Abstract
Early Childhood Educators (ECEs) are important role models for children at mealtimes. This study explores the frequency and content of ECEs’ statements at meals to create defined mealtime interaction styles. Lead (n= 35) and Assistant (n = 35) teachers in Head Starts were observed at lunch in two Southern states. Trained observers recorded and rated educator statements to children as supportive of a positive mealtime environment (e.g., cue hunger/satiety, positive comments about food) or not supportive (e.g., threats, hurries, negative comments about food). Interrater reliability of 85% or greater was obtained for all observers. ECE comments were summarized in relation to engagement (active if ≥ 15 comments; passive if < 15 comments) and supportiveness (supportive if positive comments >; negative; unsupportive if negative comments ≥ positive). Educators were grouped into a mealtime interaction styles based on their engagement in the meal and the nature of their statements: active supportive; active unsupportive; passive supportive; and passive unsupportive. The interaction style with the greatest proportion of ECEs was passive supportive (37%) followed by active supportive (27%). Approximately 25% were passive unsupportive, and 11% were active unsupportive. We will also report differences between states and teacher roles (lead vs assistant). Identification of mealtime interaction styles has the potential to inform educator training and interventions designed to improve the quality of mealtimes. Future research should explore characteristics of ECEs and their work environment that contribute to adoption of these styles.
Published Version
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