Rapid Fire Oral Presentation 49th Nutrition Society of Australia Annual Scientific Meeting 2025

Cultivating Positive Food Environments in Early Childhood Education and Care settings: Introducing the Artichoke Model  (129690)

Ros Sambell 1 2 , Audrey Elford 1 2 3 , Tori Overstone 1 2 , Penny Love 2 3 , Kirsty Elliott 2 4 , Sandra Vale 2 5 , Lisa Vincze 2 6 , Leanne Elliston 2 7 , Fiona Nave 2 8 , Janny Goris 2 9 , Emma Esdaile 2 , Rebecca Byrne 2 10 , Amanda Devine 1 2
  1. School of Medical and Health Sciences, Edith Cowan University, Perth, WA, Australia
  2. National Nutrition Network - ECEC, Perth, WA, Australia
  3. Institute of Physical Activity and Nutrition (IPAN), Deakin University, Melbourne, Australia
  4. Nutrition Australia Queensland, Brisbane, QLD, Australia
  5. National Allergy Council, Sydney, NSW
  6. School of Allied Health, Sport and Social Work, Griffith University, Gold Coast, QLD, Australia
  7. Nutrition Australia ACT, Canberra, ACT, Australia
  8. Health and Wellbeing Queensland, Brisbane, QLD, Australia
  9. Samaritans Purse International , Brisbane, Queensland
  10. School of Exercise and Nutrition Sciences, Faculty of Health, QUT, Brisbane, QLD, Australia

Early Childhood Education and Care (ECEC) settings are critical environments for influencing children’s lifelong food behaviours (1), given the high attendance rates (2) and the substantial proportion of daily nutrition consumed during attendance hours (3). ECEC food environments are complex and influenced by multiple factors including the “what” (food provision), the “how” (feeding practices and support) and the “why” (policy, funding and including environmental levers) (4).  To inform effective strategies for evaluating and improving ECEC food environments, this study aimed to develop a conceptual framework that identifies and integrates key components necessary to foster positive food environments in ECEC settings. In February 2024, a multidisciplinary workshop was held in Brisbane, Australia, involving 11 ECEC food environment experts with backgrounds in research (n=5), practice (n=4), and policy (n=2). Participants collaboratively identified key elements of positive food environments and translated these into a visual framework, conceptualised in the form of an artichoke. The resulting framework was shared with the National Nutrition Network – ECEC, a community of practice comprising 36 members from government, non-government and research sectors (5). Iterative feedback informed multiple refinements, culminating in the final framework.  The conceptualisation, termed the “Artichoke Model,” positions the child at the centre. The model comprises twelve components grouped into three domains; i) What : Menu and meal quality; food safety and allergy management; food education and curriculum; environmental sustainability, ii) How (Feeding Practices and Support):  Mealtime environment policy and practices; staff knowledge and training; staff and parent engagement and iii) Environmental Levers: Social-emotional wellbeing and cultural practices; food security; organisational readiness and capacity; continuous quality improvement. The Artichoke Model offers a systems-based, equity-driven framework for understanding and improving ECEC food environments. It moves beyond a focus on compliance to support settings in being inclusive, developmentally supportive, and environmentally sustainable. This model provides a foundation for future research, policy development, and practice aimed at improving nutrition and wellbeing outcomes for young children in ECEC settings.

References:
1. Ventura Alison K, Worobey J. Curr Biol. 2013;23(9): R401-R8.
2. Australian Government Department of Education. 2024
3. Neelon SE, Briley ME, American Dietatic Association. J. Am. Diet. Assoc.2018
4. Andreyeva T, Sun X, Cannon M, Kenney EL. J Acad Nutr Diet. 2021
5. National Nutrition Network - Early Childhood Education and Care [NNN-ECEC]. 2024