Pedagogical Knowledge of Structured Movement Sessions in the Early Education Curriculum: Perceptions of Teachers and Student Teachers

Martínez-Bello, Vladimir E.; Villodre, María del Mar Bernabé; Lahuerta-Contell, Sara; Vega-Perona, Herminia; Giménez-Calvo, Mila

doi:10.1007/s10643-020-01090-0

Cited by 26 publications

(31 citation statements)

References 18 publications

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“…Usually, due to the lack of knowledge on the specific topic and its context, Pedagogy students and science teachers in basic education are insecure and sometimes even unable to teach this matter (Martínez-Bello, et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

The effectiveness of blended learning continuing education program on toxoplasmosis for basic education teachers

Rodrigues¹,

Navarro²,

Gomes³

et al. 2021

RSD

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Toxoplasmosis is a zoonosis of great importance for public health since it is referenced as causing changes in human fetuses and animals. This research aims at comparing the knowledge of 165 basic education professionals before and after a blended learning online course (180-hour) on toxoplasmosis. A health education course on major urban zoonoses was offered once a year between 2009 and 2013 on the Virtual Learning Environment TelEduc platform. An open question questionnaire on Toxoplasmosis was applied before and after the specific module, and the responses were categorized according to the literature review theme. The initial and final evaluations addressed issues such as toxoplasmosis etiologic agent, clinical signs in animals and humans, and form of transmission and prevention. Toxoplasmosis general knowledge increased significantly (p<0.0001) after the course. The results showed that the continuing education of teachers through Distance Learning and Blended Learning Course contributed to the acquisition of knowledge.

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Section: Resultsmentioning

confidence: 99%

The effectiveness of blended learning continuing education program on toxoplasmosis for basic education teachers

Rodrigues¹,

Navarro²,

Gomes³

et al. 2021

RSD

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“…The Spanish ECE system provides guidelines that help teachers and other practitioners develop children’s understanding of their own and others’ physical capabilities, respecting the diversity between them (Spain, 2006). However, the actual situation in the ECE context is quite different: structured movement sessions are not a conventional teaching subject in the early childhood curriculum (Martínez-Bello et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, student-centred instruction is designed to allow the learner more freedom of choice and voice in decision-making (Martin et al, 2009). In Spain, structured movement instruction in ECE is usually framed by experiential psychomotricity (Martínez-Bello et al, 2020). This concept was first developed by Lapierre and Aucouturier (1974, 1977), who introduced a dynamic approach based on the analysis of movement.…”

Section: Introductionmentioning

confidence: 99%

Ecological correlates of Spanish preschoolers’ physical activity and sedentary behaviours during structured movement sessions

Lahuerta-Contell

Molina‐García

Queralt

et al. 2021

European Physical Education Review

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From an ecological perspective that understands health behaviours to be the result of interactions between personal, psychosocial and environmental factors, different authors have described patterns and correlations between physical activity (PA) and sedentary behaviours (SB) in physical education (PE). However, to our knowledge there have been no systematic evaluations of the PA levels and patterns during structured movement sessions in preschool children in Spain. Therefore, the aims of this study were: (a) to identify the individual, social and environmental factors that influence PA levels and patterns during structured movement sessions; (b) to assess PA and SB levels during these sessions in a preschool population in our country; and (c) to validate the use of the System for Observing Fitness Instruction Time (SOFIT) in Spanish preschoolers to assess PA and SB levels, using accelerometry as the reference method. Our major findings were that: (a) young children were physically active for more than 60% of the structured movement sessions; (b) boys were significantly more active than girls; (c) the lesson context of free play was associated with low levels of SB; (d) solitary and borderline interaction patterns during structured movement sessions significantly increased moderate- to vigorous-intensity PA; (e) social interaction was generally between the same gender; and (f) teachers spent most of the time observing. This study also provides an argument for reconsidering the responsibilities of early childhood education institutions and practitioners in developing structured PA opportunities in the framework of free exploration and communication.

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“…However, lack of educators' time during the school day, limited opportunities for training and professional learning development, limited accessibility of children and preschools to natural settings, as well as safety concerns were reported as barriers by early childhood educators for providing limited opportunities for physical activity participation in preschool services [5][6][7][8]. Other barriers that have been reported include the lack of 2 of 22 non-standardised curriculum and context-specific physical education teacher education in early childhood programs, and lack of educator's confidence [9].…”

Section: Introductionmentioning

confidence: 99%

“…Early childhood educators' own perceptions (e.g., lack of interest) and personal negative experiences with physical activity can also explain why they can be reluctant in promoting movement sessions during the preschool day [9]. If we want to engage and convince early childhood educators to implement physical activity programs in preschools, it is important to raise their awareness of the benefits of physical activity in young children during their stay at the preschool, which can lay the foundation for a healthy lifestyle [6].…”

Section: Introductionmentioning

confidence: 99%

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

Mavilidi

Bennett

Paas

et al. 2021

IJERPH

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There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (n = 5 parents) and a 6 week school-based program (n = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.

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Pedagogical Knowledge of Structured Movement Sessions in the Early Education Curriculum: Perceptions of Teachers and Student Teachers

Cited by 26 publications

References 18 publications

The effectiveness of blended learning continuing education program on toxoplasmosis for basic education teachers

The effectiveness of blended learning continuing education program on toxoplasmosis for basic education teachers

Ecological correlates of Spanish preschoolers’ physical activity and sedentary behaviours during structured movement sessions

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

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