Physical activity in childcare settings: The role of the environment

Abstract

Promoting physical activity in pre-school children is essential to establish an active lifestyle and prevent overweight throughout life. Young children are spending increasingly more time in childcare, which is associated with an increased overweight risk [1] . The purpose of the current presentation is to provide an overview of various studies on pre-schoolers’ physical activity in the childcare setting, and the role of the childcare environment. Qualitative techniques (interviews and focus groups) were used to examine parents’ and childcare workers’ view of physical activity at childcare [2] , [3] . In addition, observations were used to examine physical activity levels in the childcare setting, as well as its correlates [4] , [5] , [6] , [7] . Furthermore, a questionnaire was developed to measure childcare workers’ physical activity-related practices, by translating the Preschool Physical Activity Parenting Practices (PPAPP) instrument [8] to the childcare setting, because such an instrument was lacking. Childcare workers [2] and parents [3] perceived various barriers to promoting physical activity in childcare, mostly pointing the finger towards each other. Childcare workers perceived children to be sufficiently active on their own, and identified the parents rather than themselves as responsible for promoting children's PA. They indicated lack of facilities and time; rules and policies regarding safety and daily duties; non-cooperative colleagues; a large range of ages of children; poor weather; unsuitable clothing and lack of communication with parents as main barriers to physical activity at childcare [2] . Although parents received little information about their child's physical activity at childcare, they were satisfied with the information they received from childcare centres concerning this topic because they perceived their child to be sufficiently active [3] . By contrast, the quantitative studies showed that preschoolers were sedentary for substantial parts of their day at childcare. Physical activity facilities (e.g. play equipment), childcare workers’ and peers’ presence and prompts, season, location (indoor vs. outdoor) and individual characteristics of each child (e.g. age, gender) were significantly related to the pre-schoolers’ physical activity levels [4] , [5] , [6] , [7] . With regard to specific activity opportunities, riding toys and a small playing area were associated with lower indoor physical activity levels. Outdoor physical activity levels were positively associated with the availability of for instance portable jumping equipment and the presence of a structured track on the playground. Slides, swings and sandboxes were negatively associated with outdoor activity levels [4] . Several environmental factors interacted with each other in explaining pre-schoolers’ physical activity levels. The influence of the physical environment (activity opportunities) was moderated by the social environment (peer group size), while the social environment (peer prompting, peer group size and staff group size) in turn interacted with child characteristics (gender and age) in determining activity intensity levels [5] . The implications of the findings will be discussed. Interventions and policies targeted specifically at physical activity in childcare are urgently needed, in order to promote a healthy, active lifestyle throughout life. Interventions should focus on increasing physical activity opportunities, enhancing children's outdoor time, and encouragement by teachers [4] , [5] , [6] , [7] . However, as shown, not all physical activity facilities at childcare are indeed positively associated with children's physical activity levels [4] . Furthermore, parents and childcare workers could improve their communication regarding children's physical activity and should be made aware of the high level of sedentary behavior at childcare [2] , [3] . Childcare centres could review their internal policies and provide extra training for childcare workers on how to promote children's physical activity [2] . A theoretical framework is proposed for future studies, based on the ecological view of environmental influences on human behavior [8] , [9] . This ecological view presumes that influences of the childcare environment interact with each other in determining children's’ physical activity. The ecological view is operationalized into three types of interaction: (1) interaction between childcare environment and child characteristics; (2) interaction between types of childcare environment (physical, social, political, economic); and (3) interaction between micro-systems (the childcare and home environment) in meso-systems. The validity of each of these hypotheses is discussed based on a literature review. The adoption of this framework has various implications for both research and practice in the area of physical activity in the childcare setting, which will be discussed [9] .