ERIC Number: EJ787482
Record Type: Journal
Publication Date: 2008
Reference Count: 0
Mothers of Preschoolers Report Using Less Pressure in Child Feeding Situations Following a Newsletter Intervention
Essery, Eve V.; DiMarco, Nancy M.; Rich, Shannon S.; Nichols, David L.
Journal of Nutrition Education and Behavior, v40 n2 p110-115 Mar-Apr 2008
Objective: To determine the impact of written intervention materials on child feeding practices of mothers and on physical activity behaviors of preschoolers. Design: Mothers were divided into 3 groups: newsletter (n = 30), booklet (n = 31), and control (n = 31). Questionnaires were completed before and after a 12-week intervention. Setting: Mail correspondence. Participants: White (90%), full-time mothers (76%) in their thirties (68%). Interventions: Nutrition and activity information was provided as twelve 4-page weekly newsletters or one 52-page booklet. Main Outcome Measures: Child feeding factors, physical activity practices. Analysis: Child feeding factors were analyzed using Kruskal-Wallis and Wilcoxon. Physical activity practices were analyzed using 2-way chi-square and sign tests. The significance level was set at 0.0125. Results: There was a significant decrease in the "pressure to eat" score for participants in the newsletter group (2.5 plus or minus 1.0 to 2.1 plus or minus 1.0, P less than 0.01). No other differences in feeding practices were observed. At baseline, 43% of the mothers said their child spent at least 1 hour per day in active play, and 63% said their child watched television less than 2 hours per day. A significant increase in outdoor play was reported in the newsletter (P less than 0.01) and control (P less than 0.01) groups. Conclusions and Implications: This study is one of the first to indicate that child feeding practices may be modifiable.
Descriptors: Play, Intervention, Physical Activities, Mothers, Mother Attitudes, Physical Activity Level, Preschool Children, Newspapers, Questionnaires, Nutrition, Measures (Individuals), Eating Habits
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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