Partnership Roles in Early-Learning Providers' Healthy Eating and Physical Activity Programs: A Qualitative Study

Autor/inn/en	Coppola, Angela M.; Voils, Allison L.; Gafkjen, Janet; Hancock, David J.
Titel	Partnership Roles in Early-Learning Providers' Healthy Eating and Physical Activity Programs: A Qualitative Study
Quelle	In: American Journal of Health Education, 50 (2019) 3, S.190-199 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coppola, Angela M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2019.1590262
Schlagwörter	Partnerships in Education; Early Childhood Education; Early Childhood Teachers; Eating Habits; Health Education; Health Promotion; Physical Activities; Physical Activity Level; Children; Nutrition; Food; School Community Programs; Indiana + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Ernährungsgewohnheit; Essgewohnheit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Child; Kind; Kinder; Ernährung; Lebensmittel
Abstract	Background: The Centers for Disease Control and Prevention (CDC) provide recommendations for children's physical activity (PA) and nutrition practices. Community partnerships in school-based programs are recommended by the CDC to support children's opportunities to regularly engage in these practices. Purpose: Informing the role of Health Educators and community partners, the research purpose was to explore how to support early-learning providers' healthy eating and PA programs. Methods: Drawing upon interpretive description methodology, 13 Indiana early-learning providers participated in one-on-one interviews. Participants shared experiences of, and recommendations for, building school health partnerships and programs. Three areas for supporting programs were identified and recontextualized into guiding questions for practice. Results: Health Educators and community partners can support providers by developing or acquiring resources, such as examples of classroom PA delivery. They can contribute by providing program planning services, like co-developing PA programs with teachers and meal planning with staff. By creating networking opportunities, community partners can initiate online or in-person knowledge-sharing and mentor-mentee programs. Discussion: These findings inform how Health Educators and community partners can be involved in school-based health promotion by providing insight into partnership roles. Translation to Health Education Practice: The practical questions can be used to guide the development of collaborations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01