Food and Nutrition Education in Early Childhood Centers

Status, Perceptions, and Needs in the District of Columbia

Executive Summary
Background & Significance

Research Design & Methods

In the District of Columbia, where 30.4% of children live in poverty, there is not enough information on how well childcare centers
are informed about the federal and state wellness initiatives or
if they have the means to achieve the standards set forth. The
high rate of poverty among children in the District as well as the
prevalence of African American, Hispanic and other immigrant
communities enrolled in early childhood education centers make
it essential to gather more information on the food quality and
nutrition education offered at childcare facilities. In particular, it
would be helpful to study centers that cater to low-income families, as nutrition deficits and obesity are more common among
these at-risk groups.

This study included 15 licensed early childhood education

centers located in all eight Wards of the District of Columbia.
Questionnaires surveyed center directors, teachers, including
lead and assistant teachers, and parents. Each questionnaire,
consisting of 14 questions, was divided into three sections: food,
nutrition education, and quality. Questionnaires were offered in
English and Spanish.
FIGure 10: t eacher perceptions on the importance
of making a change to food quality and
nutrition education

Objective & Research Aims

The goal of this study conducted between June and August 2013
was to gather more information on the status of food quality and
nutrition education programs offered at early childhood centers
in the District of Columbia as well as to survey the perceptions
of different stakeholders (directors, teachers, parents) on the
nutrition programs and their willingness to improve these services. As a result, we hope to raise awareness of the importance
of nutrition-based education interventions for young children.
We believe this will better inform policy makers so that in turn
will effectively target funds to support early childhood nutrition
and long-term health outcomes for the children in the District of
Columbia.
FIGure 9: willingness of directors to change food
quality and nutrition education services

Highlights
S ixty percent of centers (9) have their food catered while
27% centers (4) prepare their food in-house. Fifty-three
percent of the centers reported serving their meals family
style, which is the recommended style of food service for
children in childcare settings.
P arents were the most satisfied with the food served at
71%, compared to 63% of teachers and 53% directors.
A
 ll centers were over the sugar limit of 13g. Four centers
were over the sodium limit. Two centers were over the recommended calorie intake range for two-thirds of the day.
S ixty percent of directors reported that their centers do not
use a nutrition education curriculum.
P arents were the most satisfied with the nutrition education at their center (73%), compared to 65% of teachers
and 20% of directors.
Executive Summary | Summer 2013 | 1

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 S eventy-three percent (11) of directors said they would be

willing to make changes and to do so they would need financial assistance (80%), materials (73%), curriculum (67%)
and equipment (47%).

FIGure 11: p
 arent perceptions on wanting to see a change
in the food quality and nutrition education

8 0% of teachers felt it was very important to make a

change in food quality and nutrition education at their
center.
1 in 3 parents said they would not like to see a change in
either the food quality or the nutrition education at their
center.
FIGure 2: level of satisfaction of different
stakeholders regarding food services
offered at early childhood centers

Conclusions & Recommendations

1. Create a needs-assessments instrument to collect information on minimal requirements for centers to create or
consolidate nutrition-based services.
2. Create and set standards for a nutrition curriculum specifically designed for young children.
3. Set a minimum standard for hours spent on nutrition education as part of professional development for teachers.
4. Workshops for both parents and teachers should encourage
involvement and be made accessible for diverse audiences.
5. Encourage parent involvement in nutrition education at
childcare centers.

Discussion
A positive trend was observed between stakeholder involvement as described by method of food preparation (in-house,
catered or brought by parents) and the overall satisfaction with
the food quality offered at the centers. Most notably, centers
that catered their food appeared to have the lowest satisfaction
among the three groups.
A trend was also found between the level of satisfaction with the
food and nutrition education and the implementation of a nutrition curriculum at the centers. Sixty-seven percent of directors
with centers who reported having a nutrition curriculum were
satisfied with the food compared to 44% who did not have a
nutrition curriculum. Likewise, 74% of teachers with a nutrition
curriculum were satisfied with the food at the center compared
to 53% who did not have a nutrition curriculum. Similarly, 83% of
parents whose children attended a center with a nutrition curriculum were satisfied with the food compared to 57%.

6. Facilitate the launch a nutrition network for early childhood

centers.
7. Provide more incentives for childcare centers to improve
their nutrition programs.
These recommendations strive to create a food service and
nutrition education program for young children in the District of
Columbia that is consistent across centers and that provides a
baseline for proper nutrition at an early age.
FIGure 14: F ood quality satisfaction rates among
stakeholders depending on implementation
of a nutrition curriculum

Executive Summary | Summer 2013 | 2

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