Preschool children’s context-specific sedentary behaviours and parental socioeconomic status in Finland: a cross-sectional study

et al. 2020

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Abstract Background: Childhood obesity is a major public health concern, especially in low socioeconomic groups. Sedentary time (SED) is an important predictor of obesity. To be able to diminish SED it is important to find modifiable predictors of sedentary behavior. The home environment associated with children’s SED may vary by parental socioeconomic status. This study aims to clarify the association between parental educational level (PEL) and the home environment of 3–6-year-old children, and to examine how home environment associates with children’s SED, and whether PEL modifies these associations.Methods: A cross-sectional Increased health and wellbeing in preschools (DAGIS) study was conducted in 2015–2016 in Finland. The parents (n=809) filled in questionnaires assessing PEL, and the home physical and social environment related to children’s SED. Children’s SED was measured with accelerometers, which the children (n=758) wore for one week.Results: High PEL was associated with a home environment restraining sedentary behaviour compared with low PEL. More favourable descriptive norms about screen time associated with children’s higher SED. Some of the associations with sedentary home environment factors and SED were influenced by PEL. Having rules limiting the child’s TV time was associated with children’s lower SED only among high PEL group. Conclusions: Future interventions aiming to decrease SED should pay attention to relevant factors in children’s sedentary behaviour home environment. It is important to acknowledge the possible PEL differences in these factors.

Section: Discussioncontrasting

confidence: 72%

Section: Introductionmentioning

confidence: 92%

Association between home environment and preschool children’s sedentary time influenced by parental educational level in a cross-sectional survey

Lehto

et al. 2020

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“…No constant information exists regarding the association between parental educational background and pre-school-aged children’s ST [ 31 ]. Our study also failed to find significant associations between parental educational background and children’s ST [ 53 ]. A better understanding of the potential mechanisms influencing children’s behaviour requires mediational analyses.…”

Section: Discussionmentioning

confidence: 59%

Parental Education and Pre-School Children’s Objectively Measured Sedentary Time: The Role of Co-Participation in Physical Activity

Määttä

Vepsäläinen

et al. 2018

IJERPH

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Parental co-participation in physical activity (PA) may be a beneficial parenting practice for diminishing children’s sedentary time (ST). Less information is available, however, on the explanatory role of co-participation in PA regarding parental educational differences in children’s ST. Preschool-aged children (N = 864, mean age 4.8, 52% boys) with their parents participated in a cross-sectional DAGIS (Increased Health and Wellbeing in Pre-schools) study between years 2015 and 2016. Children (N = 821) wore an accelerometer for one week. Parents were informed of their educational background, and the frequency of visits with their child in nature, to parks or playgrounds, their own yard, and indoor sport facilities (N = 808). Testing the associations required multiple regression analyses. Parents with a low educational background reported more frequent visits with their child to their own yard, and these visits were associated with children’s lower ST. More highly educated parents co-visited indoor sport facilities more frequently, although this did not have a significant association with children’s ST. More frequent visits in nature were associated with a lower ST at weekdays, regardless of educational background. Future health promotion strategies should inform parents that frequent co-participation in PA, for example, in one’s own yard, is beneficial for lowering children’s ST.

“…Another aspect relevant to examining SES differences is the choice of SES indicator. As shown in our DAGIS study, EBRB differences can be apparent or not, depending on whether the indicator of SES is based on maternal or paternal education [ 52 ]. Additionally, time spent in preschool possibly attenuates SES differences in children’s EBRBs and stress.…”

Section: Discussionmentioning

confidence: 99%

Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level

Lehto

Vepsäläinen

et al. 2018

IJERPH

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This paper describes the Increased Health and Wellbeing in Preschools (DAGIS) survey process and socioeconomic status (SES) differences in children’s energy balance-related behaviors (EBRBs), meaning physical activity, sedentary and dietary behaviors, and long-term stress that serve as the basis for the intervention development. A cross-sectional survey was conducted during 2015–2016 in 66 Finnish preschools in eight municipalities involving 864 children (3–6 years old). Parents, preschool personnel, and principals assessed environmental factors at home and preschool with questionnaires. Measurement of children’s EBRBs involved three-day food records, food frequency questionnaires (FFQ), seven-day accelerometer data, and seven-day sedentary behavior diaries. Children’s long-term stress was measured by hair cortisol concentration. Parental educational level (PEL) served as an indicator of SES. Children with low PEL had more screen time, more frequent consumption of sugary beverages and lower consumption of vegetables, fruit, and berries (VFB) than those with high PEL. Children with middle PEL had a higher risk of consuming sugary everyday foods than children with high PEL. No PEL differences were found in children’s physical activity, sedentary time, or long-term stress. The DAGIS intervention, aiming to diminish SES differences in preschool children’s EBRBs, needs to have a special focus on screen time and consumption of sugary foods and beverages, and VFB.