A natural experiment of state-level physical activity and screen-time policy changes early childhood education (ECE) centers and child physical activity

Abstract Movement behaviors (physical activity, sedentary behavior (including screen time), and sleep) have been impacted by the COVID-19 pandemic. We aimed to report changes in and factors influencing movement behaviors during COVID-19 among Latin American/Latino children aged 1 to 5 years in Chile, Mexico, and the USA. We conducted a cross-sectional study between April and August 2020. Caregivers reported changes in movement behaviors and provided information about family and household characteristics. In total, 4,136 children (mean age [SD], 3.1 [1.4] years; 51% boys). The proportion of children who met the WHO Guidelines decreased significantly in all countries, with large declines in meeting the physical activity and screen time guidelines. Factors associated with changes were being an older child, unable to attend an early childhood education and care service, higher parental education levels, not having the opportunity to play with someone, and not having access to spaces to play. During COVID-19, Latino parents reported changes in physical activity, screen time, and sleep quality among their toddlers and preschoolers. The findings highlight the need to minimize disparities faced by families by providing access to early childhood education and care and safe places for children to play.

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The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

Workplace Health & Safety ◽

10.1177/2165079919882732 ◽

2019 ◽

Vol 68 (2) ◽

pp. 65-72 ◽

Cited By ~ 1

Author(s):

Jamie N. Powers ◽

Charlotte V. Farewell ◽

Emily Maiurro ◽

Jini Puma

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Logistic Regression ◽

Early Childhood Education ◽

Health Behaviors ◽

Healthy Eating ◽

Fruits And Vegetables ◽

Workplace Wellness ◽

Physically Active ◽

Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

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

Journal of Science and Medicine in Sport ◽

10.1016/j.jsams.2021.02.003 ◽

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

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Early Childhood Education Environments: Affordances for Risk-Taking and Physical Activity in Play

Physical Activity and Health Promotion in the Early Years ◽

10.1007/978-3-319-76006-3_3 ◽

2018 ◽

pp. 41-55

Author(s):

Shirley Wyver ◽

Helen Little

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Early Childhood Education ◽

Risk Taking ◽

Childhood Education

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Physical activity in early childhood education and care settings in a low-income, rural South African community: an observational study

Rural and Remote Health ◽

10.22605/rrh5249 ◽

2019 ◽

Author(s):

Simone Tomaz ◽

Rachel Jones ◽

Trina Hinkley ◽

Rhian Twine ◽

Kathleen Kahn ◽

...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Early Childhood Education ◽

Observational Study ◽

South African ◽

Low Income ◽

Rural South ◽

Childhood Education ◽

Education And Care ◽

African Community

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

Nutrients ◽

10.3390/nu13124247 ◽

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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Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch015 ◽

2021 ◽

pp. 262-279

Author(s):

Carmen Delgado Ruiz ◽

Elena Portero Ponce ◽

Elena González Vela ◽

María Muñoz Álvarez

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Early Childhood Education ◽

Physical Education ◽

Performing Arts ◽

Autonomous Community ◽

Childhood Education ◽

La Mancha ◽

Different Types

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

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