A kindergarten-based child health promotion program: the Adapted National Aeronautics and Space Administration (NASA) Mission X for improving physical fitness in South Korea

Min, Jungwon; Kim, Gilsook; Lim, Hyunjung; Carvajal, Nubia A.; Lloyd, Charles W.; Wang, Youfa

doi:10.1177/1757975918760517

Cited by 3 publications

(15 citation statements)

References 21 publications

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“…With many children (71.85% (194)), before the workshop intervention, either scoring 0 (presenting no knowledge of how germs make us poorly) and 1 (presenting little knowledge of how germs make us poorly), this suggests that although children are aware of COVID-19, having lived through the pandemic, this sample of children were mostly unaware of how pathogens can actually cause illness. This demonstrates a need for better and more consistent education around the topic in order to limit transmission of contagious illnesses and increase preparedness for future pandemics, reinforcing the importance of promoting habit-forming health educational interventions from an early age that carry on in later life [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36].…”

Section: Children's Understanding Of Pathogens and Transmissionmentioning

confidence: 99%

“…The Germ's Journey better toothbrushing habits than those in the control group [25], highlighting the potential for increased understanding and behavioural change due to school-based interventions regarding health and hygiene education. Although there have been many school-based educational interventions regarding health for young children, these primarily focused on nutrition, oral health and exercise [26][27][28][29][30][31][32][33][34][35][36], with little research considering the effects of infection prevention educational interventions. Nevertheless, published studies demonstrate that school-based interventions are effective and play an important role in improving health education understanding and inducing positive behavioural change.…”

Section: Introductionmentioning

confidence: 99%

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“Bye-Bye Germs”: Respiratory Tract Infection Prevention—An Education Intervention for Children

Younie,

Crosby,

Firth

et al. 2024

Education Sciences

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Becoming one of the first studies in the field to do so, specially developed educational interventions (Germ’s Journey) designed to teach children about respiratory tract infection prevention were delivered to 273 pupils aged five to six across five primary schools in the U.K. The intervention aimed to increase understanding of pathogens and respiratory tract illness, transmission and infection prevention, and preparedness for future pandemics due to a lack of such resources for young children at present. To assess the impact of the intervention, children were asked five questions related to knowledge of pathogens, transmission of infection, and infection prevention directly before and after activity-based workshops, as well as one month later. Responses were scored for pupils’ level of knowledge; differences in the frequency of responses between the time points were analysed using Pearson’s chi-squared test. Teachers also took part in semi-structured interviews to evaluate the workshop from the educators’ points of view. Children showed increased knowledge in all three areas immediately after the workshops. This improvement was retained to a lesser or equal extent one month following the learning intervention workshop. The consistent use of teaching resources and interventions such as Germ’s Journey should be implemented in the school curriculum in order to increase understanding and reduce the transmission of respiratory tract illness. Specially designed activity-based workshops using a range of learning skills can help young children to understand the link between pathogens, infection transmission, and control.

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Section: Children's Understanding Of Pathogens and Transmissionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Bye-Bye Germs”: Respiratory Tract Infection Prevention—An Education Intervention for Children

Younie,

Crosby,

Firth

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Following the inclusion and exclusion criteria, 14 studies were selected for our systematic review (Figure 1) [44][45][46][47][48][49][50][51][52][53][54][55][56][57]. Disagreements arising during the selection process were justified through discussion with members of the research team.…”

Section: Selection Processmentioning

confidence: 99%

“…The main characteristics of the selected empirical studies are summarized in Table 1. Ten of the included studies were published in the last five years (2018-2022) [44,45,[47][48][49][50][51]53,54,56]. Five of the studies present interventions in Europe [44,46,49,50,52], five in North or South America [45,47,53,55,56], three in Asia [48,51,54] and one in Australia [57].…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Health Education Intervention Programs in Early Childhood Education: A Systematic Review

Fináncz,

Podráczky,

Deutsch

et al. 2023

Education Sciences

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Adult health behavior is established and formed in childhood, in which, besides the primacy of the family, institutional education plays a significant role. The aim of our systematic review is to analyze health interventions implemented in an institutional environment for children aged 3–6 years. Our research was carried out according to the PRISMA 2020 protocol. The sample of research was determined by using the keywords “health education” or “health promotion” and “preschool” or “kindergarten” in Scopus, ERIC and WOS databases published between 2013 and 2022. Out of a total of 1535 results, 14 proved to be relevant to the eligibility criteria of the study topic. Cochrane Risk of Bias criteria were used for critical appraisal and to limit bias. The majority of the analyzed studies focused on physical activity and nutrition, including the issues of sedentary time, obesity and sustainability. The holistic approach is less typical in the interventions reviewed, with a marginal occurrence of topics related to mental and social health, as well as risk behavior. The interventions proved to be more effective when parents were involved, and the varied, age-appropriate game-based activities also contributed to the formation of health-supporting habits.

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“…The MVPA of preschool children was greatly affected by the environmental factors of supportive family sports, the frequency of parental exercises, and the environmental factors of the community. The parents of only MVPA behaviors meeting the guideline group paid more attention to their children's athletic ability and peacetime exercise, and actively provided their children with a good exercise environment [42], but they might not pay enough attention to other influencing factors. The other health-related behaviors were not up to standard.…”

Section: Related Influencing Factors Of Three Health-related Behavior...mentioning

confidence: 99%

Compliance with Health-Related Behaviors Guidelines and Its Relationship with Multiple Factors in Preschool Children Aged 3–6 Years: A National Cross-Sectional Survey in China

Gao

Zhang

et al. 2022

IJERPH

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Purpose: To investigate the compliance rates of health-related behaviors among Chinese preschool children, and to explore how supportive family environment, parental behavior, sociodemographic and community factors affect children’s health-related behavior comprehensively. Method: Preschool children aged 3 to 6 years were chosen from 5760 villages (residential) committees from 471 counties (districts) of 31 provinces by use of a stratified random sampling procedure, with 10,967 preschool children aged 3–6 years old included. The survey was conducted from September 2020 to November 2020. Results: The proportion of Chinese preschool children who met the moderate to vigorous physical activity (MVPA), screen time behavior (ST), and sleep behavior (SLP) guidelines were 62.3%, 52.8%, and 53.8%. Among the supportive family environment factors, parents’ time with their children on weekends had the most significant impact on children’s MVPA, ST, and SLP, with the odds ratio (OR) values of 2.18 (95%CI:1.97, 2.40), 0.69 (0.63, 0.76), and 1.62 (1.48, 1.79), respectively. Among the parental behavior factors, the mother’s exercise frequency had a strong association with the children’s MVPA and SLP, with OR values of 1.65 (1.50, 1.83) and 1.24 (1.13, 1.37), respectively; the mother’s screen time was inversely associated with the children’s ST with an OR value of 0.47 (0.44, 0.51). Conclusions: Different types of family environments were associated with the different levels of MVPA, ST and SLP among Chinese preschool children. In addition to the influence of parents’ education and family income, parents could also improve their children’s behaviors by providing a supportive family environment. The more of these factors presented in a family, the more likely it was for children to meet the guidelines. Therefore, for those families whose children’s health-related behaviors needed to be improved, the parents should create supportive family environments, such as by playing less on mobile phone and spending more time with children.

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A kindergarten-based child health promotion program: the Adapted National Aeronautics and Space Administration (NASA) Mission X for improving physical fitness in South Korea

Cited by 3 publications

References 21 publications

“Bye-Bye Germs”: Respiratory Tract Infection Prevention—An Education Intervention for Children

“Bye-Bye Germs”: Respiratory Tract Infection Prevention—An Education Intervention for Children

Health Education Intervention Programs in Early Childhood Education: A Systematic Review

Compliance with Health-Related Behaviors Guidelines and Its Relationship with Multiple Factors in Preschool Children Aged 3–6 Years: A National Cross-Sectional Survey in China

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