Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

Saamong, Charla R.S.; Deogracias, Patricia K.E.; Saltmarsh, Sue O.; Chan, Derwin K.C.; Capio, Catherine M.

doi:10.1007/s10643-023-01575-8

Early Childhood Educ J

2023

DOI: 10.1007/s10643-023-01575-8

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Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

Charla R.S. Saamong,

Patricia K.E. Deogracias,

Sue O. Saltmarsh

et al.

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2024

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Cited by 4 publications

References 65 publications

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A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

Saamong,

Oropilla,

Bautista

et al. 2024

Pedagogy, Culture & Society

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A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

Saamong,

Oropilla,

Bautista

et al. 2024

Pedagogy, Culture & Society

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Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings

Augustsson,

Högman,

Löfdahl Hultman

2024

Health Education Journal

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Objective: As an increasing number of children are identified as insufficiently physically active, the school environment has been targeted for efforts to promote physical activity (PA) among inactive children. While research has highlighted teachers’ role in promoting generic school-based daily PA, less is known about the early childhood education teachers’ experiences of physically inactive children and the strategies they use to promote PA. This study’s aim was to explore early childhood education teachers in Sweden’s experiences of physically inactive children and their strategies to promote PA among members of this group in their everyday school settings. Design: Qualitative interview study. Setting: Four small municipalities in Midwest Sweden. Method: Ten teachers working in early childhood education settings participated in individual semi-structured interviews. Data were analysed with a focus on teacher agency and the social, material and cultural resources teachers used to promote PA. Result: Findings indicated that teachers shoulder the worry and unarticulated responsibility for inactive children. This resulted in their use of strategies that varied and which were largely subjective in character. At the same time, teachers expressed how their agency was limited by insufficient resources. Conclusion: Teachers used social, material and cultural resources to promote PA, but their strategies were not informed by evidence or formal guidelines. None of the resources they used were specifically designed for inactive children. Instead, teachers used general resources which they adapted to inactive children’s interests and needs.

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Movement and physical activity experiences of early childhood teachers: practices and contexts / Experiencias con el movimiento y la actividad física en los docentes de preescolar: prácticas y contextos

Saamong,

Oropilla,

Chan

et al. 2024

Journal for the Study of Education and Development: Infancia y

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Previous research highlights the vital role of early childhood teachers in promoting movement and physical activity (MOPA) in early childhood programmes. Using bioecological theory, this study examined the MOPA practices and contexts of 25 teachers from both public and private early childhood education and care (ECEC) centres in the Philippines. Through in-depth semistructured interviews, we inquired about the daily experiences on MOPA of the ECEC teachers, and their answers from the interviews were subjected to reflexive thematic analysis, which led to the identification of three main themes. Based on these themes, ECEC teachers’ practices are typically characterized by the actors with corresponding roles, the schedule and spaces for MOPA, and various MOPA strategies that they employ in their learning programmes. Within these practices, ECEC teachers also shared opportunities and challenges with the MOPA that reflected their social-cultural, socioeconomic, environmental, organizational and temporal contexts. Future research is recommended to design MOPAs in ECEC settings that consider the unique contexts of ECEC teachers and the children under their care.

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Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

Cited by 4 publications

References 65 publications

A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings

Movement and physical activity experiences of early childhood teachers: practices and contexts / Experiencias con el movimiento y la actividad física en los docentes de preescolar: prácticas y contextos

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