Maths through movement and active play

In this final article in the Movement and active play series, Tania Swift explores ways in which mathematical learning can be supported every day through active ways, whilst also instilling a life-long interest in maths.

Expressive arts and active play

So much of expressive arts and design can be experienced when children are on the move, during child-directed play, as well as during more structured activities, inside and out.

HOW ACTIVE PLAY FACILITIES FOSTER PHYSICAL LITERACY ON 5-6 YEARS OLD CHILDREN? LESSON FROM JAMBI, INDONESIA

The purpose of this study was to determine the effect of the availability of active playing facilities on the physical literacy of children aged 5-6 years who are currently undergoing education at ECE (Early Childhood Education) centers in three sub-districts of Jambi City, Jambi Province. This study uses a comparative quantitative approach with ex-post facto techniques. The samples were determined using a convenience sampling technique involving 100 children in five PAUD institutions. Data collection was carried out through direct observation with data analysis using the F test and Tukey test. The results showed that there were differences in the level of physical literacy between groups of children in institutions with the availability of complete active play facilities compared to groups of children in institutions with incomplete availability of active play facilities.

Barriers, facilitators and solutions for active inclusive play for children with a physical disability in the Netherlands: a qualitative study

Background Children with physical disabilities (PD) are less physically active than typically developing peers. The most important contributor to physical activity for primary school-aged children is outside play and therefore this should be part of every child’s life. However, children with PD experience multiple barriers to participation in playgrounds. Despite recent improvements in the accessibility of Dutch playgrounds, the participation of children with PD has not increased. This study aims to explore facilitators, barriers and solutions influencing the participation of children with PD in Dutch outdoor playgrounds, from parents’ and professionals’ perspectives. Methods Twelve semi-structured interviews with parents of children with PD aged 2–12 years and five focus group meetings with professionals working with these children were conducted. To ensure data saturation, we performed three member-check meetings. Two independent researchers analyzed the data using an inductive thematic approach. Results Similar barriers, facilitators and solutions were mentioned by parents and professionals. Three main themes were identified: the emotional barrier versus the physical barrier, play as a part of an inclusive society and the role of professionals in facilitating active inclusive play. The most important personal factors were physical and social problems experienced when children with PD wanted to join outdoor play. Interestingly, parents and professionals believed the social barrier was far more important than the physical one. The most important environmental factor was that the Dutch society is not sufficiently inclusive. Conclusions According to both parents and professionals, the most important barrier to active inclusive outdoor play was social, hindering the participation of children with PD in play with typically developing peers. To overcome such problems, professionals should take an active role in empowering children with PD and their parents. Furthermore, it is important to introduce outdoor active play early, so it becomes part of normal daily life. In addition, a change in the mindset of typically developing children and their parents seems essential to achieve true inclusive active play.

Communication and language through active play

Movement and active play is central to children's learning, as is communication and langauge. Tania Swift considers ways in which we can support active development of communication and language through both child and adult-directed learning.

PSED through movement and active play

In this first article of a four-part series on movement and active play, Tania Swift explores how children develop personally, socially and emotionally through movement.

Eating behaviour, physical activity, TV exposure and sleeping habits in five year olds: a latent class analysis

Background Diet, physical activity, sedentary behaviours, and sleep time are considered major contributory factors of the increased prevalence of childhood overweight and obesity. The aims of this study were to (1) identify behavioural clusters of 5 year old children based on lifestyle behaviours, (2) explore potential determinants of class membership, and (3) to determine if class membership was associated with body measure outcomes at 5 years of age. Methods Data on eating behaviour, engagement in active play, TV watching, and sleep duration in 1229 5 year old children from the Cork BASELINE birth cohort study was obtained through in-person interviews with parent. Latent class analysis was used to identify behavioural clusters. Potential determinants of cluster membership were investigated using multinomial logistic regression. Associations between the identified classes and cardio metabolic body measures were examined using multivariate logistic and linear regression, with cluster membership used as the independent variable. Results 51% of children belonged to a normative class, while 28% of children were in a class characterised by high scores on food avoidance scales in combination with low enjoyment of food, and 20% experienced high scores on the food approach scales. Children in both these classes had lower conditional probabilities of engaging in active play for at least 1 hour per day and sleeping for a minimum of 10 h, and higher probability of watching TV for 2 hours or more, compared to the normative class. Low socioeconomic index (SEI) and no breastfeeding at 2 months were found to be associated with membership of the class associated with high scores on the food avoidance scale, while lower maternal education was associated with the class defined by high food approach scores. Children in the class with high scores on the food approach scales had higher fat mass index (FMI), lean mass index (LMI), and waist-to-height ratio (WtHR) compared to the normative class, and were at greater risk of overweight and obesity. Conclusion Findings suggest that eating behaviour appeared to influence overweight and obesity risk to a greater degree than activity levels at 5 years old. Further research of how potentially obesogenic behaviours in early life track over time and influence adiposity and other cardio metabolic outcomes is crucial to inform the timing of interventions.