Exploring the workplace climate and culture in relation to food environment-related factors in Norwegian kindergartens: The BRA-study


Autoři: Anne Himberg-Sundet aff001;  Anne Lene Kristiansen aff001;  Mekdes K. Gebremariam aff001;  Thomas Moser aff002;  Lene Frost Andersen aff001;  Mona Bjelland aff001;  Nanna Lien aff001
Působiště autorů: Department of Nutrition, Institute of Basic Medical Sciences, Faculty of Medicine, University of Oslo, Norway aff001;  Department of Educational Science, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Norway aff002
Vyšlo v časopise: PLoS ONE 14(12)
Kategorie: Research Article
doi: 10.1371/journal.pone.0225831

Souhrn

Background

Kindergartens represent an important arena for promoting vegetable intake when it is essential to establish healthy dietary behaviours early in life. To develop and implement successful interventions targeting dietary behaviours in kindergartens, a good understanding of the factors influencing their food environment and the interplay between these factors is essential. The present study aimed to explore associations between workplace climate and culture in the kindergarten setting and the staff’s food-related practices, vegetables served and the possible mediating role of staff’s food-related practices.

Method

Vegetables served, staff’s food-related practices, and data on workplace climate and culture were collected using a 5-day, weighted, vegetable diary and three paper-based questionnaires. Seventy-three kindergartens in the Norwegian counties of Vestfold and Buskerud participated in the study. Spearman’s rho was used to assess the association between workplace climate and culture, and staff’s food-related practices and vegetables served. Mediation analyses were conducted to assess the mediating role of staff’s food-related practices in the relationship between workplace climate and culture and vegetables served in this setting.

Results

There was one significant positive correlation between factors in the workplace climate and culture, and staff’s food-related practices and vegetables served. The staff’s food-related practices were found to mediate the association between support from superior and the variety of vegetables served. They also mediated the association between commitment to the organization and the frequency, as well as the variety, of vegetables served.

Conclusion

The results identified commitment to the organization and support from superior as two important factors in the workplace climate and culture. Furthermore, these two factors seems to be important to target when developing kindergarten-based interventions aimed at increasing the variety and frequency of vegetables served as they were associated with more favourable food-related practices among staff.

Klíčová slova:

Behavior – Behavioral and social aspects of health – Employment – Children – Jobs – Norwegian people – Social systems – Teachers


Zdroje

1. Jacob C, Baird J, Barker M, Cooper C, Hanson M. The Importance of a Life Course Approach to Health: Chronic disease risk from preconception through adolescence and adulthood. White paper. Geneva: World Health Organization, 2017.

2. World Health Organization. Global status report on noncomunicable diseases 2014. Attaining the Nine Global Noncomunicable Diseases Targets: A shared responsibility. Geneva: WHO, 2014.

3. Organisation for Economic Co-operation and Development. Health at a Glance. Paris: OECD, 2017.

4. World Health Organization. Report of the Commission on Ending Childhood Obesity. Geneva: WHO, 2016.

5. Mikkila V, Rasanen L, Raitakari OT, Pietinen P, Viikari J. Consistent dietary patterns identified from childhood to adulthood: The cardiovascular risk in Young Finns Study. Br J Nutr 2005;93(6):923–31. doi: 10.1079/bjn20051418 16022763

6. Northstone K, Emmett PM. Are dietary patterns stable throughout early and mid-childhood? A birth cohort study. Br J Nutr 2008;100:1069–76. doi: 10.1017/S0007114508968264 18377690

7. Holley CE, Farrow C, Haycraft E. A systematic review of methods for increasing vegetable consumption in early childhood. Curr Nutr Rep 2017;6:157–70. doi: 10.1007/s13668-017-0202-1 28596931

8. Hodder R, G Stacey F, J Wyse R, O’Brien K, Clinton-McHarg T, Tzelepis F, et al. Interventions for increasing fruit and vegetable consumption in children aged five years and under. Cochrane Database Syst Rev 2017.

9. Lindström KE AL, Skogstad A, Dallner M, Gamberale F, Hottinen V, Knardahl S, et al. User’s Guide for QPSNordic General Nordic Questionnaire for Psychological and Social Factors at Work. Copenhagen: Nordic Council of Ministries, 2000. Available at: https://snd.gu.se/sites/default/files/legacy/SND_0837_user_guide_QPSNordic.pdf.

10. Statistics Norway. Kindergartens, 2016, final numbers [internet]. Oslo: Statistics Norway, 2016. Available at: https://www.ssb.no/utdanning/statistikker/barnehager.

11. Norwegian Directorate of Health. National Dietary Guidelines for Kindergartens (in Norwegian). Report no.: IS-2783. Oslo: Norwegian Directorate of Health, 2018. Available at https://helsedirektoratet.no/retningslinjer/mat-og-maltider-i-barnehagen

12. Norwegian Directorate of Health. Meals, Physical Activity and Environmental Health Care in Kindergartens (in Norwegian). helsedirektoratet. no. 2012 01.02.2012 Report No.: IS-0345. Oslo: Norwegian Directorate of Health, 2012.

13. Cullen KW, Baranowski T, Owens E, Marsh T, Rittenberry L, de Moor C. Availability, accessibility, and preferences for fruit, 100% fruit juice, and vegetables influence children’s dietary behavior. Health Educ Behav 2003;30:615–26. doi: 10.1177/1090198103257254 14582601

14. Blanchette L, Brug J. Determinants of fruit and vegetable consumption among 6–12-year-old children and effective interventions to increase consumption. J Human Nutr Dietetics 2005;18:431–43.

15. Brug J, Kremers SP, Lenthe F, Ball K, Crawford D. Environmental determinants of healthy eating: In need of theory and evidence. Proc Nutr Soc 2008;67:307–16. doi: 10.1017/S0029665108008616 18700052

16. Rasmussen M, Krolner R, Klepp KI, Lytle L, Brug J, Bere E, et al. Determinants of fruit and vegetable consumption among children and adolescents: A review of the literature. Part I: Quantitative studies. Int J Behav Nutr Phys Act 2006;3:22. doi: 10.1186/1479-5868-3-22 16904006

17. Birch L, Savage JS, Ventura A. Influences on the development of children’s eating behaviours: From infancy to adolescence. Can J Dietetic Pract Res 2007;68(1):s1–56.

18. Pearson N, Biddle SJ, Gorely T. Family correlates of fruit and vegetable consumption in children and adolescents: A systematic review. Public Health Nutr 2009;12:267–83. doi: 10.1017/S1368980008002589 18559129

19. van der Horst K, Oenema A, Ferreira I, Wendel-Vos W, Giskes K, van Lenthe F, et al. A systematic review of environmental correlates of obesity-related dietary behaviors in youth. Health Educ Res 2007;22:203–26 doi: 10.1093/her/cyl069 16861362

20. Gubbels JS, Kremers SP, Stafleu A, Dagnelie PC, de Vries NK, Thijs C. Child-care environment and dietary intake of 2- and 3-year-old children. J Human Nutr Dietetics 2010;23:97–101.

21. Gubbels JS, Gerards SM, Kremers SP. Use of food practices by childcare staff and the association with dietary intake of children at childcare. Nutrients 2015;7:2161–75. doi: 10.3390/nu7042161 25825829

22. Hendy HM, Raudenbush B. Effectiveness of teacher modeling to encourage food acceptance in preschool children. Appetite 2000;34:61–76. doi: 10.1006/appe.1999.0286 10744893

23. Seward K, Finch M, Yoong SL, Wyse R, Jones J, Grady A, et al. Factors that influence the implementation of dietary guidelines regarding food provision in centre based childcare services: A systematic review. Prev Med 2017;105:197–205. doi: 10.1016/j.ypmed.2017.09.024 28965755

24. Bartholomew LK, Parcel GS, Kok G, Gottlieb NH, Fernandez ME. Planning Health Promotion Programs: An intervention mapping approach, 3rd edn. San Francisco, CA: Jossey-Bass, 2011.

25. Vellinga M. Physical and social environmental factors in Norwegian kindergartens and their associations with vegetable consumption of preschool children–the BRA-study. Master’s thesis, University of Maastricht, 2016. Available at: https://www.med.uio.no/imb/english/research/projects/bra/vellinga-m-master-thesis-bra-study-2016.pdf

26. Himberg-Sundet A, Kristiansen AL, Andersen LF, Bjelland M, Lien N. Effects of a kindergarten intervention on vegetables served and staff’s food-related practices: results of a cluster randomized controlled trial. The BRA-study. Public Health Nutr 2019 Forthcoming.

27. Tham P, Meagher G. Working in human services: How do experiences and working conditions in child welfare social work compare? Br J Soc Work 2008;39:807–27.

28. Farmer AP, Nikolopoulos H, McCargar L, Berry T, Mager D. Organizational characteristics and processes are important in the adoption of the Alberta Nutrition Guidelines for Children and Youth in child-care centres. Public Health Nutr 2015;18:1593–601. doi: 10.1017/S1368980014001955 25335574

29. Himberg-Sundet A, Kristiansen AL, Bjelland M, Moser T, Holthe A, Andersen LF, et al. Is the environment in kindergarten associated with the vegetables served and eaten? The BRA study. Scand J Public Health 2018;1403494818756702.

30. Hayes AF. Introduction to Mediation, Moderation, and Conditional Process Analysis: A regression-based approach, 2nd edn. New York: Guilford Press, 2018.

31. Preacher KJ, Hayes AF. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behav Res Methods Instruments Computers 2004;36:717–31.

32. Breitborde NJK, Srihari VH, Pollard JM, Addington DN, Woods SW. Mediators and moderators in early intervention research. Early Interven Psychiatry 2010;4:143–52.

33. McGrath BJ, Huntington AD. The health and wellbeing of adults working in early childhood education. Aust J Early Child 2007.

34. Hall-Kenyon KM, Bullough RV, MacKay KL, Marshall EE. Preschool teacher well-being: A review of the literature. Early Child Educ J 2014;42:153–62.

35. Tsui KT, Cheng YC. School organizational health and teacher commitment: A contingency study with multi-level analysis. Educ Res Eval 1999;5:249–68.

36. Park I. Teacher commitment and its effects on student achievement in American high schools. Educ Res Eval 2005;11:461–85.

37. Nguni S, Sleegers P, Denessen E. Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effect School Improve 2006;17:145–77.

38. Werang B, Agung A, Agung G. Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. Int J Dev Sustain 2017;6:700–11.

39. Cerit Y. The effects of servant leadership behaviours of school principals on teachers’ job satisfaction. Educ Manage Admin Leadership 2009;37:600–23.

40. Schleicher DJ, Watt JD, Greguras GJ. Reexamining the job satisfaction-performance relationship: the complexity of attitudes. J Appl Psychol 2004;89:165–77. doi: 10.1037/0021-9010.89.1.165 14769129


Článek vyšel v časopise

PLOS One


2019 Číslo 12