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Table 2 Item pool and endorsement for structural and verbal mealtime strategies

From: About feeding children: factor structure and internal reliability of a survey to assess mealtime strategies and beliefs of early childhood education teachers

  % Endorsement
Structural Mealtime Structures
 When children are very thin, I serve them more of everything.a 10.5
 To help children eat, I start feeding them.a 17.1
 If picky children don’t want to eat, I start feeding them so they get interested.a 21.2
 I don’t let them have seconds of other foods until they try the new food. 25.5
Both children and staff pass the food. 31.3
 To help children eat, I serve sweet food after they eat the rest of the food on their plates. 35.7
 If picky children don’t want to eat, I wait to serve them sweet foods if they do not eat something from their plate. 40.2
 The children have to take at least one bite. 42.5
 I have the children try the food before they can have sweet foods. 43.9
I sit with the children at mealtime. 48.1
When children are served new food, I try the new food all of the time. 53.3
I eat the same food as children at mealtime. 53.6
 I have the children eat one bite of each food. 53.8
 I have the children finish their meal before eating sweet foods. 54.8
 When children are very thin, I offer them more of the foods they like. 56.4
 If children do not want to stop eating, I try to distract them with another activity. 61.7
Children are involved in serving themselves at mealtime. 65.1
 I have the children eat nutritious food before “junk” food.a 82.3
I let children decide how much to eat.a 83.3
I try the new food with the children.a 86.4
I offer new foods at mealtime or snack time.a 87.7
 If children do not want to stop eating, I send them away from the table.a 91.9
Verbal Mealtime Strategies
 I never ask children if they want more to eat.a 5.4
 I never encourage children to eat the amount I think they need.a 14.0
 To help children eat, I point out other children who are eating more. 31.4
 If children do not want to stop eating, I ask if their tummy is full. 33.8
 I tell the children if they have not eaten enough. 39.8
 If picky children don’t want to eat, I let them know they don’t have to eat. 49.3
 I say something like “Pat is eating green beans. Why don’t you eat some?” 50.2
 If children do not want to stop eating, I explain that they need to leave enough for everyone 50.7
 If picky children don’t want to eat, I tell them to take at least one bite of everything. 55.9
 When children are very thin, I praise them for eating to get them to eat more. 56.4
 To help children eat, I suggest that they need to eat more. 57.9
 If picky children don’t want to eat, I ask if their tummy is full. 58.9
 If picky children don’t want to eat, I suggest that they start eating what is on their plate. 64.8
 If children do not want to stop eating, I tell them they can’t have more of some foods. 67.2
I ask children if their stomach are full. 69.7
I talk about food at mealtime.a 82.0
 I notice and comment to the child who is eating well.a 84.7
I teach the children about new foods.a 85.3
 If children do not want to stop eating, I tell them they can’t have any more to eat.a 87.2
 If picky children don’t want to eat, I ask them to eat something on their plate.a 87.4
 I ask the children to take a bite.a 90.5
 To help children eat, I explain to the children that the food will make them grow and be healthy.a 96.1
  1. aItems dropped from further analyses because of limited variability defined as > 75% selecting one response option. Italics are used to indicate items conceived as best practice