Comparison of Physical Activity Environments in Michigan Home-Based and Licensed Childcare Programs

Abstract

ABSTRACT Introduction/Purpose Physical activity in young children is influenced by the childcare physical activity environment. Identifying differences between home-based programs and licensed centers can inform future interventions to facilitate physical activity and its benefits for all children. Our purpose was to compare the physical activity environment in home-based (n = 70) and licensed (n = 54) childcares. Methods Teachers/directors completed an electronic survey regarding respondent/program characteristics, the outdoor/indoor environment, and barriers to promoting physical activity. T-tests and Fisher’s exact tests compared outcomes by program type. Results Home-based programs had more overall (+1.5), active (+0.5), and attractive (+0.6) natural elements, and more portable or fixed (+1.9), creative fixed (+0.9), and screen time (+0.7) equipment compared with licensed centers, which were rated higher quality (+8.9 out of 50 points). Home-based programs provided more indoor time for physical activity (+2.1 min·h−1) and naptime (+3.1 min·h−1), similar outdoor and television time, longer bouts of indoor teacher-led activity (+6.1 min), and higher levels of activity while indoors (+0.5 on a scale from 1 to 7) compared with licensed centers. The most commonly reported barrier to promoting activity was cost of equipment (82.9%–87.8% of programs). Conclusions Despite being rated as lower quality by the state, home-based programs have many physical-activity-promoting attributes. Although some of our findings are in contrast to the extant literature, this may be due to the strong policies regarding home-based childcare programs in place in Michigan. Future research may aim to compare with other states and understand how these environmental differences impact physical activity participation.