Anne Lene Kristiansen1,2, Anne Himberg-Sundet3, Mona Bjelland3, Nanna Lien3, René Holst4, Lene Frost Andersen3. 1. Faculty of Humanities, Sports and Educational Science, Department of Sports, Physical Education and Outdoor Studies, University of South-Eastern Norway, PO Box 235, 3603, Kongsberg, Norway. anne.l.kristiansen@usn.no. 2. Department of Nutrition, Institute of Basic Medical Sciences, University of Oslo, Blindern, PO Box 1046, 0317, Oslo, Norway. anne.l.kristiansen@usn.no. 3. Department of Nutrition, Institute of Basic Medical Sciences, University of Oslo, Blindern, PO Box 1046, 0317, Oslo, Norway. 4. Department of Biostatistics, Institute of Basic Medical Sciences, University of Oslo, Blindern, PO Box 1122, 0317, Oslo, Norway.
Abstract
OBJECTIVE: The present study aimed to explore kindergarten staffs' perceived usefulness of intervention components in association with changes in children's vegetable intake and vegetables served in the kindergarten. Assessment of the perceived usefulness of intervention components consisted of a paper-based questionnaire for the kindergarten staff assessing usefulness of posters, supplementary material and 1-day inspirational course. Children's vegetable intake in the kindergarten was assessed by direct observation, while vegetables served was assessed by a 5-day weighted vegetable diary. RESULTS: Seventy-three kindergartens in two counties in Norway participated (response rate 15%) and parental consent was obtained for 633 children 3-5 years of age at baseline (response rate 39%). Mixed effect models indicated a tendency that posters were associated with increased child vegetable intake (P = 0.062). Surprisingly, a low degree of perceived usefulness of supplementary material was associated with the largest increase in child vegetable intake (P = 0.020). No significant associations between perceived usefulness of intervention components and vegetables served in the kindergarten were found. This study indicated a tendency that posters were associated with increased child vegetable intake; however, this may also be due to synergies between multiple intervention components. Trial registration International Standard Randomized Controlled Trials ISRCTN51962956 ( http://www.isrctn.com/ISRCTN51962956 ). Registered 21 June 2016 (retrospectively registered).
OBJECTIVE: The present study aimed to explore kindergarten staffs' perceived usefulness of intervention components in association with changes in children's vegetable intake and vegetables served in the kindergarten. Assessment of the perceived usefulness of intervention components consisted of a paper-based questionnaire for the kindergarten staff assessing usefulness of posters, supplementary material and 1-day inspirational course. Children's vegetable intake in the kindergarten was assessed by direct observation, while vegetables served was assessed by a 5-day weighted vegetable diary. RESULTS: Seventy-three kindergartens in two counties in Norway participated (response rate 15%) and parental consent was obtained for 633 children 3-5 years of age at baseline (response rate 39%). Mixed effect models indicated a tendency that posters were associated with increased child vegetable intake (P = 0.062). Surprisingly, a low degree of perceived usefulness of supplementary material was associated with the largest increase in child vegetable intake (P = 0.020). No significant associations between perceived usefulness of intervention components and vegetables served in the kindergarten were found. This study indicated a tendency that posters were associated with increased child vegetable intake; however, this may also be due to synergies between multiple intervention components. Trial registration International Standard Randomized Controlled Trials ISRCTN51962956 ( http://www.isrctn.com/ISRCTN51962956 ). Registered 21 June 2016 (retrospectively registered).
Entities:
Keywords:
Intervention; Kindergarten; Norway; Preschool children; Process evaluation; Vegetables