Active living: Physical activities for infants, toddlers, and preschoolers

Eastman, Wayne

doi:10.1007/bf02353273

Cited by 18 publications

(11 citation statements)

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“…18 Research conducted by Eastman echoes this notion by stating that "early childhood educators are in a unique position to support and encourage an active lifestyle among very young children" (p. 161). 23 Furthermore, parents who enroll their children in childcare have reported relying on these centers to ensure that their children are provided with the recommended amount of daily physical activity. 24 Although interventions may be needed in multiple venues, changes to provincial/territorial childcare legislation may be one avenue to support a system-level promotion of physical activity in a large number of young children (ie, 870,000), and thereby reduce the risk of overweight and obesity among this unique cohort.…”

mentioning

confidence: 99%

Physical Activity Opportunities in Canadian Childcare Facilities: A Provincial/Territorial Review of Legislation

Vanderloo¹,

Tucker²,

Ismail³

et al. 2012

Journal of Physical Activity and Health

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Background:Preschoolers spend a substantial portion of their day in childcare; therefore, these centers are an ideal venue to encourage healthy active behaviors. It is important that provinces’/territories’ childcare legislation encourage physical activity (PA) opportunities. The purpose of this study was to review Canadian provincial/territorial childcare legislation regarding PA participation. Specifically, this review sought to 1) appraise each provincial/territorial childcare regulation for PA requirements, 2) compare such regulations with the NASPE PA guidelines, and 3) appraise these regulations regarding PA infrastructure.Methods:A review of all provincial/territorial childcare legislation was performed. Each document was reviewed separately by 2 researchers, and the PA regulations were coded and summarized. The specific provincial/territorial PA requirements (eg, type/frequency of activity) were compared with the NASPE guidelines.Results:PA legislation for Canadian childcare facilities varies greatly. Eight of the thirteen provinces/territories provide PA recommendations; however, none provided specific time requirements for daily PA. All provinces/territories did require access to an outdoor play space.Conclusion:All Canadian provinces/territories lack specific PA guidelines for childcare facilities. The development, implementation, and enforcement of national PA legislation for childcare facilities may aid in tackling the childhood obesity epidemic and assist childcare staff in supporting and encouraging PA participation.

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confidence: 99%

Physical Activity Opportunities in Canadian Childcare Facilities: A Provincial/Territorial Review of Legislation

Vanderloo¹,

Tucker²,

Ismail³

et al. 2012

Journal of Physical Activity and Health

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“…Recientemente, en el ámbito español, Torres-Luque, Beltrán, Calahorro, López-Fernández y Nikolaidis (2016) encontraron que el 88,8% de niñas y niños de 4 años no cumplieron con las recomendaciones de 120 min/día. Por esta razón, como señalan distintos autores, el profesorado en educación infantil (EI) se encuentra en una posición única para apoyar y motivar estilos de vida activos en la primera infancia (Eastman, 1997;Froehlich y Humbert, 2011), que se pueden manifestar como hábitos adquiridos en años posteriores (Biddle, Pearson, Ross y Braithwaite, 2010).…”

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Analisis Exploratorio Y Comparativo De Los Niveles De Actividad Física en Sesiones De Motricidad en Educación Infantil

Martínez¹,

Bello

2016

PensarMov.

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RESUMEN Fernández-Martínez, J. & Martínez-Bello, V. (2017). Análisis exploratorio y comparativo de los niveles de actividad física en sesiones de motricidad en educación infantil. PENSAR EN MOVIMIENTO: Revista de Ciencias del Ejercicio y la Salud, 14(2), 1-16. El objetivo del presente estudio consistió en analizar los niveles de actividad física, la composición del grupo y el papel de la maestra durante una sesión tradicional y una sesión alternativa de motricidad infantil en niñas y niños de cinco años de un colegio de la provincia de Valencia, España. Se trató de un estudio descriptivo-exploratorio que utilizó dos instrumentos de recogida de información: un sistema observacional y un sistema de podometría. Participaron ocho sujetos que fueron monitorizados durante las dos sesiones. Los resultados indican que, en la sesión tradicional, la cual estuvo centrada en el juego libre, se observó una mayor presencia de comportamientos sedentarios realizados principalmente en grupo con adulto, grupo 1-1 y solitario, mientras que la conducta del profesorado fue de observadora. Por el contrario, en la sesión alternativa vinculada a un cuento motor, las niñas y niños se mostraron mucho más activos participando en grupos mixtos, y la conducta del profesorado fue la promoción y la demostración de la actividad física. Además, se observó una diferencia en el recuento de pasos entre las dos sesiones. En conclusión, incluso una sesión de menor

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“…Young children learn through movement, so it should constitute a large part of their early life. Further, through PPE, they form impressions about themselves and learn more about their environment (Anastasiow & Hare!, 1993;Eastman, 1997;Werner, 1972). According to Rimmer and Kelly (1989) and Sanders (1992), the development of gross motor skills is essential to the enhancement of play and social skills.…”

mentioning

confidence: 93%