Early Care And Education Providers Research Articles

Illuminating Child and Adult Care Food Program Partnerships That Improved Food Access and Waiver Utilization for Feeding Young Children in Early Care and Education Programs During COVID-19: A Qualitative Study

BackgroundLittle is known about the partnerships formed between early care and education (ECE) programs and the Child and Adult Care Food Program (CACFP) and other organizations to continue to feed young children during the COVID-19 pandemic. Such information can provide important lessons to build ECE capacity for feeding children during future emergencies and has the potential strengthen the ECE food systems. ObjectiveThis study aimed to identify the unique partnerships that CACFP state agencies established to provide nutrition to young children during the COVID-19 pandemic DesignQualitative semi-structured interviews with 24 participants representing 21 states across the United States. Participants/SettingVirtual interviews with CACFP directors from December 2020 through May 2021. AnalysisFollowing the realist method, transcripts were analyzed using thematic analysis. Codes were developed inductively and grouped to identify themes and subthemes. ResultsFour themes were identified: (1) CACFP partnerships that supported children and families directly; (2) CACFP partnerships that built the capacity of ECE providers to provide food to children in their own settings; (3) CACFP systems-level partnerships that improved coordination of efforts to continue to feed children in ECE; and (4) CACFP directors encouraged other CACFP state agencies to build nontraditional, diverse partnerships that can be leveraged during pandemics and other natural disasters. Within these themes (subthemes), the purpose of the partnerships focused on improving waiver utilization (eg, Department of Transportation, state health departments), improving food access (eg, Summer Food Service Program [SFSP], food banks, grocery stores, dairy councils), supporting ECE programs to participate in food reimbursement programs (eg, SFSP, CACFP sponsors), and resource sharing (eg, coalitions, CACFP sponsors). ConclusionsThe CACFP state directors reported that existing and new partnerships between CACFP state agencies and external entities successfully facilitated feeding young children in ECE during the COVID-19 pandemic. States may consider developing a road map to proactively explore potential partners in their state to meet specific needs such as accessibility, availability, and affordability for feeding young children in ECE.

P101 Dissemination and Uptake of a Nutrition Training Library for ECE Providers Using Go NAPSACC

<h3>Objective</h3> To assess dissemination, uptake, and perceived usefulness of on-demand e-learning nutrition trainings for early care and education (ECE) providers over the first year of availability. <h3>Use of Theory or Research</h3> Guided by adult learning and nutrition education principles, 22 on-demand, interactive nutrition trainings (∼30-minutes each) were developed for ECE providers with diverse learning styles. Principles from Diffusion of Innovation Theory guided dissemination strategies. <h3>Target Audience</h3> Go NAP SACC participating programs across 21 states. <h3>Program Description</h3> Go NAPSACC provides a structured process and web-based tools to help improve the health of children. Providers have access to four content areas related to nutrition (i.e., child nutrition, oral health, breast/infant feeding, farm to ECE) covering a variety of topics (e.g., foods provided, feeding practices/environments, policy, etc.). In January 2021, Go NAPSACC launched and marketed a new on-demand training library. Process evaluation over the first year identified opportunities for improvement in dissemination. <h3>Evaluation Methods</h3> Data on reach, engagement, and perceived usefulness were captured using the Go NAPSACC platform. Online surveys were used to capture state-level dissemination strategies. <h3>Results</h3> In 2021, 7,211 trainings sessions were completed by 2,932 providers from 760 programs. The child nutrition foods provided training had the most completed sessions (701). The majority of programs completing trainings were center-based (45.4%) or family childcare homes (42.5%), not associated with military, faith-based, or native groups (89.6%), located in a metro area (63.6%), and Child and Adult Care Food Program participants (72.4%). Dissemination strategies for states with the greatest uptake included approval for professional development credit, embedding trainings within another project or system, use of existing listservs, and advertising on state/local agency websites. Majority of programs reported trainings were engaging (95.8%) and they will be able to apply what they learned (96.4%). <h3>Conclusions</h3> Go NAPSACC is a highly scalable platform for dissemination of on-demand nutrition trainings for ECE providers with potential to greatly increase the reach and accessibility of nutrition education for this critical population. <h3>Funding</h3> None

A cluster-randomized controlled trial to assess the impact of a nutrition intervention on dietary behaviors among early care and education providers: The Create Healthy Futures study

Create Healthy Futures is a self-paced, web-based intervention on improving healthy eating behaviors among Early Care and Education (ECE) providers. We examined the impact of web-based Create Healthy Futures on diet quality measured by the Alternative Healthy Eating Index (AHEI) 2010, dietary behaviors, and related psychosocial and environmental factors among ECE providers. A cluster randomized controlled trial (CRCT) was implemented with baseline surveys administered from October 2019-January 2020, intervention implementation from April-May 2020, and post-intervention from May 2020-August 2020. Centered-based ECE programs under the Pennsylvania Head Start Association (n = 12) were recruited and randomized to intervention (n = 5) or comparison (n = 7) groups. A total of 186 ECE providers completed the post-intervention surveys (retention rate: 86.1%). At baseline, 31.5% of ECE providers were food insecure. Pre-to-post intervention demonstrated no significant within-or-between-group changes in the AHEI-2010 diet quality scores. ECE providers in the intervention group reported a significant decrease from baseline to post-intervention in the number of days eating out (aMD = -0.8, CI:-1.6, −0.1, P = 0.03). Process evaluation showed that 89.9% of the intervention group completed all online module, and 82.9% attended all of wellness session groups. Although the Create Healthy Futures intervention did not improve ECE providers’ diet quality and dietary behaviors, it confirmed critical needs to provide health support to ECE providers. Future studies should employ strategies that improve access to healthy foods and nutrition education, and address social determinants of health such as food insecurity to improve diet quality and health in ECE provider population.

A critical analysis of racial disparities in ECE subsidy funding

Participation in high-quality early care and education (ECE) is associated with positive academic and social outcomes for children. However, Black and Latinx children are significantly less likely than White children to attend a high-quality ECE program, a disparity that may be linked to differences in funding. Using a critical policy analysis framework, we explored the extent to which Pennsylvania’s tiered funding policy, which awards greater funding to ECE providers with higher quality evaluation scores, differentially benefits children and communities along racial lines. We found that the average Black and Latinx children’s ECE providers received substantially less tiered funding than the average White child’s provider. Funding also varied by the racial composition of children’s communities, with providers serving children from predominantly Black communities receiving far less funding than providers serving children from predominantly White communities. Racial funding gaps widened over time as state policy changed to award greater tiered funding to providers with the highest quality scores. We discuss findings within the context of longstanding historical racism in federal ECE funding policy, and make recommendations for more racially just policy alternatives.

Impacts of COVID-19 on the early care and education sector in California: Variations across program types

The COVID-19 crisis has overwhelmed and weakened the United States early care and education (ECE) sector, jeopardizing a system that was already precariously situated atop a weak foundation. While multiple national- and state-level studies have highlighted the overwhelming impacts of the pandemic on the ECE sector, little has been reported about how much variation in impacts exists, and in what forms, within the ECE sector. Based on a statewide survey of 953 licensed care providers in California conducted in June 2020, this paper examines the impact of COVID-19 experienced by ECE providers, focusing on the variations between centers and family child care homes (FCCs) and among center-based programs. Results indicate that the challenges programs face differ greatly depending on program type and funding source. Compared to center-based programs, FCCs fared worse in most measures of economic hardship that directly impact individual providers with medium to large effect sizes. Centers were more likely than FCCs to struggle with reduced attendance and changes in program operations by medium to large effect sizes and report staffing challenges by small to medium effect sizes. Among the center-based programs, subsidized programs holding contracts with Head Start or the California Department of Education (such as state preschool programs) were more stable and better able to financially support their staff during the pandemic, with effect sizes ranging from medium to large. Centers receiving government subsidies in the form of vouchers were more likely to be negatively impacted by the pandemic compared to unsubsidized centers and Head Start and state-contracted centers. Implications for future research and policy are discussed in the context of addressing the complex delivery system of ECE services and supporting outcomes that are effective and equitable for children, families, and the ECE workforce.

Connecting Families to Food Resources amid the COVID-19 Pandemic: A Cross-Sectional Survey of Early Care and Education Providers in Two U.S. States.

Early care and education (ECE) settings are important avenues for reaching young children and their families with food and nutrition resources, including through the U.S. federally funded Child and Adult Care Food Program (CACFP). Researchers conducted a cross-sectional survey of ECE providers in two U.S. states in November 2020 to identify approaches used to connect families with food and nutrition resources amid the COVID-19 pandemic. Logistic regression models were used to estimate odds of sites reporting no approaches and adjusted Poisson models were used to estimate the incidence rate ratio of the mean number of approaches, comparing sites that participate in CACFP to those that did not. A total of 589 ECE sites provided responses. Of those, 43% (n = 255) participated in CACFP. CACFP participating sites were more likely to report using any approaches to connecting families to food resources and significantly more likely to report offering “grab and go” meals, providing meal delivery, distributing food boxes to families, and recommending community food resources than non-CACFP sites. This study suggests that CACFP sites may have greater capacity to connect families to food resources amid emergencies than non-CACFP participating sites.

P109 Responsive Feeding During COVID-19: Evaluation of a Specialized Training for ECE Providers and Stakeholders.

<h3>Background</h3> Practicing family style meal service in early care and education (ECE) settings supports children's autonomy and improves self-regulation of energy intake. However, during COVID-19, CDC passed a directive to ECE to pause family style meal service. Therefore, we conducted an ECE webinar focused on how to feed children responsively during plated meal service to help providers support children's autonomy and self-regulation. <h3>Objective</h3> To evaluate changes in the level of understanding, behavioral intention to implement knowledge, and confidence about how to feed children (2-5 years) responsively during plated meal service. Also, to determine need for future training opportunities. <h3>Study Design, Setting, Participants</h3> Retrospective pretest-posttest study. The webinar was advertised through an email newsletter disseminated by a national-level platform, Penn State Extension Better Kid Care. Participants attended the online webinar for 1 hour on August 11, 2020, had access to an Extension publication (http://bit.ly/3pnJ71X) and responded to a follow-up survey (Qualtrics Link: http://bit.ly/3jMWvvv). Participants identified themselves as either ECE providers (n = 77) or other stakeholders (n = 30), who can offer opportunities or guidance to providers. <h3>Measurable Outcome/Analysis</h3> Change in self-reported evaluation score (range 1=low to 7=high) for understanding, behavioral intention to implement knowledge, and confidence about how to feed children responsively during plated meal service. Paired sample <i>t</i> tests (alpha = 0.05) followed by Sidak-Bonferroni correction (adjusted <i>P</i> = 0.007). <h3>Results</h3> Both providers and stakeholders reported significantly higher (<i>P</i> < 0.001) level of understanding, intention to implement knowledge obtained, and confidence regarding implementing responsive feeding during plated meal service after the webinar compared to before the webinar. Participants expressed need for online nutrition trainings with emerging themes such as feeding infants, safe food preparation and storage, flexibility of CACFP rules, and physical distance during meals. <h3>Conclusion</h3> Intentional mealtime conversations, giving children small tasks supporting their autonomy, and setting clear expectations while adjusting mealtime routines can offer a promising avenue for implementing responsive feeding during plated meal service.

Association Between Food Insecurity and Diet Quality Among Early Care and Education Providers in the Pennsylvania Head Start Program.

IntroductionFood insecurity affects dietary behaviors and diet quality in adults. This relationship is not widely studied among early care and education (ECE) providers, a unique population with important influences on children’s dietary habits. Our study’s objective was to explore how food insecurity affected diet quality and dietary behaviors among ECE providers.MethodsWe used baseline data from a cluster-randomized controlled trial (January 2019−December 2020) on 216 ECE providers under the Pennsylvania Head Start Association. We used radar plots to graph scores for the Healthy Eating Index 2015 and the Alternative Healthy Eating Index (AHEI) 2010 and fitted a multivariate regression model for diet quality measures, adjusting for covariates.ResultsAmong the 216 participants, 31.5% were food insecure. ECE providers who were food insecure had a lower AHEI-2010 mean score (mean difference for food insecure vs food secure = −4.8; 95% CI, −7.8 to −1.7; P = .002). After adjusting for covariates, associations remained significant (mean difference = −3.9; 95% CI, −7.5 to −0.4; P = .03). Food insecure ECE providers were less likely to use nutrition labels (22.8% vs 39.1%; P = .046) and more likely to report cost as a perceived barrier to eating fruits and vegetables.ConclusionWe found a significant inverse association between food insecurity and the AHEI-2010 diet quality score among ECE providers after adjusting for covariates. More studies are needed to examine the effects of food insecurity on dietary behaviors of ECE providers and their response to nutrition education programs targeting their health.

The Agency for Toxic Substances and Disease Registry's Choose Safe Places for Early Care and Education Disaster Recovery Supplement

During disaster recovery, affected communities might be at risk for exposure to harmful chemicals. Children are especially vulnerable. A child’s environment has direct consequences on their health and well-being. The Agency for Toxic Substances and Disease Registry’s (ATSDR) Choose Safe Places for Early Care and Education (CSPECE) Disaster Recovery Supplement can help environmental and public health professionals protect children from environmental exposures after a disaster. The supplement builds on concepts from ATSDR’s CSPECE Guidance Manual. The supplement •defines places, in addition to early care, where children spend time, •describes how to apply CSPECE elements to places where children spend time, •identifies likely environmental hazards after a disaster and potential effects on children, and •compiles resources for more information on each environmental hazard or topic.The CSPECE Disaster Recovery Supplement helps public health professionals begin to consider potential environmental hazards unique to disasters and provides resources for addressing those hazards. The target audience for the CSPECE Disaster Recovery Supplement is environmental public health professionals. Many environmental public health professionals at the state level have limited interaction with early care and education (ECE) facilities or systems. This Disaster Recovery Supplement is a tool that public health professionals can use to consider the intersection of environmental hazards and places children spend time. Local decision makers, recovery specialists, ECE professionals, and even ECE providers may find the information in the CSPECE Disaster Recovery Supplement helpful as they plan for, or work towards, disaster recovery.

A Pilot Randomized Controlled Trial of a Nutrition and Dietary Intervention for Early Care and Education Providers.

The aim of this study is to evaluate the feasibility and preliminary impact of the Create Healthy Futures program, a self-paced, 6-lesson, web-based intervention on promoting healthy eating for Early Care and Education (ECE) providers, using a group-randomized controlled trial design with 3 repeated measurements. Nine ECE facilities in Ohio were recruited and randomly assigned to intervention (N=4) and comparison (N=5). The 111 participants are mostly female (97.3%), college graduated (59.5%), and overweight or obese (75.2%). Nutrition-related psychosocial and environmental factors and individual behaviors were assessed at baseline, post-test, and 3-month follow-up. We used mixed model analyses to compare changes between time points, controlling for ethnicity, age, and center effect, and calculated effect size to assess the magnitude of change. We observed significant between-group changes in improving nutrition knowledge (p=.003), increasing perceived support for staff wellness (p=.038), and reducing perceived barriers to eating fruits and vegetables (p=.004) and promoting nutrition in classrooms (p=.038), with small to medium effect sizes. The study demonstrated high feasibility with 94.1% enrollment rate, 87.5% intervention completion rate, and 83.8% retention rate. This pilot study demonstrated high feasibility and acceptability of nutrition intervention programs using an online platform among ECE providers.

Farm to Early Care and Education Programming: A Descriptive Study of Challenges and Opportunities to Promote Healthful Foods to Young Children.

Interest in farm to early care and education (ECE) programming, which consists of gardening, nutrition education, and local food procurement, has been growing in the United States, as it may be a promising technique for promoting healthful foods to young children. However, there is limited information about current farm to ECE efforts in specific states, including Colorado, to support funding and resource needs. An online survey was distributed to licensed Colorado ECE providers in two phases to understand current participation in the farm to ECE as well as provider perspectives on benefits and barriers to programming. A total of 250 surveys were completed. Approximately 60% of ECE facilities participated in gardening and nutrition education with providers almost unanimously agreeing on the child-centric benefits of programming. Fewer facilities (37%) participated in local food procurement likely due to significant time, cost, and knowledge barriers. To increase participation in farm to ECE as a technique for promoting healthful foods to young children, future efforts should focus on innovative solutions to reduce ECE-specific barriers.

P5 Understanding Farm to Early Care and Education (ECE) Efforts in Colorado

BackgroundFarm to school programs have been shown to have positive impacts on child outcomes. As such, interest and initiatives in farm to ECE programs have become common. Information on ECE providers’ perceptions on farm to ECE programming and current farm to ECE activities is limited.ObjectivesTo describe perceived benefits, barriers, and participation of farm to ECE programming (gardening, nutrition education, and local food procurement) by ECE providers in Colorado.Study Design, Setting, ParticipantsA descriptive cross-sectional design targeting ECE providers statewide was employed in 2 phases using an electronic survey that was distributed through snowball sampling: Phase 1 (46 questions) and Phase 2 (48 questions). Questions were adapted from the National Farm to School Network 2018 Farm to ECE Survey, or developed to capture specific Colorado initiatives.Measurable Outcome/AnalysisDescriptive statistics were performed using IBM SPSS Statistics (version 25).ResultsA total of 250 complete surveys were used for analysis. Child-centered benefits were most important to respondents, and included helping children develop healthy eating habits (99%), children connecting with nature via gardening (98%), and opportunities for children to try more fruits/vegetables (98%). The greatest challenges of farm to ECE programming were limited resources, including the cost of procuring local foods (80%), and expenses and staff time associated with gardening (68%). More than half of respondents reported that the ECE facility had a garden (59%) and provided some form of nutrition education (57%). Only one-third of respondents (37%) indicated that their program procured food from local sources.ConclusionsFindings highlight that a majority of farm to ECE activities revolve around gardening and nutrition education, with less participation in local food procurement. Future efforts to understand successes and address barriers associated with local food procurement efforts is warranted to enhance participation in all farm to ECE programming components. Farm to school programs have been shown to have positive impacts on child outcomes. As such, interest and initiatives in farm to ECE programs have become common. Information on ECE providers’ perceptions on farm to ECE programming and current farm to ECE activities is limited. To describe perceived benefits, barriers, and participation of farm to ECE programming (gardening, nutrition education, and local food procurement) by ECE providers in Colorado. A descriptive cross-sectional design targeting ECE providers statewide was employed in 2 phases using an electronic survey that was distributed through snowball sampling: Phase 1 (46 questions) and Phase 2 (48 questions). Questions were adapted from the National Farm to School Network 2018 Farm to ECE Survey, or developed to capture specific Colorado initiatives. Descriptive statistics were performed using IBM SPSS Statistics (version 25). A total of 250 complete surveys were used for analysis. Child-centered benefits were most important to respondents, and included helping children develop healthy eating habits (99%), children connecting with nature via gardening (98%), and opportunities for children to try more fruits/vegetables (98%). The greatest challenges of farm to ECE programming were limited resources, including the cost of procuring local foods (80%), and expenses and staff time associated with gardening (68%). More than half of respondents reported that the ECE facility had a garden (59%) and provided some form of nutrition education (57%). Only one-third of respondents (37%) indicated that their program procured food from local sources. Findings highlight that a majority of farm to ECE activities revolve around gardening and nutrition education, with less participation in local food procurement. Future efforts to understand successes and address barriers associated with local food procurement efforts is warranted to enhance participation in all farm to ECE programming components.

Parent engagement in early care and education settings: relationship with engagement practices and child, parent, and centre characteristics

ABSTRACT Parent engagement in early care and education (ECE) settings is a component of high quality childcare, yet little is known about mechanisms of parent engagement in centre-based care. Using a nationally representative U.S. sample, we examined centre, classroom, and teacher characteristics associated with practices ECE providers use to engage parents, and the association between these practices and parent engagement at ECE centre-based programmes. Centres with lower adult-to-child ratios, more health and developmental services, fewer meal subsidies, more time spent in reading activities, and longer teacher tenure utilized more parent engagement practices. Parents engaged more at ECE centres that had higher levels of engagement practices, accepted subsidies, were not preschool programmes, and had teachers who believed children should learn to read in kindergarten. Additional research is needed to identify characteristics that contribute to variation in use of ECE engagement practices and policies that increase parent engagement.

Determining eLearning Preferences to Inform Beverage Policy Training for Early Care and Education Teachers

ObjectiveTo determine the eLearning preferences of early care and education (ECE) teachers for an effective beverage policy training. MethodsMixed methods study conducted with ECE directors and teachers in 6 regions throughout Georgia. Researchers used an eLearning survey (n = 646) along with focus groups (n = 6) and interviews (n = 24) to determine eLearning preferences and preferred eLearning format. Descriptive statistics and qualitative content analysis were used for data analysis. ResultsMost ECE teachers in Georgia (85%) have never had a beverage policy training. Participants (48%) reported they would definitely use the Internet for training. Qualitative analysis revealed key themes; training should be engaging, concise, hold the trainees accountable, and be interactive. Interactive video is the preferred eLearning format. Conclusions and ImplicationsInterventions that promote national beverage recommended in the ECE setting are critically needed. Study findings may inform other states about the feasibility of using eLearning to provide beverage policy training for ECE providers in other states.

Early Childhood Obesity Prevention in Rural West Virginia Extension’s Role and Lessons Learned

The Cooperative Extension system is uniquely positioned to lead rural community efforts to prevent obesity in early childhood. This article explores best practices in promoting healthy weights among young children and shares examples and resources relevant to Extension programming. The West Virginia (WV) Healthy Children Project aims to improve community, home, and early care and education (ECE) environments by promoting healthy eating, physical activity, outdoor play, and reduced screen time. This project primarily focuses on interventions with ECE providers serving 2-5-year-old children in three rural counties. Comprehensive assessments informed the interventions and guided Community Advisory Committees. ECE providers were trained in “I Am Moving, I Am Learning” (IMIL) and “Nutrition and Physical Activity Self-Assessment for Child Care” (Go NAP SACC) best practices and were supported with technical assistance and classroom resources. Garden-based learning, natural playscapes, painted playgrounds, and farm-to-ECE further enhanced the environments and experiences. Community leaders were engaged in advisory committees, transformative projects, and local family-focused activities. The efficacy of these practices was tracked using quantitative and qualitative evaluation strategies conducted throughout the project, including observations, ripple effects mapping, and questionnaires. This article describes the overall project strategies and reveals the lessons learned and the challenges encountered.

Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists

The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.

P157 Determining E-Learning Preferences to Inform Beverage Policy Training for Georgia Child Care Providers

Background Limiting sugar-sweetened beverages served to children can help decrease childhood obesity risk. Early Care and Education (ECE) providers are key to promoting these beverage policies because they play a role in establishing healthy habits among young children. As a majority of Americans have Internet access, eLearning would be an appropriate format for a beverage policy training platform for ECE providers. Objective The specific aim of this study was to determine the preferred eLearning format of ECE providers in Georgia to inform the development of an eLearning beverage policy training. Study Design, Settings, Participants The target population for study included licensed and license exempt ECE providers in GA serving children ages 0-5. A randomized, stratified sample of facilities was selected. ECE providers completed an electronic or paper survey evaluating the degree in which their program implemented beverage policy recommendations and their eLearning preferences. Mock prototypes for preferred eLearning formats were developed. A convenience sample participated in semi-structured interviews to yield preferences for the development of the eLearning training. Measurable Outcome/Analysis Descriptive statistics were calculated to determine eLearning preferences. Qualitative data analysis was conducted to reveal themes from interviews. Results A total of 646 respondents completed the eLearning survey. Sixty eight percent of ECE providers reported participation in the Child and Adult Food Care Program. Participants had access to the internet (98.5%) and 44% would use the internet for a 15-minute educational session. Eighty five percent of participants reported having no beverage policy training. The preferred eLearning formats identified online were interactive video (46.8%), podcast (37.5%) and video-based learning (31.7%). A subset of ECE providers participated (N = 20) participated in interviews. Most participants chose interactive videos as the most effective training format. Findings showed that effective trainings should be engaging, concise, and hold trainees accountable. Conclusion Study results revealed that most participants have not received a beverage policy training. eLearning trainings is a promising method to educate ECE providers and improve the quality of beverages served to young children. Funding None.

Evaluation of an Interactive, Online Training for Child Care Providers on Healthy Beverages for Young Children (P16-039-19)

Abstract Objectives Evaluate if a 30-minute interactive, online training with 6-months of ongoing technical assistance (TA) for early care and education (ECE) providers improves beverage nutrition for young children. The training, developed by health professionals and child development experts, teaches implementation of California's Healthy Beverages in Child Care Act (AB2084) to 1) serve no beverages with added sweeteners, 2) serve no more than one age-appropriate daily serving of 100% juice, 3) serve unflavored nonfat or low-fat milk to children 2 years and older, and 4) make water readily available at all times. We hypothesize that ECE providers who complete the training will exhibit improved knowledge of and compliance with beverage standards than the control group. Methods Providers offering care to children age 2–5 years old were recruited from three California counties and randomized to receive the training intervention or no training. Providers complete online and paper surveys at four time-points over six months to assess their training experience, knowledge of healthy beverages, and compliance with AB2084 based on self-reported beverage provision practices. Results Providers (N = 66) were mostly English-speaking (97%), female (98%), white (58%), Hispanic or Latino (20%), Asian or Pacific Islander (18%), with a minimum of some college education (97%). Preliminary results of 33 providers who received the training, with no comparison group, show improved compliance with AB2084 at the first time-point, one month post training, compared to baseline for serving no beverages with added sweeteners (100% vs 95%), serving 100% juice no more than once per day (100% vs. 86%), serving only unflavored nonfat or low-fat milk to children 2 years and older (82% vs. 61%), and making water readily available at all times (82% vs. 75%). Providers reported satisfaction with the training (90%), learned something new (95%), understood the training (100%), reported the training length was appropriate (83%) and that the accompanying online resources were helpful (95%). Conclusions Preliminary analysis suggests that online training and TA can improve ECE provider's compliance with healthy beverage standards for young children (AB2084). Final process and outcome evaluation results from both groups will be available at the conference. Funding Sources UC Agriculture &amp; Natural Resources.

Young Children's Screen Time and Physical Activity: Perspectives of Parents and Early Care and Education Center Providers.

Early care and education (ECE) providers and parents can facilitate physical activity (PA) and reduce screen time in preschoolers. Input from caregivers on barriers and facilitators of PA and screen time is needed to comprehensively address these behaviors and promote children’s health. Four focus groups (3 parent and 1 ECE provider) were conducted. Thematic analysis was performed to identify themes and subthemes. Twenty-eight caregivers (21 parents and 7 ECE providers) participated. Caregivers reported responsibility for modeling and shaping children’s PA and screen time. Parents felt that a busy lifestyle was a PA barrier and encouraged screen time. ECE providers were concerned about certain environmental influences on PA. The groups differed in their view of screen time as either entertainment (parents) or educational (providers). Both types of caregivers were unaware of PA or screen time guidelines. Investigation into opportunities to utilize screen time to serve priorities of both caregivers and promote child PA are needed.

Opportunities and challenges for farm to early care and education in settings serving low-income children

ABSTRACTFarm to early care and education (ECE) is a set of activities that includes the use of local foods in meals and snacks, gardening opportunities, and food-based education. This study, utilizing results from a 2015 national survey of ECE providers, explores farm to ECE activities in settings serving high proportions of low-income children. These sites were less likely to engage in farm to ECE activities than sites serving low proportions of low-income children; those who do undertake ECE activities were new adopters. They reported similar motivations and barriers in implementing farm to ECE as sites serving low proportions of low-income children. Notably, sites serving high proportions of low-income children and involved in farm to ECE spent more of their food budgets on local food than the comparison group. Outreach that capitalizes on cited motivations and identification of funding and programmatic leverage points may support increased implementation of farm to ECE in low-income settings and thus enhance nutrition environments.