Development of an online curriculum for California early care and education providers on healthy beverages

• Published in: BMC public health Vol. 21; no. 1; pp. 1 - 1387
• Main Authors: Hazard, Kimberly, Lee, Danielle, Ritchie, Lorrene, Rose, Roberta, Rios, L. Karina Díaz, Plank, Kaela, Alkon, Abbey
• Format: Journal Article
• Language: English
• Published: London BioMed Central Ltd 13-07-2021; BioMed Central; BMC
• Subjects: Acceptability; Accessibility; Best practice; Beverages; Child care; Children; Children & youth; Curricula; Day care centers; Diabetes mellitus; Drinking water; Early care and education; Early childhood educators; Feasibility; Focus groups; Health aspects; Healthy beverages; Internet; Laws, regulations and rules; Licenses; Nutrition education; Obesity; Online education; Online instruction; Online training; Preschool teachers; Professional development; Public health; State laws; Sugar-sweetened beverages; Training; California; New York; San Francisco California; United States > US
• ISSN: 1471-2458; 1471-2458
• DOI: 10.1186/s12889-021-11428-x

Background Children's consumption of sugar-sweetened beverages is associated with obesity, diabetes, and dental decay. California's Healthy Beverages in Child Care Act (AB 2084) requires all licensed child care centers and family child care homes to comply with healthy beverages standards, however many licensed providers in California are unaware of the law and few are fully compliant with the law's requirements. The aim of the current project is to describe the development of a self-paced online training on best practices and implementation of AB 2084 in English and Spanish for family child care home and child care center providers; and to evaluate the feasibility, defined as being accessible, acceptable, and satisfactory to providers, of this new online course. Methods The project was broken into two main stages: (1) development of the online course; and (2) evaluation of the final online course. The first stage was completed in five phases: (1) identify relevant course content and develop narration script; (2) conduct in-person focus groups with child care providers to review and edit the content; (3) adapt course content and translate for Spanish-speaking providers; (4) build the online course and resources; and (5) pilot online course and evaluate accessibility. The second stage, evaluation of the acceptability and satisfaction of the final course was rated on a Likert scale from 1 to 4; the evaluation was completed as part of a larger randomized control trial with 43 child care providers. The course features four key requirements of AB 2084 as the main sections of the course (milk, sweetened beverages, juice, and water), plus background information about beverages and children's health, special topics including caring for children with special needs, family engagement, written policies, and child engagement. Results The child care providers who completed the evaluation found the online training was easily understandable (median(Q1,Q3,IQR) = 4 (4,4,0)), included new information (3 (1, 3, 4)), provided useful resources (4(4,4,0)), and was rated with high overall satisfaction (3 (1, 3, 4)). Conclusion Online training in English and Spanish designed for child care providers is a feasible medium to deliver important health messages to child care providers in an accessible, acceptable, and satisfactory manner. Keywords: Online training, Child care, Early care and education, Professional development, Healthy beverages, Sugar-sweetened beverages, Childhood obesity