eye brings you another batch of the latest products and books on offerStrategies to Support Children with Autism and Complex Needs by Christine Macintyre (ISBN: 9781138918931). Paperback. £18.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books.orders@tandf.co.uk Review by Martine HorvathBeyond Early Writing – Teaching Writing in Primary Schools edited by David Waugh, Adam Bushnell and Sally Meaum (ISBN: 9781909682931). Paperback. £24.00. Published by Critical Publishing. Tel: 01727 851462/01606 784999; www.criticalpublishing.com Review by Martine HorvathCreating Communities in Early Years Settings by Debbie Chalmers (ISBN: 9781138917293). Paperback. £21.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books.orders@tandf.co.uk Review by Martine HorvathAssessment and Evaluation for Transformation in Early Childhood edited by Júlia Formosinho and Christine Pascal (ISBN: 9781138909748). Paperback. £27.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books.orders@tandf.co.uk Review by Martine HorvathLearning Through Movement in the Early Years by Sharon Tredgett (ISBN: 9781909682818). Paperback. £15.00. Published by Critical Publishing. Tel: 01727 851462/01606 784999; www.criticalpublishing.com Review by Martine HorvathReader offer: Physical Activity Matters at Home developed by Cambridgeshire County Council www.cambridgeshire.gov.uk/learntogether/homepage/156/pam_at_homeUnderstanding Early Years Education Across the UK edited by Diane Boyd and Nicky Hirst (ISBN: 9781138022720). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books.orders@tandf.co.uk Review by Martine Horvath

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

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Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

Early Child Development and Care ◽

10.1080/03004430.2017.1299146 ◽

2017 ◽

Vol 189 (1) ◽

pp. 31-42

Author(s):

Kristy Howells ◽

Catherine Meehan

Keyword(s):

Physical Activity ◽

Young Children ◽

Early Years ◽

Physical Activity Guidelines ◽

The Uk

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Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK

BMJ Open ◽

10.1136/bmjopen-2017-017588 ◽

2017 ◽

Vol 7 (9) ◽

pp. e017588 ◽

Cited By ~ 13

Author(s):

Russell Jago ◽

Corrie Macdonald-Wallis ◽

Emma Solomon-Moore ◽

Janice, L. Thompson ◽

Debbie, A. Lawlor ◽

...

Keyword(s):

Physical Activity ◽

Primary Schools ◽

Sedentary Time ◽

Cross Sectional Study ◽

Cross Sectional ◽

School Aged Children ◽

Intensity Physical Activity ◽

The Government ◽

The Uk ◽

Sectional Analysis

ObjectivesTo assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children’s physical activity and sedentary time.DesignCross-sectional study.SettingChildren were recruited from 47 state-funded primary schools in South West England.Participants1223 children aged 8–9 years old.Outcome measuresAccelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time.MethodsChildren wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size.ResultsChildren who attended clubs at school 3–4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants’ odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day.ConclusionParticipating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active.

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Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

International Perspectives on Modern Developments in Early Childhood Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-2503-6.ch015 ◽

2020 ◽

pp. 272-293

Author(s):

Hazel R. Wright ◽

Paulette Luff ◽

Opeyemi Osadiya

Keyword(s):

Action Research ◽

Young Children ◽

Adult Child ◽

Early Years ◽

Environmental Action ◽

Action Research Project ◽

Research Project ◽

Specific Focus ◽

Early Years Education ◽

The Uk

It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

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Understanding Early Years Education across the UK

10.4324/9781315776897 ◽

2015 ◽

Author(s):

Diane Boyd

Keyword(s):

Early Years ◽

Early Years Education ◽

The Uk

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Listening to learn: children playing and talking about the reception year of early years education in the UK

Early Years Journal of International Research and Development ◽

10.1080/09575140500507868 ◽

2006 ◽

Vol 26 (1) ◽

pp. 63-78 ◽

Cited By ~ 9

Author(s):

Holly Linklater

Keyword(s):

Early Years ◽

Early Years Education ◽

The Uk

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Automatic and Motivational Predictors of Children’s Physical Activity: Integrating Habit, the Environment, and the Theory of Planned Behavior

Journal of Physical Activity and Health ◽

10.1123/jpah.2012-0095 ◽

2014 ◽

Vol 11 (5) ◽

pp. 999-1005 ◽

Cited By ~ 6

Author(s):

Erica Thomas ◽

Dominic Upton

Keyword(s):

Physical Activity ◽

Theory Of Planned Behavior ◽

Planned Behavior ◽

School Environment ◽

Primary Schools ◽

Habit Strength ◽

Environmental Correlates ◽

The Uk ◽

Significant Direct Effect ◽

Children’S Physical Activity

Background:Physical activity determinant studies now often include both environmental and sociocognitive factors but few of them acknowledge and explore the mechanisms underlying relevant environmental influences. This study explored environmental correlates of children’s self-reported physical activity and potential mediation through the Theory of Planned Behavior (TPB) and habit strength.Methods:Six hundred and twenty-one pupils aged 9–11 years were recruited from 4 primary schools in the UK. TPB variables, habit strength and environmental variables were assessed at baseline. Self-reported physical activity was assessed 1 week later.Results:Mediation tests revealed that 43% of the association between convenient facilities and intention was mediated through subjective norms (17%) and habit (26%), while 15% of the association between convenient facilities and physical activity was mediated through habit strength alone. A significant direct effect of convenient facilities and resources in the home environment on physical activity was also found. The school environment was not significantly related to children’s physical activity intentions or behavior.Conclusion:The results suggest that the environment influences children’s physical activity both directly and indirectly and that habit strength seems to be the most important mediator for this association.

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Mothers’ perceptions of the UK physical activity and sedentary behaviour guidelines for the early years (Start Active, Stay Active): a qualitative study

BMJ Open ◽

10.1136/bmjopen-2015-008383 ◽

2015 ◽

Vol 5 (9) ◽

pp. e008383 ◽

Cited By ~ 12

Author(s):

Georgina F Bentley ◽

Russell Jago ◽

Katrina M Turner

Keyword(s):

Physical Activity ◽

Qualitative Study ◽

Sedentary Behaviour ◽

Early Years ◽

The Uk

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Density of cigarette retailers around educational facilities in Indonesia

The International Journal of Tuberculosis and Lung Disease ◽

10.5588/ijtld.19.0686 ◽

2020 ◽

Vol 24 (8) ◽

pp. 770-775

Author(s):

W. Adisasmito ◽

V. Amir ◽

A. Atin ◽

A. Megraini ◽

D. Kusuma

Keyword(s):

High Schools ◽

Primary Schools ◽

Significant Contribution ◽

Early Years ◽

Educational Facilities ◽

Data Analyses ◽

Early Years Education ◽

Quantitative Analyses ◽

Using Data ◽

Product Displays

BACKGROUND: With 61.4 million smokers in 2018, Indonesia makes a significant contribution to the global number of smokers. The latest data show that smoking is increasingly common in youth.OBJECTIVE: To examine the density of cigarette retailers around formal and informal educational facilities in Indonesia.METHODS: We employed geospatial and quantitative analyses using data on cigarette retailers (from surveys during July–August 2019) and educational facilities in Depok City. Data analyses, in ArcMap 10.6 and Stata v15, compared the density within 100 m and 100–200 m from the facility.RESULTS: We found a 40% higher density of cigarette retailers in areas close to educational facilities. This high density is similar between formal (i.e., primary, junior high, and senior high schools) and informal educational facilities (i.e., early years education centers and mosques). Moreover, compared to the average, the density is higher near primary schools and senior high schools.CONCLUSION: There is a higher density of cigarette retailers around formal and informal educational facilities in Indonesia. This evidence confirms there is a need to regulate cigarette retailers near educational facilities, to enforce the ban on sale to minors and to ban product displays at retailers.

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