scholarly journals An Exploration of Preschool Teachers’ Perceptions of Physical Activity Integration in a Whole Child Pilot Curriculum

2021 ◽  
Vol 2 (1) ◽  
pp. 1-1
Author(s):  
Alicia Stapp ◽  
◽  
Madalyn Falkenheiner ◽  
Kenya Wolff ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Vigorous Physical Activity ◽  
Phenomenological Approach ◽  
Early Childhood Classroom ◽  
Critical Determinant ◽  
Teachers Perceptions ◽  
Childhood Education

It is recommended that children ages 3-5 receive 180 minutes of physical activity a day, with at least 60 minutes of moderate-to-vigorous physical activity. Despite these recommendations, a majority of preschoolers are not provided opportunities in the early childhood education setting to meet these daily recommendations through either structured or unstructured physical activity. Accordingly, the number of young children identified as overweight or obese over the past couple of decades has increased. Critical to addressing this epidemic is the role of physical activity in the early childhood classroom and its capacity to increase healthy development and lifelong habits for young children. Participants in this study consisted of 23 Pre-K 4 teachers from 5 different preschools across North Mississippi. A phenomenological approach was utilized to determine if the barriers to physical activity implementation in early childhood education classrooms were effectively addressed through the Growing Healthy Minds, Bodies, and Communities curriculum. This was completed by garnering teachers' perceptions of the curriculum through pre- and post-focus groups. Three themes emerged from the data regarding teachers’ perceptions of the Growing Healthy Minds, Bodies, and Communities physical activity curriclum. Those themes are as follows: (a) teacher and student benefits of and engagement with physical activity in early childhood education; (b) shifting the mindset from “fitting it all in” to “making it work with modifications”; and (c) linking it to literacy. The opportunity for young children to participate in physical activity is a critical determinant of their overall health and development. While there has been an overall decrease in opportunities for preschool children to participate in both unstructured and structured physical activity, it is crucial to view physical activity as an essential and integrated component of the curriculum. When viewed through this lens, it provides a foundation that promotes lifelong healthy habits and development of children who become happy, healthy, and productive citizens in society.

Building Epistemic Awareness in the Early Childhood Classroom

2010 ◽  
pp. 177-216
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Education ◽  
Early Childhood Classroom ◽  
Academic Environments ◽  
Childhood Education ◽  
New Approaches ◽  
The World ◽  
New Thinking

It is evident from the information in the previous chapters in this book that there is much to be learned about how technology fits into the world of early childhood education (ECE). This chapter discusses some exciting new thinking about epistemology and how children and teachers learn and how this could relate to technology and all learning with young children and their teachers. The new understanding of preschool education potential demands new approaches to these vital years of schooling if we are to prepare our children to succeed in the increasingly demanding academic environments.

scholarly journals The effects of a preschool-based intervention for Early Childhood Education and Care teachers in promoting healthy eating and physical activity in young children: A cluster randomised controlled trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255023
Author(s):  
Nicole Toussaint ◽  
Martinette T. Streppel ◽  
Sandra Mul ◽  
Marielle Balledux ◽  
Karen van Drongelen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Childhood Education ◽  
Education And Care ◽  
Randomised Controlled ◽  
Positive Effect

The need for excess weight gain prevention in disadvantaged young children is widely recognised. Early Childhood Education and Care teachers are potential key actors in early interventions to prevent overweight and obesity. This study examines the effects of a preschool-based intervention for teachers in promoting healthy eating and physical activity in young children. A cluster randomised controlled trial was conducted at 41 preschools in a deprived area of Amsterdam, The Netherlands. The intervention consisted of 2 programmes that were applied in succession: A Healthy Start and PLAYgrounds for TODdlers. The study period was 9 months. Primary outcomes were assessed via questionnaires and included teachers’ knowledge, attitude, food/activity-related practices, and level of confidence in promoting healthy behaviours. Secondary outcomes in this study were teachers’ and children’s BMI (z-score), body composition, dietary intake and physical activity level. Intention-to-treat analyses were performed using linear mixed models. In total, 115 teachers and 249 children (mean age 3.0 (0.2) years) were included. A positive effect on teachers’ knowledge about the Dutch dietary guidelines was found after the programme A Healthy Start (difference = 1.38; 1-sided 95% CL = 0.29; p = 0.02). This effect was not sustained at 9 months (difference = 0.34; 1-sided 95% CL = -0.76; p = 0.31). The overall intervention had a positive effect on 3 of the 5 attitude statements regarding a healthy lifestyle (difference ranged from 0.34 to 0.55) and on the practice scale Activity-related-Modelling (difference = 0.16; 1-sided 95% CL = 0.06; p = 0.01). No intervention effects were observed on food-related practice scales and the level of confidence in promoting healthy behaviours. At this stage, no effects were seen on teachers’ and children’s BMI (z-score). This study contributes to the professional development of Early Childhood Education and Care teachers and addresses the call for interventions to prevent overweight/obesity and to minimise health inequalities in young children.

scholarly journals Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna-Liisa Kyhälä ◽  
Jyrki Reunamo ◽  
Juha O. Valtonen
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Time Use ◽  
Vigorous Physical Activity ◽  
Role Play ◽  
Physical Activities ◽  
Childhood Education ◽  
Education And Care ◽  
Physical Activity Recommendations

Background: The role of early childhood education and care (ECEC) is crucial in the implementation of the physical activity recommendations during long ECEC days. Young children should engage in 180 minutes of physical activity spread throughout the day, including 60 minutes of moderate-to-vigorous physical activity (MVPA). To attain the goal more information is needed on children’s time use and physical activity (PA) in children’s activities.Aim: The purposes of this quantitative observational study were twofold: (1) to examine children’s time use and (2) to describe which children’s activities best generate physical activity, specifically MVPA, in ECEC.Setting: Altogether, 2879 Finnish children, aged from 1- to 6-years, participated in this study.Methods: The data of 57 881 observations were analysed using cross-tabulation and a z-test.Results: Daily routines (e.g. eating, dressing, napping and transition), task or seatwork and material play accounted for almost 70% of children’s sedentary behaviour and less than 10% of MVPA. The best MVPA generators were physical activities (that generated 57.4% of all MVPA in boys vs. 62.8% in girls, respectively), rule play (11% in boys vs. 6.7% in girls) and role play (10.1% in boys vs. 9.9% in girls) as well as action not allowed (3.3% in boys vs. 1.2% in girls).Conclusions: Educators should integrate physical activities, rule play and role play more in ECEC day to support the realisation of the recommendations.

scholarly journals ANALISIS AWAL KEMAMPUAN BERCERITA PADA ANAK USIA 5 - 6 TAHUN

2018 ◽  
Vol 13 (2) ◽  
pp. 165-177
Author(s):  
Ika Lestari
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Young Children ◽  
Family Environment ◽  
Skills Training ◽  
Early Childhood Classroom ◽  
Ability Test ◽  
Childhood Education ◽  
Education Journal

The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better.   References: Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66(2), 36-41. https://eric.ed.gov/?id=EJ930387 Djaali & Muljono, (2008). Pengukuran dalam bidang pendidikan. Jakarta: Grasindo. Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058 Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97–103. doi:10.1023/a:1009599320835 Maidar G. A. & Mukti U.S. (1988). Pembinaan kemampuan berbicara. Jakarta: Erlangga. Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling Nurgiyantoro, B. (2010). Penilaian pembelajaran bahasa berbasis kompetensi. Yogyakarta: BPFE. Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653 Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1 Stadler, M. A., & Ward, G. C. (2006). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73–80. doi:10.1007/s10643-005-0024-4 Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘learning to be.’ European Journal of Education. 50(2). http://onlinelibrary.wiley.com/doi/10.1111/ejed.12117/full Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0 Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC. Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197–210. doi: http://dx.doi.org/10.4135/9781483340333.n391

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

2019 ◽  
Vol 68 (2) ◽  
pp. 65-72 ◽  
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.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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