Educators and child health nurses: Working together to support responsive infant and young child feeding practices in early childhood education and care

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australasian Journal of Early Childhood Pub Date : 2022-09-29 DOI:10.1177/18369391221130791

R. Byrne, K. Baxter, Sue Irvine, H. Vidgen, K. Davidson, D. Gallegos

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引用次数: 0

Abstract

The NOURISH:ECE project explored the role of maternal and child health nurses (MCHNs) in early childhood education and care (ECEC) through the design and pilot of professional learning (PL) regarding responsive feeding practices. Eight focus groups were conducted in Queensland (MCHNs, n = 20; educators, n = 29) to explore attitudes regarding partnerships, PL, and feeding practices. Subsequently, a PL module was developed - incorporating videos, group discussion and reflection - and delivered to 64 educators by a MCHN. Educator practices were compared pre- and post-PL. The proportion of meals at which an educator was observed to use responsive feeding practices increased (praise for eating healthy foods, 11.3%–29.2%), but educators were observed pressuring children to eat more often (19.9%–40.1%). NOURISH:ECE provided promising preliminary results regarding PL. However, adequate resourcing and workforce issues in both sectors are barriers to developing effective partnerships across education and health.

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教育工作者和儿童保健护士:共同努力，在幼儿教育和护理中支持反应灵敏的婴幼儿喂养做法

“营养:欧洲经委会”项目通过设计和试点有关反应性喂养做法的专业学习，探讨了妇幼保健护士在幼儿教育和护理方面的作用。在昆士兰州进行了8个焦点小组(MCHNs, n = 20;教育工作者，n = 29)来探索关于伙伴关系、PL和喂养实践的态度。随后，开发了一个PL模块，包括视频、小组讨论和反思，并由MCHN交付给64名教育工作者。比较了教学实践前和后pl。观察到教育工作者使用反应性喂养方法的用餐比例增加(对健康饮食的赞扬，11.3%-29.2%)，但观察到教育工作者强迫儿童更频繁地进食(19.9%-40.1%)。营养:欧洲经委会提供了关于公共福利的有希望的初步结果。然而，这两个部门的充足资源和劳动力问题阻碍了在教育和卫生领域发展有效的伙伴关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

16.70%

发文量

期刊介绍： The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.