Head Start Feeding Practices and Nutrition Trainings: Exploring the Needs of Teachers

Although previous research has identified effective approaches for professional development initiatives that target early childhood teachers, recent research has indicated that in-service training typically received by Head Start teachers short of evidence-based best practices. The current study explores Head Start teachers’ views on current feeding practices and nutrition training, and identifies their training needs. Using phenomenological methods, the author completed 30 hours of observational and participatory fieldwork in each center that informed the creation of an interview protocol. Eleven Head Start teachers or teacher’s aides from two different centers participated in one-on-one interviews. Additionally, participants completed a brief self-administered survey on their educational background and preferred training methods. A thematic analysis approach following guidelines outlined by Braun and Clarke (2006) was used. This involved read the data, generate initial codes, search for themes, review themes, define and name terms, and produce a report. The majority of teachers have had no formal nutrition education, and are relying solely on the trainings received through Head Start as their source of information on healthy feeding practices. Four main themes emerged from the interview data: variety of teachers’ goals during mealtimes; views of current trainings; teachers’ training needs that are not being addressed; and their preferred learning format. The trainings received through Head Start initiatives are critical for the professional development of these teachers. Results from this exploratory study provide insight for the development of trainings that can impact teachers and promote the implementation of recommended nutrition related practices.