Purpose: This presentation highlights the poor state of vegetable provision in Early Childhood Education and Care services (ECEC) at a time when obesity prevention is a public health priority.  Young children are an important group as they present a unique early intervention opportunity to embed healthy eating language and practice.  Around 1.3 million children access ECEC, with one in four (n=325,000) children likely to have health consequences from increased weight. Standardising measurement of food provision will provide accurate surveillance of the sector. Including strategies that recognise barriers for vegetable intake compliance and displacing discretionary foods with vegetables will likely increase vegetable provision thus intake.

Methods: In Western Australia 30 randomly chosen Long Daycare (LDC) had ingredients weighed, for morning tea (MT), lunch (L) and afternoon tea (AT), over two days. Data were analysed using R (version 3.4.2).  A one-sample t-test compared the LDC mean servings of core food groups for a reference child (2.5-year-old male), against 50% of Australian-Dietary-Guidelines (ADG). Costing of ingredients (Foodworks 8.0.3) determined costing distribution. Logistic regression assessed if provision compliance was associated with food cost.  Discretionary food serve calculation was based on ADG serve recommendations.

Results: 10% of services complied with all five food group recommendations, 40% of services were compliant for vegetable provision. Vegetables most commonly offered were; other (33.6%), red/orange (24.5%), potatoes (18%), other starchy (12.2%), legumes (9.3%) and green leafy vegetables (2%). A significant difference in vegetable provision based on expenditure between those spending <$1.50 compared to those spending >$2.50 per child/day; increased budget increased vegetable provision. >90% of LDC over provided sodium 766±492 mg/d, saturated fat 9.9±7.9 g/day and discretionary foods 1.0±0.9 serves/day by [median±interquartile range],all p<0.001.

Conclusion: Under provision of vegetables has significant impact on health outcomes for children. Standard food provision assessment methods would allow surveillance of vegetable provision in LDC nationally and against current guidelines, inform regulatory bodies to mandate for guidelines supporting adequate vegetable provision and strategies for implementation. 

Purpose: Role modelling by educators in the Early Childhood Education and Care setting is a promising strategy to promote healthy eating amongst young children (Ward et al 2015). The aim of this analysis was to investigate the prevalence of educator role modelling including modelling of vegetable intake.

Methods: Participants were staff at long day care centres (n=10) across Brisbane and the Sunshine Coast in Australia,  participating in a pilot trial of professional development for educators regarding responsive feeding practices. Self-reported feeding practices and demographic data were collected via online survey using the Childcare Food & Activity Practices Questionnaire (Gubbels et al 2015).  Direct observation of feeding practices and food provision were collected using the ‘Environment and Policy Assessment and Observation’ tool (Ward et al 2008).

Results: Self-report data were available for 88 educators (96% female). Mean duration working in ECEC was 13 years (SD=9.4). Median factor score for role modelling was 5.0 (IQR=4.3-5.0), on a possible scale of 1-5. A total of 118 meals were observed across all centres. Nine centres provided food for the children. Of these, one had a kitchen onsite, while the remainder used a catering company. All centres shared a policy which stated ‘model healthy eating habits when sharing meals with children’. The proportion of mealtimes at which practices were observed were [median (IQR)]: Educator sat with children, 75% (70.2-83.7); enthusiastic role modelling, 22% (0-33.3); ate the same food, 20% (5.8-33.3). In two centres, no educators were observed eating the same food as children at any meal. Of the 26 occasions in which an educator was observed to eat the same food, 14 of these were consuming a vegetable.

Conclusion: Despite policy support, opportunities for modelling, and high levels of educator self-report, prevalence of observed modelling was low. These findings will be discussed, prompting #ISBNPA2020 delegates to consider organisational barriers to modelling, such as shift rosters and food service, accuracy of measurement of practices, and potential to facilitate role-modelling by analysing economic costs and benefits of meal provision by centres to educators.

Purpose: The proportion of New Zealand children meeting the vegetable intake guideline has declined over the past decade. Early childhood education (ECE) centres can assist to improve exposure, taste preference and liking for vegetables in children. This study aimed to assess the presence and variety of fruit and vegetables on ECE menus, at celebrations, and in policies. 

Methods: All licensed ECE services in three regions of New Zealand were invited to participate in a 65-item online survey in May 2014. Policies were analysed using the Wellness Child Care Assessment Tool (WellCCAT-NZ). Menus were evaluated for adherence to 50% recommended fruit and vegetable (F+V) quantity (10+ serves/week) and variety (5+ different serves/week) using Ministry of Health guidelines for 2-4 year olds. Chi-square tests for differences in proportions and ANOVA for differences in means between categorical groups were conducted (p<0.05).

Results: 257 services participated (including 91 private, 81 community centres), providing 82 policies and 57 menus. 82.4% of private centres and 55.6% of community centres served food daily to children. All but one centre served adequate F+V quantity across the week. Only five menus (8.8%) contained the same or a greater number of vegetables compared to fruit. 82.4% contained adequate F+V variety: 37.8% of private centres compared to 94.7% of community centres. Centres with written nutrition policies and a cook with nutrition training were more likely to meet F+V variety criteria. 40% of centres usually served F+V at celebrations. Mean scores on the WellCCAT (max=100) were 27.7 and 26.1 for comprehensiveness of policy in private and community centres, respectively, and 10.7 and 13.8 for strength of policy wording.

Conclusions: Vegetables did not appear in sufficient quantity on ECE menus to enable children to improve their intake, liking or food preferences. The variety of F+V served in privately-run ECE centres was particularly concerning. Centres should consider adding specific policies regarding vegetables to ensure quantity and variety at lunch and snacks, and serve vegetables alongside other foods at celebrations.