Assessment of Feeding Practices and Mealtime Environments in Australian Family Day Care Services

Objective: Assess educators’ feeding practices and mealtime environments in family daycare services and examine the factors associated with educators’ feeding practices and mealtime environments. Methods: Cross-sectional observational study of family daycare services (n = 33) in Australia. Best practices for mealtime environments and educator feeding practices were assessed during each mealtime using the Environment Policy Assessment and Observation instrument. Correlates assessed via survey included: socioeconomic status, main language spoken at home, early childhood career experience, and nutrition professional development. Descriptive statistics and independent t tests were calculated. Results: Educators typically had higher scores, indicating better practices, for (the absence of) negative practices compared with positive practices. The only positive practice meeting best-practice standards was educators sitting with children during the meal. There were no significant correlations for educators’ feeding practices or mealtime environment. Conclusions and Implications: Educators may benefit from professional development targeting positive feeding practices and supportive mealtime environments