Enhancing Nutrition Communication in Early Childhood Education Settings: Overcoming Challenges and Promoting Collaboration with Caregivers

Abstract

Early childhood plays a critical role in shaping food preferences and eating habits, emphasizing the importance of effective communication between families and Early Childhood Education (ECE) settings to promote healthy eating behaviors. This qualitative study examines ECE providers’ perspectives on barriers and facilitators to nutrition communication with caregivers, comparing Early Head Start/Head Start (EHS/HS) and non-EHS/HS centers. Semi-structured interviews were conducted via Zoom with ECE providers (n = 20) serving children aged 0–3 in Florida. Using inductive thematic analysis, two researchers independently coded the data, identified themes, and compared similarities and differences between EHS/HS and non-EHS/HS providers through an iterative review process. Participants were predominantly white (74%) females (95%) with an average of 7.6 years of work experience. Both EHS and non-EHS providers reported common barriers, including limited time, caregiver resistance to change, and language challenges. However, EHS providers identified additional issues like economic constraints, limited nutrition knowledge among both caregivers and providers, and restricted access to technology. In contrast, non-EHS providers emphasized trust issues and caregiver non-compliance with center policies. To improve communication, EHS providers suggested trust-building and documenting dietary intake for personalized interactions, while non-EHS providers recommended regular meetings and mobile messaging. Addressing these barriers is crucial for fostering collaboration between providers and caregivers and promoting healthy food habits in young children.