The relationship of gross motor and physical activity environments in child care settings with early learning outcomes

Abstract

Gross motor and physical activity opportunities in early childhood are important for promoting health and development. We conducted two studies with the following aims: 1) to describe the quality of gross motor/physical activity early learning environments in Washington (WA) state, USA and 2) to study the relationship between the quality of gross motor/physical activity environments and various early learning outcomes. We used state-wide classroom quality measures related to gross motor activities from the Early Childhood Environment Rating Scale-Revised (N=1335 centers). For Aim 2, individual early learning assessments were conducted on 495 children from 72 centers in the fall and spring. We found considerable room for improvement in the space, equipment, schedule and supervision related to gross motor activities in child care centers. The quality of the gross motor environments was found to be related to desirable early learning outcomes including preschoolers' executive functions and behavior.

Gross Motor Skills: Outbound Activities in Elementary Students

“…(Sultoni, Suherman, & Wibowo, 2018). Disisi lain, Tandon, et al, (2018) menyatakan bahwa kegiatan olahraga/fisik (aktivitas outbond) penting untuk berbagai aspek kesehatan dan perkembangan anak.…”

Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

“…Evidence suggests that preschoolers’ physical opportunities are limited by rigid playground regulations [ 23 , 24 ]; insufficient space [ 25 ] and equipment [ 15 , 25 ]; teachers’ perceptions of risk [ 26 ]; beliefs about the opportunities that should be offered [ 23 , 27 ]; confidence in providing a range of PA opportunities, and limited knowledge, skills, professional learning and development (PLD) [ 27 , 28 , 29 ]. While teachers should be responsible for providing opportunities for PA and nutrition in the curriculum, there is a concerning gap in early childhood education (ECE) teacher and teacher education programmes, whereby nil to few hours may be allocated to cover PA [ 30 , 31 ].…”

Permainan Estafet untuk Meningkatkan Kemampuan Motorik Kasar Anak Usia 5-6 Tahun

“…Aktivitas fisik pada tahun awal pertumbuhan anak-anak merupakan sebuah keterampilan yang dibutuhkan untuk memiliki gaya hidup sehat di masa yang akan datang (Tandon et al, 2020). Seperti yang diketahui sebagian besar aktivitas anak memerlukan kemampuan motorik, lingkungan aktivitas fisik dan peluang untuk melakukan aktivitas fisik di masa pertumbuhan anak menjadi sebuah peluang yang cukup besar bagi kesehatan anak dan pembelajaran dini (Story et al, 2006).…”