Objective:

The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings.

Design:

Pre–post study design to assess the outcomes of the HEP intervention.

Setting:

Early childhood education providers representing 14 centres (n = 117) and 30 homes (n = 30) in Colorado, USA.

Method:

The Policy, System and Environment Change Process, which is an evidence-based strategic planning process based on intervention mapping, was facilitated in a professional development training format in 44 early childhood education settings.

Results:

Pre–post survey data (n = 125) suggest that early childhood education providers’ familiarity with, knowledge of, and confidence related to the implementation of health-promoting policy, system and environment change significantly increased after the professional development training (p < .05). No significant differences in these individual-level constructs were found between centre-based and home-based providers. The HEP also resulted in significant changes in environmental-level constructs; 154 total health-promoting changes (averaging 3.5 changes/setting) were implemented in 44 early childhood education settings.

Conclusion:

Facilitation of a strategic planning process in a professional development training format resulted in improvements in individual- and environmental-level constructs related to healthy eating and physical activity behaviours and provides a novel way to foster sustainable health-promoting environments in early childhood education centres and homes.

中文翻译：

---

健康环境项目：促进幼儿教育环境中的可持续变化

目的：

健康环境项目（HEP）旨在提高人们对与健康促进最佳实践相关的态度，信心和知识的了解，以及在各种早期儿童教育环境中实施健康促进政策，系统和环境最佳实践的变化。

设计：

岗前研究设计旨在评估HEP干预的结果。

设置：

幼儿教育提供者代表了 美国科罗拉多州的14个中心（n  = 117）和30个家庭（n = 30）。

方法：

政策，系统和环境变化过程是基于干预图的基于证据的战略规划过程，在44个早期儿童教育环境中以专业发展培训形式得到了促进。

结果：

事前调查后的数据（n  = 125）表明，经过专业发展培训后，早期儿童教育提供者对促进健康的政策，系统和环境变化的了解，了解和信心显着增加（p  <。 05）。在中心提供者和家庭提供者之间，在这些个人级别的结构上没有发现显着差异。HEP还导致了环境层面结构的重大变化；在44个早期儿童教育环境中实施了154项促进健康的变更（平均每项变更3.5项）。

结论：

以专业发展培训形式促进战略规划过程，改善了与健康饮食和体育锻炼行为有关的个人和环境层面的结构，并为在幼儿教育中心和家庭营造可持续的促进健康环境提供了新颖的途径。