The Intersection of Physical Activity Opportunities and the Role of Early Childhood Educators during Outdoor Play: Perceptions and Reality

2012 ◽  
Vol 37 (1) ◽  
pp. 90-98 ◽  
Author(s):  
Janet Dyment ◽  
Bianca Coleman
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Outdoor Play

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

scholarly journals The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 82
Author(s):  
Sara Lahuerta-Contell ◽  
Javier Molina-García ◽  
Ana Queralt ◽  
Vladimir E. Martínez-Bello
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
School Environment ◽  
High Density ◽  
Childhood Education ◽  
Gender And Age ◽  
Sociodemographic Correlates ◽  
Physical Activity Recommendations ◽  
Activity Recommendations

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

scholarly journals Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation

2021 ◽  
pp. 109019812199628
Author(s):  
Monika Szpunar ◽  
Andrew M. Johnson ◽  
Molly Driediger ◽  
Shauna M. Burke ◽  
Jennifer D. Irwin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Sedentary Time ◽  
Controlled Trial ◽  
Early Childhood Educators ◽  
Policy Document ◽  
Childcare Centers ◽  
Policy Interventions ◽  
Cluster Randomized ◽  
Verbal Prompts

The Childcare PhysicaL ActivitY (PLAY) policy was an evidence-informed, eight-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary time. Nine childcare centers in London, Ontario, participated in this cluster, randomized controlled trial. Early Childhood Educators allocated to the experimental group, from five childcare centers in London, Ontario, implemented the policy for young children (18 months to 4 years) for 8 weeks and documented adherence to each policy item (i.e., dose) in daily logs. Program evaluation surveys ( n = 21) and interviews ( n = 10) were completed postintervention to assess Early Childhood Educators’ perspectives of feasibility, context, enjoyment, communication between researchers and childcare staff, and likelihood of future implementation. Descriptive statistics were calculated, and thematic analysis was conducted. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). Participants reported effective communication between the research team and childcare centers (0 = not at all effective to 5 = very effective; M = 4.20; SD = 0.83) but noted that they were unlikely to continue the implementation of more frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Interview themes included weather as a prominent barrier and the use of verbal prompts as a solution for implementing the policy. As this was a small and short-term intervention, this pilot study offers important insight on larger scale policy interventions aimed at increasing physical activity and minimizing sedentary time among children enrolled in childcare.

scholarly journals Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

2021 ◽  
Vol 18 (22) ◽  
pp. 11913
Author(s):  
Myrto F. Mavilidi ◽  
Sue Bennett ◽  
Fred Paas ◽  
Anthony D. Okely ◽  
Spyridoula Vazou
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Program Implementation ◽  
Online Survey ◽  
Early Childhood Educators ◽  
Activity Levels ◽  
Learning Program ◽  
Home Based ◽  
Potential Benefits ◽  
Program Components

There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (n = 5 parents) and a 6 week school-based program (n = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.

scholarly journals Children's perspectives on outdoor play programs in childcare centre playgrounds: are early childhood educators listening?

2021 ◽  
Author(s):  
Yunjoo (Christina) Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Children’S Perspectives ◽  
Childcare Centre ◽  
Holistic Understanding ◽  
Mosaic Approach ◽  
Outdoor Programs ◽  
Children's Interests

Outdoor programs are part of children’s everyday experiences in childcare centres. However, there is a lack of research that explores children’s viewpoints on their outdoor programs in childcare centres. This qualitative study examined children’s perspectives using the Mosaic approach. In addition, the early childhood educators (ECEs) were interviewed to investigate how they learn about and support children’s interests. Findings indicate that using the Mosaic approach can contribute to a more holistic understanding of children’s perspectives of their outdoor play programs. Findings also indicate that ECEs use observation and communication to learn about children’s interests. The ECEs also stated that they support children’s interests during their outdoor programs through verbal support and modelling, changing and expanding activities, and preparing various activities and materials for the children. Discussion on the findings explores multiple methods for tapping children’s perspectives, implications for teacher practices, and direction for future research.

Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context

2002 ◽  
Vol 27 (3) ◽  
pp. 1-6 ◽  
Author(s):  
Dawn Garbett ◽  
Belinda R Yourn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Subject Matter ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
Changing Role

In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional knowledge and suggests that subject matter knowledge may be more important than previously recognised for early childhood educators.

Empowering Young Children's Thinking: The Role of the Early Childhood Educator

1996 ◽  
Vol 21 (4) ◽  
pp. 39-45
Author(s):  
Alison Hine ◽  
Linda Newman
Keyword(s):  
Early Childhood ◽  
Teacher Educators ◽  
Thinking Skills ◽  
Early Childhood Educators ◽  
Educational Environments ◽  
Problem Solve ◽  
The University ◽  
Student Reflections ◽  
Children’S Thinking

The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more effective, and who can initiate such activities in their future educational environments. At the UWS, Nepean students’ metacognitive awareness and perceptions of their own thinking were explored through collaborative, practical activity accompanied by interactive dialogue, thereby establishing ‘communities of inquiry’ in three early childhood subjects. Formative and summative interviews with students, as well as written student reflections indicated that these practices greatly nurtured their creative intellect, further developed their ability to think critically and heightened perception of their own metacognitive capabilities. Students reported that their experiences had encouraged them to use similar thinking skills activities in their own teaching.

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