected during Spring 2016. A detailed description of data collection has been published previously (20) . In brief, data were collected by paper-based questionnaires (one for kindergarten leaders, one for pedagogical leaders and one for assistants), and a 5-d weighted vegetable diary (filled in by anyone working at the department).…”

“…A detailed description of the 5-d weighted vegetable diary has been published previously (20) . Briefly, the kindergarten staff was instructed to weigh vegetables served for five consecutive days, both before and after each meal, and to report the number of children and adults present during the meal.…”

“…This might be explained by the intervention components focusing on the importance of variation at the inspiration day and in booster activities 1 and 2 as well. Further, the majority of kindergarten leaders in the present study had knowledge of the national guidelines for food and meals in the kindergartens (20) , which promotes serving and eating a variety of foods (17) . Finally, a Belgium process evaluation study found that childcare staff thought it was very important to serve a variety of foods to promote children's taste development (33) .…”