Evidence map›Paper›PMID 42308556›Full record

ArticleHealth education research2026

Supporting responsive feeding in early childhood education centres: a process evaluation of the CELEBRATE feeding intervention using the RE-AIM framework.

Julie E Campbell, Jessie-Lee D McIsaac, Olga Levin, Sarah Caldwell, Margaret Young, Linda Mann, Stephanie Ward Chiasson, Elizabeth Dickson, Melissa D Rossiter

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In one paragraph

Article in Health education research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Julie E CampbellEarly Childhood Collaborative Research Centre, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.ORCID 0000-0002-5273-9136
Jessie-Lee D McIsaacEarly Childhood Collaborative Research Centre, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.
Olga LevinEarly Childhood Collaborative Research Centre, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.
Sarah CaldwellEarly Childhood Collaborative Research Centre, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.
Margaret YoungDepartment of Applied Human Sciences, University of Prince Edward Island, 550 University Ave, Charlottetown, PE C1A4P3, Canada.
Linda MannDepartment of Applied Human Nutrition, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.
Stephanie Ward ChiassonÉcole des sciences des aliments, de nutrition et d'études familiales, Faculté des sciences de la santé et des services communautaires, Université de Moncton, 51 Antoine-Maillet Ave, Moncton, NB E1A3E9, Canada.
Elizabeth DicksonEarly Childhood Collaborative Research Centre, Mount Saint Vincent University, 166 Bedford Hwy, Halifax, NS B3M2J6, Canada.
Melissa D RossiterDepartment of Applied Human Sciences, University of Prince Edward Island, 550 University Ave, Charlottetown, PE C1A4P3, Canada.

Funding

Canada Research Chairs programCIHR 173374Foundation J-Louis Lévesque
6 · The paper itself

Abstract

Early childhood education centres are key settings for fostering self-regulation skills related to food through responsive feeding environments. The CELEBRATE Feeding coaching intervention aimed to support early childhood educators in implementing these practices across eight centres in two Canadian provinces. Using the RE-AIM framework, quantitative and qualitative data from coaching logs, pre- and post-intervention surveys, observations, interviews, and a 6-month post-intervention survey were analysed as part of the process evaluation. The intervention reached a diverse range of educators and children, resulting in improvements in responsive feeding behaviours, with observation scores significantly increasing (38.2-45.8 on a 63-point scale, P < .001) from baseline to post-intervention. Interviewed centre staff (n = 37) reported engaging more frequently in responsive feeding practices and observed positive changes in children's food intake and independence. Most surveyed educators (>90%) found the 6-month duration and monthly visits appropriate, with strong support from their coach. Educators valued expert guidance and practical resources and felt motivated and capable in adopting responsive feeding practices. Challenges included communication, scheduling barriers, and educator turnover. Follow-up data indicated that all centres continued key practices, though some barriers remained. Overall, the intervention had a positive impact, though addressing logistical barriers is crucial for long-term sustainability.

Indexed as

Feeding BehaviorCanadaChild Day Care CentersChild, PreschoolHumansMentoring

Identifiers

PMID42308556
PMCPMC13274999

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.