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

Abstract

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.

An exploration of Early Childhood Education students’ knowledge and preparation to facilitate physical activity for preschoolers: a cross-sectional study

“…Almost all of the ECE students in the present study were familiar with Ontario’s Day Nurseries Act [50]; however, this well-known document does not provide comprehensive legislation or policies on preschoolers’ daily physical activity during childcare hours (it mandates outdoor play time, not physical activity [58]). Therefore, introducing ECE students to the Canadian Physical Activity and Sedentary Behaviour Guidelines [8] could serve as excellent supplements to the Day Nurseries Act [50].…”

Environmental Influences on Preschoolers' Physical Activity Levels in Various Early-Learning Facilities

“…Center-based childcare provides care to a large number of children (approximately 16 per classroom for the preschool cohort) on a full-or part-time basis, is typically offered through organization-like institutions, and is highly regulated . Care and supervision are generally provided in a school-like setting (Vanderloo, Tucker, Ismail, & Van Zandvoort, 2012). In contrast, homebased childcare provides care to a much smaller number of children (typically no more than five children plus the provider's own children) across various age groups (e.g., aged 1-11 years; Temple, Naylor, Rhodes, & Wharf Higgins, 2009).…”

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

“…Play included the following characteristics: it is internally motivated or rewarding; focuses more on actions rather than outcome; goes beyond reality as well as reflects it; relates to an attitude that a child brings to an activity as opposed to the activity itself; is controlled by the individual; is spontaneous; can be done individually or with peers; and, is fun and pleasurable (Pollock et al, 1997;Stagnitti, 2004;Sturgess, 2003). Childcare center was defined as licensed public or private early-years settings, such as nursery school, public-or home-based daycare, or preschool (Vanderloo, Tucker, Ismail, & van Zandvoort, 2012). Inclusion strategy was defined as any technique, including both solitary and co-operative interaction, used to promote participation of children with physical disabilities in play.…”