Increasing Physical Activity in Childcare Outdoor Learning Environments

2014 ◽  
Vol 48 (4) ◽  
pp. 550-578 ◽  
Author(s):  
William R. Smith ◽  
Robin Moore ◽  
Nilda Cosco ◽  
Jennifer Wesoloski ◽  
Tom Danninger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Learning Environments ◽  
Outdoor Learning

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

Brain Breaks Go To College

2018 ◽  
Vol 5 (4) ◽  
pp. 299-301
Author(s):  
Kimberly E. Feiler
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Learning Environments ◽  
Learning Strategies ◽  
Adult Life ◽  
Activity Levels ◽  
American Adult ◽  
Health Related ◽  
Brain Breaks ◽  
K 12

As health education specialists, we are called to practice what we promote. American adult physical activity levels are low, and too much time is spent sedentary. New habits can be learned early in adult life in the higher education setting. Most time students and faculty spend in higher education learning environments is spent while sedentary—this norm must change. Brain breaks in formal learning environments have worked well in K-12 schools; they can be incorporated into higher education in order to reengage students and improve their academic achievement. Brain Breaks are short (2-5 minutes), movement-based activities to break-up prolonged periods of sitting by students, thus increasing physical activity. Health and health-related college courses provide an ideal platform to begin adding back in brain breaks and active learning strategies where there has traditionally been little to none.

Teacher-report of where preschool-aged children play and are physically active in indoor and outdoor learning centers

2021 ◽  
pp. 1476718X2110336
Author(s):  
Kimberly A Clevenger ◽  
Karin APfeiffer
Keyword(s):  
Physical Activity ◽  
Free Choice ◽  
Dramatic Play ◽  
Outdoor Learning ◽  
Learning Centers ◽  
Physically Active ◽  
Descriptive Information ◽  
Home Based ◽  
Different Types ◽  
Indoor And Outdoor

The childcare environment impacts physical activity participation, but little descriptive information is available in different types of programs. Most studies focus on the schoolyard despite children spending more time indoors. This study identified which learning centers were available, used by children, and promoted physical activity, both inside and on the schoolyard. Teachers ( N = 139; licensed centers, n = 59; home-based programs, n = 80) identified available learning centers and ranked locations where children spent free-choice time and participated in physical activity. Indoors, blocks, books, and dramatic play were frequently available, and dramatic play was ranked as an area where children spent time (87%) and were active (63%). Outdoors, open/grassy areas, fixed equipment, sandbox, and seating were available, and open/grassy areas and paved areas for balls/objects were locations where children spent time (73%–100%) and were active (87%–100%). Addition of learning centers that were unavailable but promoted physical activity (e.g. lofts) may be a point of intervention.

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