Daycare teachers: Nutrition knowledge, opinions, and use of food

Abstract

The purpose of the study was to obtain a perspective on the status of the daycare teacher as an active proponent of good nutrition. A sample of 120 daycare teachers responded to a mailed questionnaire assessing their nutrition knowledge, opinions on the importance of nutrition for health and in day care, frequency that they used food in 8 learning activities with children, and factors possibly associated with these variables. Teachers' knowledge of nutrition was low; opinions on the importance of nutrition were positive. Neither nutrition knowledge nor opinion scores were related to teachers' backgrounds in early childhood education (ECE) or reported training in nutrition. Teachers with degrees or diplomas in ECE used food more frequently in learning activities. More obstacles to implementation of food activities were reported by teachers in daycare centers with higher child/teacher ratios; other center characteristics, such as capacity, type of program, and sponsorship, were not significant influences on teachers' nutrition opinions or their reported use of food. Results support the need to evaluate the preservice nutrition training of daycare teachers and to encourage development of inservice programs.