P146 Fine Motor Development Through Mealtime Lessons in Head Start Classroom

Abstract

Background Early childhood nutrition and kindergarten readiness are pillars of child development. Factors such as food insecurity, socioeconomic status and the built environment effect childhood nutrition and academic success. This project aims to improve fine motor development through concentrated mealtime activities. Objective Assess the feasibility of a mealtime curricula to promote fine motor skill development in Head Start classrooms. Study Design, Settings, and Participants First teacher surveys and in-depth interviews, were administered, collecting demographic information, teacher responsibilities, and the classroom environment. Mealtime observational assessments were collected at baseline, mid-point, and end of study period. Eight week-long mealtime fine motor skill lessons were implemented. Post implementation evaluation surveys were conducted. Measurable Outcome/Analysis Descriptive analysis was conducted of survey data, including correlation analysis of teacher knowledge/ experience/ values and classroom facilitators and barriers. Interviews collected facilitators and barriers of mealtime feasibility, constraints, and perceptions of familial mealtime practices. Qualitative data were coded for themes using a three-coder model. Classroom observation data was categorized by feeding style, pedagogical approach, barriers, positive/ negative feeding cues, and other factors of mealtime facilitation. Lesson plan evaluations provided teacher perspectives of project feasibility. Results Key interview and survey findings included a teacher focus of role-modeling during meal-time, behavior reinforcement, and attempts of parent communication. Furthermore, teachers desire tools to help with mealtime feeding behaviors and skill building. Overall, teachers were successful in implementing fine motor lessons. Lessons which practice fine motor skills in multiple settings were rated most positively. Barriers of implementation included breaks in the school schedule, lack of parent reinforcement, and unpredictable menu cycles. Conclusion Teachers were overall positive and willing to implement mealtime lessons, and reported positive feedback regarding increased structure around mealtime. Mealtime lessons present an opportunity to merge concepts of fine motor development and positive feeding practices. Funding Texas State University, Caminitos Research Collaborative.