The Influence of Grit and Happiness of Child Care Teachers in Outdoor Play on Teacher-infant's Interaction

2019 ◽  
Vol 19 (14) ◽  
pp. 181-202
Author(s):  
Seo-Yeon Lee ◽  
Hyun-Ah Seo
Keyword(s):  
Child Care ◽  
Outdoor Play

scholarly journals Two Approaches to Increase Physical Activity for Preschool Children in Child Care Centers: A Matched-Pair Cluster-Randomized Trial

2019 ◽  
Vol 16 (20) ◽  
pp. 4020 ◽  
Author(s):  
Pooja S. Tandon ◽  
Katherine L. Downing ◽  
Brian E. Saelens ◽  
Dimitri A. Christakis
Keyword(s):  
Physical Activity ◽  
Child Care ◽  
Randomized Study ◽  
Free Play ◽  
Outdoor Play ◽  
Matched Pair ◽  
Child Care Centers ◽  
Post Intervention ◽  
Active Play ◽  
Cluster Randomized

Early childhood education settings are critical for promoting physical activity (PA) but intervention effects are often small. The aim of this study was to develop, test, and compare two approaches to increasing physical activity among preschoolers at child care centers: one focused on a teacher-led PA curriculum (Active Play!) and the other on increasing outdoor child-initiated free play time (Outdoor Play!). We conducted a matched-pair cluster-randomized study in 10 centers in and around Seattle, WA, USA (n = 97 children, mean age 4.6). Pre- and post-intervention data were collected from observations and accelerometers. At pre-intervention, 19% of Active Play! and 25% of Outdoor Play! children achieved >120 min/day of PA during child care. The total opportunity for PA increased in both interventions (Active Play! = 11 min/day; Outdoor Play! = 14 min/day), with the largest increase in outdoor child-initiated free playtime (Active Play! = 19 min/day; Outdoor Play! = 24 min/day). No changes in sedentary time, light or moderate- to vigorous-intensity PA (MVPA) were observed in either intervention and there was no difference between interventions in the percentage of children attaining more than 120 min/day of PA. A small (<3 min/day) relative increase in teacher-led outdoor activity was observed in the Active Play! intervention. Both intervention strategies led to an increase in active play opportunities, predominantly outdoors, but neither was able to substantially increase the intensity and/or duration of children’s PA. Future studies are needed to better understand and inform sustainable approaches to increase PA in early learning settings.

A Review of State Regulations to Promote Physical Activity and Safety on Playgrounds in Child Care Centers and Family Child Care Homes

2010 ◽  
Vol 7 (s1) ◽  
pp. S108-S119 ◽  
Author(s):  
Angie L.I. Cradock ◽  
Emily M. O'Donnell ◽  
Sara E. Benjamin ◽  
Elizabeth Walker ◽  
Meghan Slining
Keyword(s):  
Physical Activity ◽  
Child Care ◽  
National Health ◽  
Health And Safety ◽  
Outdoor Play ◽  
Family Child Care ◽  
Care Homes ◽  
State Regulations ◽  
Activity Promotion ◽  
Family Child Care Homes

Background:As interventions increasingly emphasize early child care settings, it is necessary to understand the state regulatory context that provides guidelines for outdoor physical activity and safety and sets standards for child care environments.Methods:Researchers reviewed regulations for child care facilities for 50 states, the District of Columbia and the Virgin Islands. We compared state regulations with national standards for 17 physical activity- and safety-related items for outdoor playground settings outlined in Caring for Our Children: National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care Programs (CFOC). State regulations were coded as fully, partially or not addressing the CFOC standard and state-level summary scores were calculated.Results:On average, state regulations fully addressed one-third of 17 CFOC standards in regulations for centers (34%) and family child care homes (27%). Data suggest insufficient attention to outdoor play area proximity and size, equipment height, surfacing, and inspections.Conclusions:Considerable variation exists among state regulations related to physical activity promotion and injury prevention within outdoor play areas. Many states' regulations do not comply with published national health and safety standards. Enhancing regulations is one component of a policy approach to promoting safe, physically active child care settings.

scholarly journals A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project

2019 ◽  
Vol 2 (2) ◽  
pp. 27 ◽  
Author(s):  
Natalie E Houser ◽  
Jane Cawley ◽  
Angela Kolen ◽  
Daniel Rainham ◽  
Laurene Rehman ◽  
...  
Keyword(s):  
Physical Activity ◽  
Child Care ◽  
Risk Taking ◽  
Controlled Trial ◽  
Early Years ◽  
Outdoor Play ◽  
Physical Literacy ◽  
Early Child Care ◽  
Loose Parts ◽  
The Impact

BACKGROUND: The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators. METHODS: Participating early child care centres (n = 19) were randomly assigned to intervention or control sites. Intervention sites received loose parts kits at the beginning of the project while control sites received kits upon project completion. The kits included items such as rocks, tree cookies, balls, wood planks, tubes, tires, ropes, and pulleys. Children (n = 183 at baseline) had their physical activity (accelerometers) and movement skills (TGMD-3 and PGMQ) measured before and after the intervention. All centres provided responses to environmental surveys (Go NAP SACC and Site Context Questionnaire), and educators in intervention sites participated in focus group and photovoice sessions. Educators were also provided with a full day professional development opportunity (plus ongoing mentoring) focused on physical activity, physical literacy, outdoor play, risk-taking, and loose parts. Parents participated in an interview addressing active outdoor play, physical literacy, and attitudes towards risk taking during play. DISCUSSION: This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children’s health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play.

scholarly journals Improving the Physical Activity and Outdoor Play Environment of Family Child Care Homes in Nebraska Through Go Nutrition and Physical Activity Self-Assessment for Child Care

2018 ◽  
Vol 15 (10) ◽  
pp. 730-736 ◽  
Author(s):  
Danae Dinkel ◽  
Dipti Dev ◽  
Yage Guo ◽  
Emily Hulse ◽  
Zainab Rida ◽  
...  
Keyword(s):  
Physical Activity ◽  
Child Care ◽  
Best Practices ◽  
Outdoor Play ◽  
Family Child Care ◽  
Care Homes ◽  
Self Assessment ◽  
Child Physical Activity ◽  
Family Child Care Homes ◽  
Nutrition And Physical Activity

Background: The purpose of this study was to determine if the Go Nutrition and Physical Activity Self-Assessment in Child Care (Go NAP SACC) intervention was effective in improving best practices in the areas of infant and child physical activity and outdoor play and learning in family child care homes (FCCHs) in Nebraska. Methods: FCCHs (n = 201) participated in a pre–post evaluation using the Infant and Child Physical Activity and Outdoor Play and Learning assessments from the Go NAP SACC validated measure to assess compliance with best practices. Results: At post, FCCHs demonstrated significant differences in 85% of the Infant and Child Physical Activity items (17 of 20) and 80% of the Outdoor Play and Learning items (12 of 15). Significant differences in best practices between urban and rural FCCH providers were also found. Conclusion: Go NAP SACC appears to be an effective intervention in Nebraska as, after participation in the initiative, providers were improving child care physical activity best practices. Additional research is needed to objectively determine if these changes resulted in objective improvements in children’s physical activity levels. Further, efforts are needed to develop and/or identify geographic-specific resources for continued improvement.

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