Learning Environments' Activity Potential for Preschoolers (LEAPP): Study Rationale and Design

Early Childhood Educators' Knowledge, Self-Efficacy and Risk Tolerance for Outdoor Risky Play Following a Professional Risk Re-Framing Workshop

Children's outdoor risky play is important for healthy development. However, Early Childhood Educators (ECEs) concern for child safety often restricts risky play affordances during childcare. To reduce this trend, an Outdoor Play Risk Re-Framing workshop was delivered to ECEs in London, Ontario, and the immediate/short-term impact of the workshop on ECEs' knowledge, self-efficacy, and risk tolerance for engaging children in outdoor risky play was examined. Via a natural experiment, using a quasi-experimental design, ECEs in the experimental group (n = 119) completed an Outdoor Play Risk Re-Framing workshop, while ECEs in the comparison group (n = 51) continued their typical curriculum. All ECEs completed the same survey assessing their knowledge (n = 11 items), self-efficacy (n = 15 items), and risk tolerance (n = 27 items) at baseline and 1-week post-intervention. A maximum likelihood linear mixed effects model was conducted, while deductive content analysis was used for open-ended items. The workshop intervention resulted in significant improvements in ECEs' self-efficacy (p = 0.001); however, no significant changes were observed for knowledge (i.e., awareness and practices; p = 0.01 and p = 0.49, respectively) or risk tolerance (p = 0.20). Qualitative data revealed similar findings across both groups, highlighting physical development as a benefit to outdoor risky play and fear of liability as a barrier. In conclusion, providing ECEs with an Outdoor Play Risk Re-Framing workshop shows promise for supporting their self-efficacy to promote this behavior but does not impact ECEs' knowledge or risk tolerance to lead outdoor risky play.

Physical Activity Opportunities Within the Schedule of Early Care and Education Centers

BACKGROUND

Physical activity has many benefits for young children's health and overall development, but few studies have investigated how early care and education centers allot time for physical activity, along with measured individual physical activity levels for indoor/outdoor activities during a typical day.

METHODS

Fifty early care and education centers in central North Carolina participated in 4 full-day observations, and 559 children aged 3-5 years within centers wore accelerometers assessing physical activity during observation days. Observation and physical activity data were linked and analyzed for associations between child activity and type of classroom activity.

RESULTS

Children averaged 51 (13) minutes per day of moderate to vigorous physical activity and 99 (18) minutes per day of light physical activity while in child care. Children averaged 6 (10) and 10 (13) minutes per day of observed outdoor and indoor daily teacher-led physical activity, respectively. Outdoor time averaged 67 (49) minutes per day, and physical activity levels were higher during outdoor time than during common indoor activities (center time, circle time, and TV time).

CONCLUSIONS

Physical activity levels varied between indoor and outdoor class activities. Policy and program-related efforts to increase physical activity in preschoolers should consider these patterns to leverage opportunities to optimize physical activity within early care and education centers.

Comparing physical activity and sedentary time among overweight and nonoverweight preschoolers enrolled in early learning programs: a cross-sectional study

Establishing appropriate physical activity and sedentary behaviours during early childhood is important to ensure children accrue the many associated health benefits. While physical activity levels have been reported as low within early learning programs, little research has explored the physical activity and sedentary time of Canadian preschoolers classified as overweight within these facilities. The purpose of this study was to compare objectively measured physical activity and sedentary time among preschoolers classified as overweight and nonoverweight in early learning programs. Direct assessment of physical activity and sedentary time of 216 preschool-aged children was collected via Actical accelerometers during early learning hours, while body mass index percentile was calculated based on preschoolers’ objectively measured height and weight. Results of three 3-way ANOVAs suggest that rates of moderate to vigorous physical activity, total physical activity, and sedentary time (p > 0.05) did not significantly differ based on weight status, sex, and type of early learning facility. This study is one of few that has examined differences in overweight and nonoverweight preschoolers’ sedentary time, and adds to the limited research exploring physical activity levels among overweight and nonoverweight preschoolers during early learning hours. Given the high rates of sedentary time reported, programming within early learning facilities is necessary to support preschoolers, regardless of weight status, to achieve increased physical activity levels and decreased sedentary time.

Comparing the nutrition environment and practices of home- and centre-based child-care facilities

OBJECTIVE

To assess and compare the nutrition environment and practices (as they relate to pre-schoolers) of centre- and home-based child-care facilities.

DESIGN

Using a cross-sectional study design, nineteen child-care facilities (ten centre-based, nine home-based) were assessed for one full day using the Environment and Policy Assessment and Observation (EPAO) tool (consisting of a day-long observation/review of the nutrition environment, practices and related documents). Specifically, eight nutrition-related subscales were considered.

SETTING

Child-care facilities in London, Ontario, Canada.

SUBJECTS

Child-care facilities were recruited through directors at centre-based programmes and the providers of home-based programmes.

RESULTS

The mean total nutrition environment EPAO scores for centre- and home-based facilities were 12·3 (sd 1·94) and 10·8 (sd 0·78) out of 20 (where a higher score indicates a more supportive environment with regard to nutrition), respectively. The difference between the total nutrition environment EPAO score for centre- and home-based facilities was approaching significance (P=0·055). For both types of facilities, the highest nutrition subscale score (out of 20) was achieved in the staff behaviours domain (centre mean=17·4; home mean=17·0) and the lowest was in the nutrition training and education domain (centre mean=3·6; home mean=2·0).

CONCLUSIONS

Additional research is needed to confirm these findings. In order to better support child-care staff and enhance the overall nutrition environment in child care, modifications to food practices could be adopted. Specifically, the nutritional quality of foods/beverages provided to pre-schoolers could be improved, nutrition-related training for child-care staff could be provided, and a nutrition curriculum could be created to educate pre-schoolers about healthy food choices.

Use of the Environment and Policy Evaluation and Observation as a Self-Report Instrument (EPAO-SR) to measure nutrition and physical activity environments in child care settings: validity and reliability evidence

BACKGROUND

Early care and education (ECE) centers are important settings influencing young children's diet and physical activity (PA) behaviors. To better understand their impact on diet and PA behaviors as well as to evaluate public health programs aimed at ECE settings, we developed and tested the Environment and Policy Assessment and Observation - Self-Report (EPAO-SR), a self-administered version of the previously validated, researcher-administered EPAO.

METHODS

Development of the EPAO-SR instrument included modification of items from the EPAO, community advisory group and expert review, and cognitive interviews with center directors and classroom teachers. Reliability and validity data were collected across 4 days in 3-5 year old classrooms in 50 ECE centers in North Carolina. Center teachers and directors completed relevant portions of the EPAO-SR on multiple days according to a standardized protocol, and trained data collectors completed the EPAO for 4 days in the centers. Reliability and validity statistics calculated included percent agreement, kappa, correlation coefficients, coefficients of variation, deviations, mean differences, and intraclass correlation coefficients (ICC), depending on the response option of the item.

RESULTS

Data demonstrated a range of reliability and validity evidence for the EPAO-SR instrument. Reporting from directors and classroom teachers was consistent and similar to the observational data. Items that produced strongest reliability and validity estimates included beverages served, outside time, and physical activity equipment, while items such as whole grains served and amount of teacher-led PA had lower reliability (observation and self-report) and validity estimates. To overcome lower reliability and validity estimates, some items need administration on multiple days.

CONCLUSIONS

This study demonstrated appropriate reliability and validity evidence for use of the EPAO-SR in the field. The self-administered EPAO-SR is an advancement of the measurement of ECE settings and can be used by researchers and practitioners to assess the nutrition and physical activity environments of ECE settings.

Prevalence and influences of preschoolers' sedentary behaviors in early learning centers: a cross-sectional study

Background

Recent research has highlighted the need for increased evidence regarding the sedentary activity levels of preschoolers. Given the large proportion of time this population spends in various early learning facilities, the exploration of sedentary behaviors within this particular environment should be a priority. The purpose of the study was two-fold: (1) to compare sedentary time of preschoolers in three different early learning environments (i.e., full-day kindergarten [FDK], center-, and home-based childcare); and (2) to assess which characteristics (i.e., staff behaviors, sedentary environment, fixed play environment, portable play environment, sedentary opportunities) of these early learning environments influence preschoolers’ sedentary time.

Methods

Data collection occurred between September 2011 and June 2012. Preschoolers’ sedentary time was measured using Actical™ accelerometers at a 15 s epoch. The Environment and Policy Assessment and Observation (EPAO) tool was used to assess the sedentary environment of participating early learning classrooms, and those subscales (n = 5) that were evidence-informed as potentially influencing sedentary time in early learning centers were explored in the current study. A linear mixed model ANCOVA was carried out to determine the differences in sedentary time based on type of early learning environment while direct entry regression analyses were performed to describe the relationships between sedentary time and the five sedentary-specific EPAO subscale.

Results

Preschoolers (n = 218) from 28 early learning programs (i.e., 8 FDK, 9 centre-, and 8 home-based childcare facilities) participated. Accelerometry data revealed that preschoolers attending centre-based childcare engaged in the highest rate of sedentary time (41.62 mins/hr, SD = 3.78) compared to preschoolers in home-based childcare (40.72 mins/hr, SD = 6.34) and FDK (39.68 mins/hr, SD = 3.43). The models for FDK, center-based childcare, and home-based childcare, comprised each of the five EPAO subscales accounted for 10.5 %, 5.9 %, and 40.78 % of the variability in sedentary time, respectively. Only the models for FDK and home-based childcare were found to be statistically significant (p < .05).

Conclusions

This is the first exploration of differences in sedentary time among preschoolers in different early learning arrangements. Findings highlight the substantial portion of the day preschoolers spend in sedentary pursuits, and subsequently, the ongoing need to reduce preschoolers’ sedentary time in early learning programs, particularly among those attending centre-based childcare facilities.

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

PURPOSE

This study aimed to: (a) compare the physical activity (PA) levels (i.e., moderate-to-vigorous PA [MVPA] and total PA [TPA]) of preschoolers in 3 different early-learning environments (center-based childcare, home-based childcare, and full-day kindergarten [FDK]); and (b) assess which characteristics (e.g., play equipment, policies, etc.) of these settings influenced preschoolers' PA.

METHOD

Twenty-seven facilities (9 centers, 10 homes, and 8 FDK) participated in this study. Participants (aged 2.5-5 years; n = 297) were fitted with Actical™ accelerometers for 5 consecutive days during childcare/school hours to assess their PA. The Environment and Policy Assessment and Observation (EPAO) tool was used to objectively examine the PA environment of all participating facilities. Finally, demographic questionnaires were administered to preschoolers' parents/guardians.

RESULTS

Preschoolers in FDK accumulated significantly more MVPA (p < .05; 3.33 min/hr) than those in center- (1.58 min/hr) and home-based (1.75 min/hr) childcare, and they accumulated significantly more TPA (p < .05; 20.31 min/hr) than those in center-based childcare (18.36 min/hr). For FDK, the Active Opportunities, Sedentary Opportunities, Sedentary Environment, and Fixed Play Environment subscales of the EPAO significantly impacted both MVPA and TPA. For center-based childcare, only the Sedentary Environment subscale was found to impact MVPA and TPA. No subscales influenced children's MVPA or TPA in home-based childcare.

CONCLUSIONS

This research underscores the need to encourage/support preschoolers' active behaviors in early-learning settings, particularly for those in center- and home-based childcare. Furthermore, this article highlights environmental and staff characteristics on which future PA programming should focus.

Temperament and Objectively Measured Physical Activity and Sedentary Time among Canadian Preschoolers

This study sought to assess the influence of preschoolers' temperament on their objectively measured physical activity and sedentary time. Actical™ accelerometers were used to measure preschoolers' from London, Canada's (n = 216; 2.5–5 years) physical activity and sedentary levels during childcare hours (5 consecutive days; 15 s epoch). The Child Temperament Questionnaire (CTQ) was used to assess child temperament via parent/guardian report. The six subscales of the CTQ (i.e., reaction to food, soothability, attention span, activity, sociability, and emotionality) were correlated with Actical data (i.e., sedentary time, moderate-to-vigorous physical activity, and total physical activity). The five items of the activity subscale were correlated with these three measures of sedentary time and physical activity. Pearson product–moment correlation coefficients were employed for both sets of analyses. Of the correlations examined, few had an absolute value greater than 0.10, and none were statistically significant after taking multiple comparison bias into account. The results of this work might provide additional indirect support for the conclusion that the childcare environment should be a primary focus with regard to the promotion of increased physical activity and decreased sedentary time among preschoolers. Additional research is required to confirm the relationship between preschoolers' temperament and levels of physical activity and sedentary time.

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This is the first study to explore preschoolers' temperament and physical activity.

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Temperament was not predictive of preschoolers' physical activity or sedentary time.

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The lack of association could be a result of the tool used (e.g., CTQ).

Weekly trends in preschoolers' physical activity and sedentary time in childcare

This study sought to examine how the physical activity levels and sedentary time of preschoolers attending center-based childcare varied across the week. Sex differences were also explored. Participants (n=101) wore Actical™ accelerometers (15 s epoch) for five consecutive days during childcare hours only. A multivariate repeated measures analysis of variance was used to evaluate levels of sedentary, light, and moderate-to-vigorous (MVPA) physical activity across the five weekdays. Total physical activity (TPA) was analyzed separately in a univariate repeated measures ANOVA. Sex was entered as an additional between-subjects factor. Levels of sedentary time, LPA, and TPA across the week were found to be statistically significant, and can best be described by quadratic effects. Participants' activity levels and sedentary time typically peaked mid-week. Levels of physical activity and sedentary time were not found to significantly differ based on sex. Childcare centers may benefit from the introduction and/or modification of active play-based programming and curricula, particularly at the start and end of the week where preschoolers' activity levels tend to be lower. Additional investigations are required to confirm these findings.