Parental feeding practices predict authoritative, authoritarian, and permissive parenting styles.

BACKGROUND: Our goal was to identify how parental feeding practices from the nutrition literature link to general parenting styles from the child development literature to understand how to target parenting practices to increase effectiveness of interventions. Stand-alone parental feeding practices could be targeted independently. However, parental feeding practices linked to parenting styles require interventions treating underlying family dynamics as a whole. OBJECTIVE: To predict parenting styles from feeding practices and to test three hypotheses: restriction and pressure to eat are positively related whereas responsibility, monitoring, modeling, and encouraging are negatively related to an authoritarian parenting style; responsibility, monitoring, modeling, and encouraging are positively related whereas restriction and pressure to eat are negatively related to an authoritative parenting style; a permissive parenting style is negatively linked with all six feeding practices. DESIGN: Baseline data of a randomized-controlled intervention study. SUBJECTS/SETTING: Two hundred thirty-nine parents (93.5% mothers) of first-grade children (134 boys, 105 girls) enrolled in rural public schools. MEASURES: Parental responses to encouraging and modeling questionnaires and the Child Feeding Questionnaire, as well as parenting styles measured by the Parenting Styles and Dimensions Questionnaire. STATISTICAL ANALYSES: Correlation and regression analyses. RESULTS: Feeding practices explained 21%, 15%, and 8% of the variance in authoritative, authoritarian, and permissive parenting, respectively. Restriction, pressure to eat, and monitoring (negative) significantly predicted an authoritarian style (Hypothesis 1); responsibility, restriction (negative), monitoring, and modeling predicted an authoritative style (Hypothesis 2); and modeling (negative) and restriction significantly predicted a permissive style (Hypothesis 3). CONCLUSIONS: Parental feeding practices with young children predict general parenting styles. Interventions that fail to address underlying parenting styles are not likely to be successful.

Zinc, iron, and lead: relations to head start children's cognitive scores and teachers' ratings of behavior.

The objective of this study was to conduct a preliminary investigation of lead, zinc, and iron levels in relation to child cognition and behavior in a small sample of Head Start children. The design was cross-sectional and correlational. Participants were 42 3- to 5-year-old children attending rural Head Start centers. Nonfasting blood samples of whole blood lead, plasma zinc, and ferritin were collected. Teachers rated children's behavior on the California Preschool Social Competency Scale, Howes' Sociability subscale, and the Preschool Behavior Questionnaire. Children were tested individually with the McCarthy Scales of Children's Abilities. Hierarchical regression analyses revealed that zinc and ferritin jointly explained 25% of the variance in McCarthy Scales of Children's Abilities verbal scores. Lead levels explained 25% of the variance in teacher ratings of girls' sociability and 20% of the variance in teacher ratings of girls' classroom competence. Zinc levels explained 39% of the variance in teacher ratings of boys' anxiety. Univariate analysis of variance revealed that the four children low in zinc and iron had significantly higher blood lead (median=0.23 micromol/L [4.73 microg/dL]) than the 31 children sufficient in zinc or iron (median=0.07 micromol/L [1.54 microg/dL]) or the 7 children sufficient in both (median=0.12 micromol/L [2.52 microg/dL]), suggesting an interaction among the three minerals. Within this small low-income sample, the results imply both separate and interacting effects of iron, zinc, and lead. They underscore the importance of studying these three minerals in larger samples of low-income preschool children to make more definitive conclusions.

Potential for misclassification of micronutrient status in children participating in a Head Start program.

OBJECTIVE: To evaluate relations among measures of iron and zinc status, C-reactive protein (CRP), and leukocytes in low-income children participating in the Head Start program. DESIGN: Cross-sectional correlational study with samples collected at Head Start centers in May 2003. SUBJECTS/SETTING: Forty-seven children (aged 3 to 5 years) attending Head Start centers in three rural communities. MEASURES: Zinc, ferritin, CRP, and complete blood count were analyzed in nonfasting blood samples. STATISTICAL ANALYSES: Correlations were computed among leukocyte levels, CRP levels, and measures of micronutrient status. Children having two abnormal measures (ie, leukocytes and CRP) were compared by univariate analysis of variance with children having zero or one abnormal measure. RESULTS: Most (72%) of the children had elevated CRP levels. Four percent were anemic (hemoglobin<11.0 g/dL [<110 g/L]); 11% had low iron stores (serum ferritin