| Abstract | Background
Williamson and Howells (2019) found that 46.9% of young children believed they drink <500ml a day. Compounding this, Howells and Coppinger (2020) reported that only 11%
of teachers actively encourage children’s drinking. Therefore, the APPG on a Fit and Health Childhood (Howells, 2020) supported the hypothesis that a hydration education
pack (HEP) could address this gap in knowledge, understanding and support, which this original research investigated. Methods
Using a three-study-sequential study design to create-modify-implement and assess theHEP, version 1 was created after the literature review. Study 1 interviewed 3 teachers to
modify the HEP to create version 2. Study 2 evaluated each version 2 resource to assess efficacy and impact (45 4-5-year-olds/2 teachers), via pre/post/follow-up questionnaires to inform further modification; creating version 3. Study 3 assessed efficacy and impact of the version 3 HEP via pre/post/follow-up questionnaires with 161 children (4-7-year-olds).Children’s questionnaires were analysed with AVOVA/MANOVA (SPSS). Teachers’ questionnaires were contextually analysed with NVivo. Results
Study 1 and 2 concluded that the HEP should be implemented via a ‘Water Week’ and separated into two HEPs (4-5-year-olds/5-7-year-olds). Study 3 reported that videos accompanied by learning activities, a reward system, a drinking tracker, and a parent fluid fact sheet, were the most effective resources to support learning of fluid intake. Post-water week, statistically significant improvements (p<0.05), included: health understanding of why we need to drink, hydration/dehydration vocabulary, awareness of permitted drinking times, teacher support, parental support, hypothetically actioning a thirst response, and 5-7-year-olds perception of adequate consumption Conclusion
This PhD has demonstrated how a HEP can be created and implemented in schools. The HEP water week effectively developed 5-7-year-old children’s and teachers’ knowledge and understanding of fluid. It supported how much-why-when-what children need to drink and who supports children to drink; influenced by increased teacher/parental support, as well as a perception of fluid intake behaviour change; thus aligning with the hypothesis. The future delivery of the HEP (5-7-year-olds) should be accepted by teachers and the APPG (now Cross-Party-Group |
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