1
|
Czepczor-Bernat K, Modrzejewska J, Modrzejewska A, Bieńkowska I, Swami V. Does a nature walk improve state body appreciation in children? Body Image 2024; 49:101707. [PMID: 38581777 DOI: 10.1016/j.bodyim.2024.101707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Revised: 03/07/2024] [Accepted: 03/20/2024] [Indexed: 04/08/2024]
Abstract
The available evidence suggests that exposure to natural environments promotes more positive body image, but to date this research has not considered impacts on children. To answer this question, we invited two groups of children in Poland - matched in terms of age (range = 6 to 12 years), gender identities, and racialised status - to go for a group walk in either a natural environment (n = 80) or a built environment (n = 81). Before and after the walks, participants were asked to complete an adapted, state version of the Body Appreciation Scale-2 for Children. The results of a mixed analysis of variance indicated that children who went for a walk in the natural environment reported a significant improvement to state body appreciation (d = 0.35), whereas those who went for a walk in the built environment did not (d = 0.04). The results also showed no significant impact of gender identity (girls vs. boys) or age (middle vs. late childhood) on this finding. These results show for the first time that nature exposure may help to improve body image outcomes in children, at least in the immediate term, which may prove beneficial for future interventionist work.
Collapse
Affiliation(s)
- Kamila Czepczor-Bernat
- Department of Pediatrics, Pediatric Obesity and Metabolic Bone Diseases, Faculty of Medical Sciences in Katowice, Medical University of Silesia, Katowice, Poland.
| | | | - Adriana Modrzejewska
- Department of Psychology, Chair of Social Sciences and Humanities, School of Health Sciences in Katowice, Medical University of Silesia, Katowice, Poland
| | - Izabela Bieńkowska
- Institute of Pedagogy, University of Bielsko-Biała, Bielsko-Biala, Poland
| | - Viren Swami
- School of Psychology and Sport Science, Anglia Ruskin University, Cambridge, United Kingdom; Centre for Psychological Medicine, Perdana University, Kuala Lumpur, Malaysia
| |
Collapse
|
2
|
Veiga G, Guerreiro D, Marmeleira J, Santos GD, Pomar C. OUT to IN: a body-oriented intervention program to promote preschoolers' self-regulation and relationship skills in the outdoors. Front Psychol 2023; 14:1195305. [PMID: 37599760 PMCID: PMC10435744 DOI: 10.3389/fpsyg.2023.1195305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Abstract
Introduction Time for movement and outdoor experiences has decreased in children's daily lives. Nevertheless, a growing body of research has shown that body-oriented interventions and outdoor time benefit preschoolers' social-emotional development, a foundation for mental health. OUT to IN is a body-oriented intervention program implemented outdoors, designed to promote preschoolers' social-emotional competence. This study aimed to evaluate the effects of OUT to IN on preschoolers' self-regulation and relationship skills. Methods A cluster randomized trial with multi-method and multi-informant assessment was implemented including 233 children between 3 and 6 years (122 boys, Mage = 5.07 years), from 4 preschools (8 groups with OUT to IN intervention, 4 groups without intervention - control group). The 153 children allocated to the OUT to IN group participated in biweekly sessions for 10 weeks. OUT to IN sessions followed a body-oriented approach comprising exercise play, relaxation, and symbolization activities, implemented outdoors by a psychomotor therapist and the preschool teacher. Sessions enabled children to feel, observe and control their bodily states and understand the relationship between their bodies and emotions. Teachers participated in a brief course and on 20 biweekly relaxation sessions. Children's self-regulation was measured through specific tasks and a parent questionnaire. Relationship skills (i.e., empathy, communication, cooperation and sociability) were measured through parents' and preschool teachers' questionnaires. Mann-Whitney test was used to study differences at baseline between the OUT to IN group and the control group, and to study differences in the 10-week changes between both groups. Wilcoxon Test was used for intragroup comparisons. Results After the 10-week intervention period, children who participated in OUT to IN showed significant improvements on self-regulation and relationship skills (empathy, cooperation and sociability), in comparison to the control group who did not show any significant improvements. Large size effects (η2 > 0.14) were found for most of the variables related to self-regulation and small (η2 > 0.01), medium (η2 > 0.06) and large size effects (η2 > 0.14) were found for the variables related to relationship skills. Conclusion OUT to IN showed to be an effective body-oriented intervention program in improving children's self-regulation and relationship skills, which are recognized foundations for mental health and well-being.
Collapse
Affiliation(s)
- Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Daniela Guerreiro
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - José Marmeleira
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Graça Duarte Santos
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Clarinda Pomar
- Departamento de Pedagogia e Educação, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal
- Centro de Investigação em Educação e Psicologia, Universidade de Évora, Évora, Portugal
| |
Collapse
|
3
|
Dias Rodrigues A, Marmeleira J, Pomar C, Lamy E, Guerreiro D, Veiga G. Body-oriented interventions to promote preschoolers' social-emotional competence: a quasi-experimental study. Front Psychol 2023; 14:1198199. [PMID: 37599738 PMCID: PMC10436081 DOI: 10.3389/fpsyg.2023.1198199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 07/17/2023] [Indexed: 08/22/2023] Open
Abstract
Introduction Social-emotional competence is foundational to children's health and well-being. Body-oriented interventions, such as relaxation or play based interventions, have been shown to promote social-emotional competence, however more studies are needed to better understand the specific benefits of each type of body-oriented approach. Objective The present study aimed to examine the chronic and the acute effects of three body-oriented intervention programs (loose parts play, relaxation and combining loose parts play and relaxation) on preschoolers' social-emotional competence. Methods A quasi-experimental study was carried out, including 62 preschoolers (4.44 ± 0.93 years) that were allocated into 4 groups: Loose Parts Play program (n = 17); Relaxation program (n = 17); Combined program (n = 13); and Waitlist Control Group (no intervention; n = 15). All three intervention programs had a 12-week duration, with biweekly sessions of 30-min, implemented in the preschool outdoors. To examine the chronic effects of the intervention programs, all instruments (parents' and preschool teacher's questionnaires, tasks and saliva) were collected at baseline and after the 12-week period. To examine the acute effects, saliva samples were collected immediately before and after the 1st and the 24th sessions, with a total of 4 collections per child. Results Both loose parts play and relaxation interventions significantly improved (p < 0.05) children's positive emotion expression. Several within-groups changes were found for the Loose parts play, Relaxation and Combined programs. Conclusion Body-oriented interventions effectively promote preschoolers' social-emotional competence.
Collapse
Affiliation(s)
- Andreia Dias Rodrigues
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - José Marmeleira
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Clarinda Pomar
- Departamento de Pedagogia e Educação, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal
- Centro de Investigação em Educação e Psicologia, Universidade de Évora, Évora, Portugal
| | - Elsa Lamy
- MED - Mediterranean Institute for Agriculture, Environment and Development, Universidade de Évora, Évora, Portugal
- CHANGE - Global Change and Sustainability Institute, Universidade Évora, Évora, Portugal
| | - Daniela Guerreiro
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| |
Collapse
|
4
|
Dankiw KA, Kumar S, Baldock KL, Tsiros MD. Parent and early childhood educator perspectives of unstructured nature play for young children: A qualitative descriptive study. PLoS One 2023; 18:e0286468. [PMID: 37285363 DOI: 10.1371/journal.pone.0286468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 05/16/2023] [Indexed: 06/09/2023] Open
Abstract
Nature play is growing in popularity, with many early childhood settings transforming their outdoor play environments to incorporate more natural elements. Current research highlights the benefits of engaging in unstructured nature play for children's health and development; yet little is known about the experiences of key nature play end-users such as parents and early childhood educators, even though they directly impact the application of nature play within early childhood settings. This study aimed to address this knowledge gap by exploring parent and early childhood educator (ECE) perspectives to gain an understanding about their experiences with nature play. Using a qualitative descriptive approach, semi-structured in-person and telephone interviews were conducted with 18 ECE and 13 parents across four early childhood centres (from various socio-economic regions) across metropolitan Adelaide, South Australia during 2019-2020. Interviews were audio-recorded and transcribed verbatim. Thematic analysis identified five main themes; positive affirmations of nature play, factors influencing nature play engagement, defining nature play, outdoor play space design and risky play. Children's connection to the natural world, learning about sustainability, emotional regulation, and children discovering their own capabilities were perceived advantages of engaging in nature play. Despite the benefits, ECE's described institutional barriers such as resourcing, adhering to policies and scheduling conflicts, whereas, parents described time, getting dirty and proximity to nature play spaces as barriers to nature play engagement. Parents and ECEs alike described adults as gatekeepers for play, especially when other daily tasks compete for their time, or when faced with weather-imposed barriers (cold, rain, extreme heat in summer). The findings suggest that parents and ECEs may need additional resources and guidance on how to engage with nature play and how to overcome barriers within early childhood settings and the home environment.
Collapse
Affiliation(s)
- Kylie A Dankiw
- Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
- Innovation, Implementation and Clinical Translation in Health, University of South Australia, Adelaide, South Australia, Australia
- Alliance for Research in Exercise, Nutrition, and Activity, University of South Australia, Adelaide, South Australia, Australia
| | - Saravana Kumar
- Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
- Innovation, Implementation and Clinical Translation in Health, University of South Australia, Adelaide, South Australia, Australia
| | - Katherine L Baldock
- Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
- Teaching innovation Unit, University of South Australia, Adelaide, South Australia, Australia
| | - Margarita D Tsiros
- Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
- Innovation, Implementation and Clinical Translation in Health, University of South Australia, Adelaide, South Australia, Australia
- Alliance for Research in Exercise, Nutrition, and Activity, University of South Australia, Adelaide, South Australia, Australia
| |
Collapse
|
5
|
Impact of the COVID-19 pandemic on the well-being of preschoolers: A parental guide. Heliyon 2023; 9:e14332. [PMID: 36974319 PMCID: PMC10028354 DOI: 10.1016/j.heliyon.2023.e14332] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 02/13/2023] [Accepted: 02/28/2023] [Indexed: 03/24/2023] Open
Abstract
Unexpected changes brought about by the coronavirus disease 2019 (COVID-19) have affected humans worldwide. This review attempts to address major parental concerns about the development of preschool-aged children during the pandemic from the perspectives of neuropsychology, consultation, and motor development for preschoolers aged 2–5 years. Methods A total of 273 articles including original data, review articles, national and regional perspectives, government websites, and commentaries were considered in this review, of which 117 manuscripts were excluded because they were unrelated to children, adolescents, or COVID -19 pandemic/upper respiratory infections. A total of 156 manuscripts were included after reading the abstract and entire article. Results Telehealth could be an effective tool for addressing cognitive and emotional challenges that arise during the pandemic. Online consultations are highlighted for nutritional guidelines and to overcome problems that parents face when caring for children in difficult times. Outdoor activities using sanitisers, proper cleanliness, and following standard operating procedures are recommended. Parental preoccupation with media should be avoided. Interpretation: Many preschoolers show delays in reaching their developmental milestones, and the pandemic has increased parents' concerns, as access to practitioners is limited. Therefore, parents should be encouraged to undergo neuropsychological consultations whenever necessary. This study emphasises important strategies to ensure that children's development is minimally affected while staying in the confined environment of their homes. This study serves as a new guide for parents, as they raise young children in the new normal. Parents should undergo basic yearly physical, neuropsychological, nutritional, and speech checkups.
Collapse
|
6
|
Zucca C, McCrorie P, Johnstone A, Chambers S, Chng NR, Traynor O, Martin A. Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis. Health Place 2023; 79:102955. [PMID: 36565541 DOI: 10.1016/j.healthplace.2022.102955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 11/23/2022] [Accepted: 11/24/2022] [Indexed: 12/24/2022]
Abstract
Nature-based play benefits children's health and development. However, the delivery of this in early learning and childcare centres (ELC) is extremely diverse, and implementation is not well understood. We applied a systems science perspective to understand the factors crucial to implementing nature-based outdoor play in ELC settings. Through Group Model Building workshops with 20 participants in managerial and practitioner roles, crucial factors were appraised using Causal Loops Diagrams. Twelve thematic causal loops emerged. Network analysis was employed to analyse the diagram. Exponential Random graph models explained the diagram construction process. Centrality measures alongside conditional uniform tests identified six leverage factors: use of outdoor space, culture of being outdoors, ELC culture of outdoor play, perceived child safety and enjoyment, educator confidence and educator agency. This research brings novel and practically relevant evidence about the important factors, and interdependencies, involved in the implementation of outdoor play practice within ELC settings.
Collapse
Affiliation(s)
- Claudia Zucca
- Jheronimus Academy of Data Science, Tilburg University, Sint Janssingel 92, 5211, DA 's-Hertogenbosch, the Netherlands
| | - Paul McCrorie
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK
| | - Avril Johnstone
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK
| | - Stephanie Chambers
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK; School of Social and Political Sciences, University of Glasgow, Adam Smith Building, 28 Bute Gardens, Glasgow, G12 8RS, UK
| | - Nai Rui Chng
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK
| | - Oliver Traynor
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK
| | - Anne Martin
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkley Street, Glasgow, G37HR, UK.
| |
Collapse
|
7
|
Li S, Jiang Q, Deng C. The Development and Validation of an Outdoor Free Play Scale for Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:350. [PMID: 36612676 PMCID: PMC9819024 DOI: 10.3390/ijerph20010350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 12/21/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
Children's outdoor free play, which is characterized by intensive physical engagement and diverse social interactions, plays a unique role in early childhood development and education. However, existing scales cannot comprehensively measure children's performance in outdoor free play. The research purpose of this study was to develop and validate an Outdoor Free Play Scale for Children-Preschool Version (OFPS-P) with good reliability and validity, in order to provide a practical tool for teachers to understand the level of children's outdoor free play. Based on the review of existing scales of children's play and the uniqueness of children's outdoor free play, we developed a scale with 12 items and validated the scale with two samples of preschool children with exploratory (nsample1 = 140) and confirmatory (nsample2 = 241) factor analyses. Four factors were identified in this scale: physical fitness, approaches to learning, social interaction, and imagination. The results indicated good reliability and validity of OFPS-P, which can be used to evaluate preschool children's performance on outdoor free play and to support teachers' effective support in outdoor play activities in kindergartens.
Collapse
Affiliation(s)
- Sixian Li
- School of Education, South China Normal University, Guangzhou 510631, China
| | - Qianyi Jiang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Chenyu Deng
- School of Education, South China Normal University, Guangzhou 510631, China
| |
Collapse
|
8
|
Jidovtseff B, Pirard F, Martin A, McCrorie P, Vidal A, Pools E. Parental Assessment of Benefits and of Dangers Determines Children's Permission to Play Outdoors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11467. [PMID: 36141739 PMCID: PMC9517668 DOI: 10.3390/ijerph191811467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 09/07/2022] [Accepted: 09/08/2022] [Indexed: 06/16/2023]
Abstract
During the early years, children's outdoor play is dependent on parental supervision. Parents' perceptions are likely to influence what the child is permitted to do. To better understand the involved mechanisms in parents' decision making in such contexts, an online photo-based questionnaire was administered. The tool investigates, in different situations, parents and their children's experience, parents' perceptions, and permission to play. A total of 417 parents of children aged from 1.5 and 6.0 completed the questionnaire. Results showed that parents, overall, have a positive attitude towards outdoor play. Main concerns were about risk of injury but in most cases, perceived benefits outweigh perceived dangers. "Sawing wood" was the only situation with a negative benefits/dangers balance. A linear regression analysis revealed that permission to play outdoors is based on parental assessment of benefits and dangers. Perceived benefits appeared to have more influence on parental decision than perceived dangers, while perceived competence had only a small influence. The results also showed that parents' childhood experience of outdoor play was an important determinant for adults' perceptions, perhaps demonstrating intergenerational concerns, as outdoor play is in decline. To overcome a negative intergenerational effect on children's outdoor play, interventions and communication should focus on associated benefits.
Collapse
Affiliation(s)
- Boris Jidovtseff
- Department of Sport and Rehabilitation Sciences, Research Unit for a Life-Course Perspective on Health and Education, University of Liège, 4000 Liege, Belgium
| | - Florence Pirard
- Department of Education and Training, Research Unit for a Life-Course Perspective on Health and Education, University of Liège, 4000 Liege, Belgium
| | - Anne Martin
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow G3 7HR, UK
| | - Paul McCrorie
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow G3 7HR, UK
| | - Andora Vidal
- Department of Sport and Rehabilitation Sciences, Research Unit for a Life-Course Perspective on Health and Education, University of Liège, 4000 Liege, Belgium
- Teaching Department, HELMo University College, 4000 Liege, Belgium
| | - Elodie Pools
- Department of Education and Training, Research Unit for a Life-Course Perspective on Health and Education, University of Liège, 4000 Liege, Belgium
| |
Collapse
|
9
|
Martin A, Brophy R, Clarke J, Hall CJS, Jago R, Kipping R, Reid T, Rigby B, Taylor H, White J, Simpson SA. Environmental and practice factors associated with children's device-measured physical activity and sedentary time in early childhood education and care centres: a systematic review. Int J Behav Nutr Phys Act 2022; 19:84. [PMID: 35836231 PMCID: PMC9284804 DOI: 10.1186/s12966-022-01303-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 05/23/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Early childhood education and care (ECEC) settings offer a potentially cost-effective and sustainable solution for ensuring children have opportunities to meet physical activity (PA) and sedentary time (ST) guidelines. This paper systematically reviewed the association between childcare environment and practice and children's PA and ST. METHODS Three electronic databases were searched, and citation tracking of eligible studies performed between June-July 2020 (updated March 2022). Studies were eligible when (i) participants attended ECEC settings, (ii) they reported the association between use of outdoor space, including factors of time, availability, play, size and equipment, and children's device-measured PA and ST, and (iii) where applicable, they compared the exposure to use of indoor space. Risk of bias was assessed using the Critical Appraisal Skills Program (CASP) tools. A synthesis was performed using effect direct plots and charts to visualise effect sizes. RESULTS Of 1617 reports screened, 29 studies met the inclusion criteria. Studies provided data on outdoor versus indoor time (n = 9; 960 children), outdoor versus indoor play (n = 3; 1104 children), outdoor play space (n = 19; 9596 children), outdoor space use external to ECEC (n = 2; 1148 children), and portable (n = 7; 2408 children) and fixed (n = 7; 2451 children) outdoor equipment. Time spent outdoors versus indoors was associated with increased moderate-to-vigorous PA (MVPA), light PA (LPA) and total PA, while the association with ST was inconclusive. The mean (standard deviation) levels of outdoor MVPA (4.0 ± 3.2 to 18.6 ± 5.6 min/h) and LPA (9.9 ± 2.6 to 30.8 ± 11.8 min/h) were low, and ST high (30.0 ± 6.5 to 46.1 ± 4.3 min/h). MVPA levels doubled when children played outdoors versus indoors. Outdoor play space, and outdoor portable equipment, were associated with increased MVPA. A dose-response relationship for outdoor play area size was observed, demonstrating increased MVPA with areas ≥505m2 (5436 ft2), but no further increases when areas were > 900m2 (9688 ft2). No studies reported on injuries in outdoor settings. CONCLUSIONS ECEC policies and practices should promote not only outdoor time but also the availability of resources such as portable play equipment and sufficient size of outdoor play areas that enable children to be physically active for sustained periods while outdoors. SYSTEMATIC REVIEW REGISTRATION International prospective register of systematic reviews (PROSPERO) Registration Number: CRD42020189886.
Collapse
Affiliation(s)
- Anne Martin
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Barkley Street, Glasgow, G3 7HR, UK.
| | - Rachel Brophy
- Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol, BS8 2PS, UK
| | - Joanne Clarke
- Institute of Applied Health Research, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Charlotte J S Hall
- Institute of Applied Health Research, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Russell Jago
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK
| | - Ruth Kipping
- Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol, BS8 2PS, UK
| | - Tom Reid
- Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol, BS8 2PS, UK
| | - Benjamin Rigby
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Barkley Street, Glasgow, G3 7HR, UK
| | - Hilary Taylor
- Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol, BS8 2PS, UK
| | - James White
- DECIPHer, Centre for Trials Research, University of Cardiff, Heath Park, Cardiff, CF14 4YS, UK
| | - Sharon A Simpson
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Barkley Street, Glasgow, G3 7HR, UK
| |
Collapse
|
10
|
Traynor O, Martin A, Johnstone A, Chng NR, Kenny J, McCrorie P. A Low-Cost Method for Understanding How Nature-Based Early Learning and Childcare Impacts Children's Health and Wellbeing. Front Psychol 2022; 13:889828. [PMID: 35814071 PMCID: PMC9260060 DOI: 10.3389/fpsyg.2022.889828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 06/01/2022] [Indexed: 11/24/2022] Open
Abstract
Nature-based play and learning provision is becoming increasingly popular across the early learning and childcare (ELC) sector in Scotland. However, there remains a lack of understanding of how the program is expected to function. This has implications for program learning and may affect wider rollout of the program. Secondary data analysis of parent interviews (n = 22) and observations (n = 7) in Scottish ELC settings, and review of internationally published studies (n = 33) were triangulated to develop a program theory using the Theory of Change approach. This approach makes a program's underlying assumptions explicit by systematically demonstrating the relationship between each component: inputs, activities, outcomes, impact, and the contexts of the program. Findings suggested that location of outdoor nature space, affordances, availability of trained practitioners, and transport to location lead to activities such as free play, educator-led activities, and interactions with nature, resulting in longer durations of physical activity, interactions with peers and educators, and increased engagement with the natural environment. These activities are vital for supporting children's physical, cognitive, social, and emotional development. Our results demonstrate the value of using secondary data analysis to improve our understanding of the underlying theory of nature-based ELC which can support future evaluation designs. These findings will be of interest to program evaluators, researchers, practitioners, and funders, who find themselves with limited resources and want to better understand their program before investing in an evaluation. We encourage researchers and evaluators in the field of early years and outdoor play in other countries to refine this logic model in their own context-specific setting.
Collapse
Affiliation(s)
| | - Anne Martin
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, United Kingdom
| | - Avril Johnstone
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, United Kingdom
| | - Nai Rui Chng
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, United Kingdom
| | - Jessica Kenny
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, United Kingdom
| | - Paul McCrorie
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, United Kingdom
| |
Collapse
|
11
|
Traynor O, McCrorie P, Chng NR, Martin A. Evaluating Outdoor Nature-Based Early Learning and Childcare Provision for Children Aged 3 Years: Protocol of a Feasibility and Pilot Quasi-Experimental Design. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:7461. [PMID: 35742709 PMCID: PMC9224218 DOI: 10.3390/ijerph19127461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 06/14/2022] [Accepted: 06/15/2022] [Indexed: 02/04/2023]
Abstract
Systematic reviews have demonstrated the scarcity of well-designed evaluations investigating outdoor nature-based play and learning provision for children in the early learning and childcare (ELC) sector among global Western countries. This study will examine the feasibility and acceptability of the programme and the evaluation design of outdoor nature-based play and learning provision across urban ELC settings in a Scottish metropolitan city. Six ELC settings with different outdoor nature-based play delivery models will be recruited. One trial design will be tested: a quasi-experimental comparison of children attending three different models of outdoor play and learning provision. Measures will be assessed at baseline and five weeks later. Key feasibility questions include: recruitment and retention of ELC settings and children; suitability of statistical matching based on propensity score; completeness of outcome measures. Process evaluation will assess the acceptability of trial design methods and provision of outdoor nature-based play among ELC educators. These questions will be assessed against pre-defined progression criteria. This feasibility study will inform a powered effectiveness evaluation and support policy making and service delivery in the Scottish ELC sector.
Collapse
Affiliation(s)
- Oliver Traynor
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 99 Berkeley Street, Glasgow G3 7HR, UK; (P.M.); (N.R.C.); (A.M.)
| | | | | | | |
Collapse
|