Supportive indoor environments for functional play in ECEC institutions: a strategy for promoting well-being and physical activity?

Sando, Ole Johan; Mehus, Ingar

doi:10.1080/03004430.2019.1651305

Cited by 8 publications

(5 citation statements)

References 34 publications

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“…This result corroborates findings in the Danish context [ 23 ], which showed a positive association between MVPA and the indoor area per child. Likewise, recent research has shown that certain modifications in indoor spaces in the ECE context can have an impact on PA [ 32 , 45 ], so larger classrooms and/or lower student/teacher ratios could also increase opportunities for movement.…”

Section: Discussionmentioning

confidence: 99%

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

et al. 2021

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Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

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Section: Discussionmentioning

confidence: 99%

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

et al. 2021

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“…Looking at Tables 2 and 3, the analysis shows that there is significantly more R&T play indoors compared to outdoors. There is reason to believe that this is because many of the participating ECEC institutions had available indoor tumble spaces, such as areas with soft surfaces, mats, and large construction materials (Sando and Mehus 2019), and children were allowed by the teachers and practitioners to engage in this kind of play.…”

Section: Discussionmentioning

confidence: 99%

The Prevalence of Risky Play in Young Children’s Indoor and Outdoor Free Play

Sandseter

Kleppe

Sando

2020

Early Childhood Educ J

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Research on children’s risky play and young children’s risk taking is a relatively new research area that has drawn the attention of many researchers in the last decades. Nevertheless, to our knowledge, no earlier studies have measured the prevalence of risky play when children can freely choose what to play, with whom, and where. Most research on risky play has also exclusively focused on outdoor play. This study aims at examining the occurrence and characteristics of children’s risky play, indoors and outdoors, in early childhood education and care (ECEC) institutions. Children (N = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 1878 randomly recorded two-minute videos, which were coded second by second for the occurrence of several categories of risky play. Results revealed that risky play was registered in 10.3% of the total data material. The data is further analysed to explore distribution among different types of risky play, as well as differences between gender, age and environment (indoors vs. outdoors).

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“…Despite the large number of publications in the field of early childhood health education, we were able to include few in the review due to the fact that many of them were cross-sectional studies of children's health knowledge, health status and healthy habits [62][63][64][65][66][67], and also because the majority of recent publications did not focus directly on children, but collected data on children's health behavior based on the perceptions of adults around them (parents, teachers, health professionals) [68][69][70][71][72][73]. Although some studies described interventions in institutional settings for children aged 3-6, they were not pedagogical in nature, but aimed to influence children's health behavior only through infrastructural developments (e.g., adding new play equipment to the playground environment) [74,75]. Thirdly, many studies took a health science approach, often focusing on public health measures (e.g., vaccination) [72,76,77] or on a specific group of diseases [78][79][80] or skills development (motor, cognitive skills) [81][82][83].…”

Section: Discussionmentioning

confidence: 99%

Health Education Intervention Programs in Early Childhood Education: A Systematic Review

Fináncz,

Podráczky,

Deutsch

et al. 2023

Education Sciences

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Adult health behavior is established and formed in childhood, in which, besides the primacy of the family, institutional education plays a significant role. The aim of our systematic review is to analyze health interventions implemented in an institutional environment for children aged 3–6 years. Our research was carried out according to the PRISMA 2020 protocol. The sample of research was determined by using the keywords “health education” or “health promotion” and “preschool” or “kindergarten” in Scopus, ERIC and WOS databases published between 2013 and 2022. Out of a total of 1535 results, 14 proved to be relevant to the eligibility criteria of the study topic. Cochrane Risk of Bias criteria were used for critical appraisal and to limit bias. The majority of the analyzed studies focused on physical activity and nutrition, including the issues of sedentary time, obesity and sustainability. The holistic approach is less typical in the interventions reviewed, with a marginal occurrence of topics related to mental and social health, as well as risk behavior. The interventions proved to be more effective when parents were involved, and the varied, age-appropriate game-based activities also contributed to the formation of health-supporting habits.

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Supportive indoor environments for functional play in ECEC institutions: a strategy for promoting well-being and physical activity?

Cited by 8 publications

References 34 publications

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

The Prevalence of Risky Play in Young Children’s Indoor and Outdoor Free Play

Health Education Intervention Programs in Early Childhood Education: A Systematic Review

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