The relationship between educators’ and children's physical activity and sedentary behaviour in early childhood education and care

2021 ◽  
Author(s):  
Karen L. Tonge ◽  
Rachel A. Jones ◽  
Anthony D. Okely
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Sedentary Behaviour ◽  
Childhood Education ◽  
Education And Care ◽  
The Relationship ◽  
Children’S Physical Activity

Shade coverage, ultraviolet radiation and children’s physical activity in early childhood education and care

2019 ◽  
Vol 64 (9) ◽  
pp. 1325-1333
Author(s):  
Hayley Christian ◽  
Leanne Lester ◽  
Stewart G. Trost ◽  
Georgina Trapp ◽  
Jasper Schipperijn ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Ultraviolet Radiation ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Physical Activity

scholarly journals The Influence of the Early Childhood Education and Care Environment on Young Children’s Physical Activity: Development and Reliability of the PLAYCE Study Environmental Audit and Educator Survey

2020 ◽  
Vol 17 (7) ◽  
pp. 2497
Author(s):  
Clover Maitland ◽  
Leanne Lester ◽  
Stewart G. Trost ◽  
Michael Rosenberg ◽  
Jasper Schipperijn ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Audit ◽  
Rater Reliability ◽  
Retest Reliability ◽  
Childhood Education ◽  
Education And Care ◽  
Test Retest Reliability ◽  
Children’S Physical Activity

(1) Background: Participation in physical activity is crucial for the healthy growth and development of young children. More robust measurement of environmental influences on children’s physical activity in early childhood education and care (ECEC) settings may help resolve inconsistencies in the literature. This study evaluated the reliability of an environmental audit and educator practice survey for assessing ECEC physical, policy, and social environments related to young children’s physical activity. (2) Methods: A convenience sample of 20 ECEC centres participated in this PLAYCE (Play Spaces and Environments for Children’s Physical Activity) sub-study. Trained auditors conducted audits and educators completed surveys, two weeks apart. Test-retest reliability of the survey (n = 32), inter-rater (n = 20 pairs) and intra-rater reliability (n = 38) of the audit was assessed using intra-class correlation coefficients (ICCs), Kappa statistics and percent agreement. (3) Results: Intra-rater and inter-rater reliability ICCs for outdoor equipment, spaces and features were good to excellent (ICC = 0.70–0.94), while ratings for indoor equipment, media and spaces varied from fair to excellent (ICC = 0.46–0.78). The majority of items were rated by Kappa as moderate or above for intra-rater, inter-rater and survey test-retest reliability. (4) Conclusions: The PLAYCE Study instruments provide reliable measures of ECEC physical activity environments which can help to better understand influences on young children’s physical activity.

Traffic exposure, air pollution and children's physical activity at early childhood education and care

2022 ◽  
Vol 240 ◽  
pp. 113885
Author(s):  
Hayley Christian ◽  
Leanne Lester ◽  
Stewart G. Trost ◽  
Jasper Schipperijn ◽  
Gavin Pereira ◽  
...  
Keyword(s):  
Physical Activity ◽  
Air Pollution ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care ◽  
Traffic Exposure ◽  
Children’S Physical Activity

scholarly journals Environmental Influences on Children’s Physical Activity in Early Childhood Education and Care

2020 ◽  
Vol 17 (4) ◽  
pp. 423-428
Author(s):  
Karen Tonge ◽  
Rachel A. Jones ◽  
Anthony D. Okely
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Sedentary Time ◽  
Outdoor Environment ◽  
Cross Sectional ◽  
Childhood Education ◽  
Outdoor Environments ◽  
Education And Care ◽  
Children’S Physical Activity

Background: To examine the relationship between attributes of early childhood education and care (ECEC) settings and children’s physical activity and sedentary behavior. Methods: Cross-sectional study involving 490 children aged 2–5 years from 11 ECECs. The ECEC routine, size of the outdoor environment, and time spent in the outdoor environment were calculated for each center. Children’s physical activity and sedentary time were measured using accelerometers. Multivariate linear regressions were used to examine associations of the attributes of ECEC centers with the outcome variables, adjusting for the effects of center clustering and gender. Results: Children in ECECs that offered free routines (where children can move freely between indoor and outdoor environments) had lower levels of sedentary time (28.27 min/h vs 33.15 min/h; P = .001) and spent more time in total physical activity (7.99 min/h vs 6.57 min/h; P = .008) and moderate- to vigorous-intensity physical activity (9.49 min/h vs 7.31 min/h; P = .008). Children in ECECs with an outdoor environment >400 m2 had less sedentary time (28.94 min/h vs 32.42 min/h; P = .012) than those with areas <400 m2. Conclusion: Modifiable practices such as offering a free routine and increasing time spent in outdoor environments could potentially offer an easy and sustainable way for ECEC centers to promote physical activity and reduce sedentary time among children.

The Associations Between Environmental Characteristics of Early Childhood Education and Care Centers and 1-Year Change in Toddlers’ Physical Activity and Sedentary Behavior

2019 ◽  
Vol 16 (11) ◽  
pp. 1000-1006
Author(s):  
Zhiguang Zhang ◽  
Eduarda Sousa-Sá ◽  
João R. Pereira ◽  
Anthony D. Okely ◽  
Xiaoqi Feng ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Sedentary Behavior ◽  
Program Structure ◽  
Environmental Characteristics ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Physical Activity

Background: This study examined the associations between environmental characteristics of early childhood education and care (ECEC) centers and 1-year change in toddlers’ physical activity and sedentary behavior while at the centers. Methods: Data from 292 toddlers from the GET-UP! study were analyzed. Environmental characteristics of ECEC centers were rated using the Infant/Toddler Environment Rating Scale-revised edition at baseline. Children’s physical activity and sedentary behavior in the centers were assessed using activPAL devices, at baseline and at 1-year follow-up. Linear mixed models were performed to examine the associations between the environmental characteristics and change in the proportion of time spent in physical activity and sedentary behavior. Results: Compared with baseline, children spent a higher proportion of time in sedentary behavior (sitting) but a lower proportion of time in standing and physical activity (stepping) while at ECEC centers, at 1-year follow-up. The environmental characteristics “interaction” (B = −1.39; P = .01) and “program structure” (B = −1.15; P = .04) were negatively associated with change in the proportion of time spent in physical activity. Conclusion: Better “interaction” and “program structure” may preclude children’s physical activity from declining over time and may be considered important features to target in future interventions in ECEC centers aiming at promoting active lifestyles.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

scholarly journals The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

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