Early Childhood Educators’ Perception of Their Role in Children’s Physical Activity: Do We Need to Clarify Expectations?

Connelly, Judy-Ann; Champagne, Manon; Manningham, Suzanne

doi:10.1080/02568543.2018.1464979

Cited by 34 publications

(20 citation statements)

References 40 publications

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“…Another explanation could be that there is a discrepancy in the expected role of the childcare worker regarding healthy EBRB. Studies have described that for physical activity childcare workers often see their role as supervising and guarding safety, but not actively participating in activities and that this may differ from the expected role from childcare managers [56,57]. As a result, childcare workers might tend to attribute influences on children’s behaviour more externally, in this case the physical environment, while a childcare manager might rely more on the childcare worker’s behaviour (i.e., sociocultural environment) in relation to the opportunities in the physical environment.…”

Section: Discussionmentioning

confidence: 99%

Healthy Nutrition and Physical Activity in Childcare: Views from Childcare Managers, Childcare Workers and Parents on Influential Factors

Kolk

Goossens

Gerards

et al. 2018

IJERPH

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Childhood obesity is an important public health issue influenced by both personal and environmental factors. The childcare setting plays an important role in children’s energy balance-related behaviours (EBRB), such as physical activity, sedentary behaviour and healthy nutrition. This study aimed to explore facilitators and barriers of healthy EBRB in childcare in a comprehensive way, from the perspective of three crucial stakeholders: childcare managers, childcare workers and parents. A qualitative study was performed using semi-structured interviews. Content analysis was performed using the ‘Environmental Research framework for weight Gain prevention’ (EnRG framework) to guide the analysis. Forty-eight interviews were held with a total of 65 participants (9 childcare managers, 23 childcare workers and 33 parents). Influential factors in all types of environment (physical, sociocultural, economic and political) were mentioned. Although a need for change was not always expressed, the interviews revealed opportunities for improvement of healthy EBRB in childcare. These opportunities were related to the sociocultural, physical and political environment. Childcare workers and managers expressed an influence of the home setting on the childcare setting, resulting in a need for more congruence between these settings. There are opportunities for improvement in the childcare setting to promote healthy EBRB in young children in the Netherlands. It appears important to align intervention components between the childcare and home setting.

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Section: Discussionmentioning

confidence: 99%

Healthy Nutrition and Physical Activity in Childcare: Views from Childcare Managers, Childcare Workers and Parents on Influential Factors

Kolk

Goossens

Gerards

et al. 2018

IJERPH

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“…Et canadisk studie af paedagogers rolle i relation til børns bevaegelse påviser, at for at øge børns maengde af fysisk aktivitet er det centralt at forbedre kommunikation med foraeldre og ledere i dagtilbud. Samtidig viser studiet, at en afklaring af paedagogens rolle i relation til børns bevaegelse kan styrke samarbejdet mellem dagtilbud og hjem (Connelly, Champagne, & Manningham, 2018). Det er et tegn på, at foraeldresamarbejdet kan vaere givende i denne sammenhaeng, og at foraeldre kan blive en del af et praksisfaellesskab.…”

Section: Praksisfaellesskabers Betydning For Udvikling Af Professionsunclassified

Professionsidentitet i bevægelse

Munksgaard

Schmidt²,

Skovgaard

2019

FPPU

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Artiklens ærinde er dels at udforske, hvordan pædagoger kan begribe og udvikle deres professionsidentitet, og dels at udfolde hvilken betydning bevægelse har for en teoretisk forståelse af professionsidentitet. En teoretiske indkredsning af begrebet professionsidentitet kvalificeres via et realist review og en interviewundersøgelse af fire daginstitutionspædagoger. Artiklen konkluderer, at self-efficacy, motivation, affektiv engagement og praksisfællesskaber kan anvendes som analytiske redskaber til at få øje på, hvordan pædagoger udvikler professionsidentitet i kontekster hvor bevægelse har et særligt fokus. Artiklens pointer perspektiveres afslutningsvist i relation til en analyse af læringsforståelser i bekendtgørelsen for pædagoguddannelsen. AbstractThe purpose of this article is partly to explore how pedagogues understand and develop professional identity and partly to elaborate upon how pedagogues’ sense of embodiment and physical activity are significant to a theoretical understanding of professional identity. A theoretical identification of professional identity is informed and elaborated upon via a realist review and a study based on interviews of four daycare pedagogues. In conclusion the article specifies self-efficacy, motivation, affective commitment, and communities of practice as a relevant analytical apparatus to identify and discuss development of professional identity and the significance of sense of embodiment and physical activity in this context. Finally the conclusion is put into perspective in relation to the current Danish Bachelor Programme of Social Education

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“…(7)(8)(9) However, research has shown that both educator values and self-e cacy relating to physical activity, as well as their level of training in this area, in uence the amount of physical activity they incorporate in their programming. (10)(11)(12)(13) Early childhood educators have acknowledged their limited pre-service training in physical activity and sedentary behaviour, (12,14) and have associated this with their low self-e cacy to promote and lead physical activity opportunities in childcare. (10) A recent Canadian study found that only 32.2% and 26.7% of Canadian Early Childhood Education (ECE) students reported receiving physical activity and screenviewing-related training in their post-secondary ECE programs, respectively.…”

Section: Introductionmentioning

confidence: 99%

Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study

Bruijns

Johnson

Tucker³

2020

Preprint

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Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.

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Early Childhood Educators’ Perception of Their Role in Children’s Physical Activity: Do We Need to Clarify Expectations?

Cited by 34 publications

References 40 publications

Healthy Nutrition and Physical Activity in Childcare: Views from Childcare Managers, Childcare Workers and Parents on Influential Factors

Healthy Nutrition and Physical Activity in Childcare: Views from Childcare Managers, Childcare Workers and Parents on Influential Factors

Professionsidentitet i bevægelse

Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study

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