Physical activity and screen use policy and practices in childcare: results from a survey of early childhood education services in New Zealand

Abstract

ObjectiveTo investigate written policies, equipment, strategies and barriers to children's activity in early childhood education settings, including participation in health promotion programs and reported time children spend in active play and using screens while in care. MethodsCross‐sectional online survey of licensed childcare services in Auckland and Waikato. Policies were scored using a validated tool (WellCCAT‐NZ). Results were analysed using descriptive statistics and multivariate regression. ResultsManagers, head teachers or similar from 237 services completed the survey (28% of invited services). Of these, 35% had a written activity policy; most policies scored low on the WellCCAT‐NZ. Comprehensive and strongly worded policies were associated with a lower adult‐to‐child ratio (p=0.03, adjusted for ECE characteristics). No policies addressed screen use. Children were reported to have teacher‐led activity 80 minutes/day, and child‐led activity five hours/day (indoor and outdoor). Children watched television daily in 2% and weekly in 11% the services; and used computers daily in 11% and weekly in 22% of services. Fewer than half of services participated in health promotion programs with a physical activity component. ConclusionsChildcare services reported having adequate equipment, space and time for physical activity of children; however, there are low participation rates in activity programs and a notable absence of written policy.