British Preschool Research Articles

The British Preschool Children's Play Survey: When, Where, and How Adventurously Do British Preschool-Aged Children Play?

Outdoor, adventurous play supports physical activity and might help to prevent mental health problems, yet data on preschool-aged children's outdoor play are scarce. Data were collected from a nationally representative sample of 1166 parents/caregivers of children aged 2-4years (52% male; 88% white) living in Britain. Caregivers reported time children spent playing in 7 locations and corresponding adventure level. Responses were used to derive: total play time, outdoor play time, and adventurous play time (in hours per year). Associations between sociodemographic characteristics and play outcomes were examined, controlling for relevant confounding variables. Outside of childcare, preschool-aged children spent approximately 4hours per day playing, with 1hour 45minutes spent playing outdoors. Most outdoor play happened in gardens at home. Away from home, children most often played in playgrounds and green spaces. Levels of adventurous play were reported to be highest at indoor play centers, followed by playgrounds and green spaces. Total play differed significantly by location, with children in rural areas spending more time playing (vs urban areas). Child ethnicity was associated with play and outdoor play, with children belonging to minority ethnic groups (vs white) playing less. Child sex was also a significant predictor of outdoor play time: boys (vs girls) spent more time playing outdoors, driven primarily by time spent in green spaces. No associations were found for adventurous play. These results highlight how inequalities in access to outdoor space at home and good quality local play spaces may impact young children's play opportunities and, in turn, exacerbate health inequalities.

"Cinderella effects" in lethal child abuse are genuine and large: A comment on Nobes et al. (2019).

Nobes et al. (2019) combined novel analyses of homicide victimization of British preschool children with a critique of previous research reporting large Cinderella effects (excess risk to stepchildren) in this domain. Whereas Nobes and colleagues' empirical contribution is useful, the critique contains factual errors and misrepresentations of the literature in support of their conclusion that the magnitude of such effects has been greatly exaggerated. It has not, as I show by addressing Nobes et al.'s many misstatements and reviewing relevant literature that they ignored. Fatal baby batterings, in particular, have been found to exhibit Cinderella effects on the order of 100-fold or more in many studies in several countries, including Britain. Nobes et al.'s efforts to deny this reality are misguided. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The 24-h Movement Compositions in Weekday, Weekend Day or Four-Day Periods Differentially Associate with Fundamental Movement Skills.

The aim of this study was to investigate the relationship between weekday, weekend day and four-day physical activity (PA) behaviours and fundamental movement skills (FMS) in British preschool children from a low socio-economic status background using compositional data analysis (CoDA). One hundred and eighty-five preschool children aged 3–4 years provided objectively assessed PA and sedentary behaviour (SB) data (GENEActiv accelerometer) and FMS (TGMD-2). The association of 24-h movement behaviours with FMS was explored using CoDA and isotemporal substitution (R Core Team, 3.6.1). When data were considered compositionally (SB, light PA (LPA), moderate and vigorous PA (MVPA)) and adjusted for age, BMI and sex, the weekday-derived composition predicted total motor competence (r2 = 0.07), locomotor (r2 = 0.08) and object control skills (r2 = 0.09); the weekend day-derived composition predicted total motor competence (r2 = 0.03) and object control skills (r2 = 0.03), the 4-day-derived composition predicted total motor competence (r2 = 0.07), locomotor (r2 = 0.07) and object control skills (r2 = 0.06) (all p < 0.05). Reallocation of 5 min of LPA at the expense of any behaviour was associated with significant improvements in total motor competence, locomotor and object control skills; for weekend-derived behaviours, MVPA was preferential. Considering movement behaviours over different time periods is required to better understand the effect of the 24-h movement composition on FMS in preschool children.

Accelerometer-Based Physical Activity Levels Differ between Week and Weekend Days in British Preschool Children.

Participation in physical activity (PA) is fundamental to children’s future health. Studies examining the temporal pattern of PA between weekdays and weekends in British preschool children are lacking. Therefore, the aim of this study was to compare PA levels between week and weekend days for UK preschool children, using objective measurements. One hundred and eighty-five preschool children (99 boys, 86 girls, aged 4–5 years), from central England wore a triaxial accelerometer (GENEActiv) for 4 days to determine PA. The time (min) and percentage (%) of time spent in light, moderate and vigorous PA (MVPA) was determined using specific cut-points for counts per minute related to 3–5 year olds. Of the sample, none of the children met the UK recommended 180 min or more of PA per day. A significant difference (P < 0.05) was observed between the amount of time that preschool children spent in sedentary behaviours on weekdays (91.9%) compared to weekend days (96.9%). During weekdays and weekend days, 6.3% and 2.0% of time was spent in MVPA, respectively. Therefore, a substantial proportion of British preschool children’s day is spent in sedentary behaviours, with less MVPA accrued during the weekend. Regular engagement during the weekdays provides opportunities to accrue PA, which may not be present on weekend days.

Accelerometer-based physical activity levels, fundamental movement skills and weight status in British preschool children from a deprived area

Preschool children are recommended to participate in a minimum of 180-min physical activity (PA) per day to enhance their development and overall health. Low PA and increased obesity are thought to be linked to low mastery of fundamental movement skills (FMS) in preschool children. This study sought to investigate whether FMS influences PA levels and weight status in preschool children, in an area of low socioeconomic status. Secondary aims of this study were to determine whether gender or day of the week affected the primary outcomes. One hundred eighty-five preschool children aged 3–4 years old, participated in the study. FMS proficiency was determined using the Test of Gross Motor Development-2. PA was determined using triaxial accelerometry over a 4-day period. None of the samples met the recommended 180 min of PA. There were no significant differences in PA or weight status between preschool children with high, medium or low FMS mastery (P < 0.05). There were also no significant correlations between overall FMS and moderate to vigorous PA during the week or weekend days.Conclusion: Girls scored significantly greater at the hop, leap, and skip (locomotor skills) and the boys significantly higher at the kick (object control) (P < 0.05). There were no significant differences in PA or weight status between preschool children with high, medium, or low FMS mastery, possibly because FMS mastery had not developed to a high enough level to affect PA and FMS are considered independent of physical fitness and physical features, such as weight and height.What is Known:•FMS are commonly developed in early childhood, providing the building blocks for future motor skills, good health and lifelong PA.•No study to date has measured FMS, PA levels and weight status in preschool children, to determine whether FMS competency influences PA levels and weight status in preschool children, in an area of low SES.What is New:•FMS competency did not appear to influence the level of PA or weight status in this sample of UK preschool children from a low SES area.•PA and FMS may not be fully established and consequently not strongly linked at the ages of 3–4 years, therefore, the preschool years could be influential in providing a window to maximise input of good/optimal development of motor competence before the proficiency barrier sets in and we need remedial intervention.

Relationships between Motor Competence, Physical Activity, and Obesity in British Preschool Aged Children.

Background: This cross-sectional study aimed to examine associations between motor competence, physical activity, and obesity in British children aged three to five years. Method: Motor competence (MC) was assessed using the Test of Gross Motor Development-2. Physical activity (PA) was assessed using triaxial wrist-worn accelerometers. Children were assessed on compliance to current PA recommendations of ≥180 min of total PA (TPA) and ≥60 min of moderate-to-vigorous PA (MVPA) for health benefits. Associations were explored with Pearson’s product moments and weight-status, and sex-differences were explored with independent t-tests and chi-squared analysis. Results: A total of 166 children (55% males; 4.28 ± 0.74 years) completed MC and PA assessments. Associations were found between PA and MC (TPA and overall MC, TPA and object-control MC (OC), MVPA and overall MC, and MVPA and OC). This study suggests that good motor competence is an important correlate of children meeting physical activity guidelines for health.

The relationship between appetite and food preferences in British and Australian children.

BackgroundAppetitive traits and food preferences are key determinants of children’s eating patterns but it is unclear how these behaviours relate to one another. This study explores relationships between appetitive traits and preferences for fruits and vegetables, and energy dense, nutrient poor (noncore) foods in two distinct samples of Australian and British preschool children.MethodsThis study reports secondary analyses of data from families participating in the British GEMINI cohort study (n = 1044) and the control arm of the Australian NOURISH RCT (n = 167). Food preferences were assessed by parent-completed questionnaire when children were aged 3–4 years and grouped into three categories; vegetables, fruits and noncore foods. Appetitive traits; enjoyment of food, food responsiveness, satiety responsiveness, slowness in eating, and food fussiness were measured using the Children’s Eating Behaviour Questionnaire when children were 16 months (GEMINI) or 3–4 years (NOURISH). Relationships between appetitive traits and food preferences were explored using adjusted linear regression analyses that controlled for demographic and anthropometric covariates.ResultsVegetable liking was positively associated with enjoyment of food (GEMINI; β = 0.20 ± 0.03, p < 0.001, NOURISH; β = 0.43 ± 0.07, p < 0.001) and negatively related to satiety responsiveness (GEMINI; β = -0.19 ± 0.03, p < 0.001, NOURISH; β = -0.34 ± 0.08, p < 0.001), slowness in eating (GEMINI; β = -0.10 ± 0.03, p = 0.002, NOURISH; β = -0.30 ± 0.08, p < 0.001) and food fussiness (GEMINI; β = −0.30 ± 0.03, p < 0.001, NOURISH; β = -0.60 ± 0.06, p < 0.001). Fruit liking was positively associated with enjoyment of food (GEMINI; β = 0.18 ± 0.03, p < 0.001, NOURISH; β = 0.36 ± 0.08, p < 0.001), and negatively associated with satiety responsiveness (GEMINI; β = −0.13 ± 0.03, p < 0.001, NOURISH; β = −0.24 ± 0.08, p = 0.003), food fussiness (GEMINI; β = -0.26 ± 0.03, p < 0.001, NOURISH; β = −0.51 ± 0.07, p < 0.001) and slowness in eating (GEMINI only; β = -0.09 ± 0.03, p = 0.005). Food responsiveness was unrelated to liking for fruits or vegetables in either sample but was positively associated with noncore food preference (GEMINI; β = 0.10 ± 0.03, p = 0.001, NOURISH; β = 0.21 ± 0.08, p = 0.010).ConclusionAppetitive traits linked with lower obesity risk were related to lower liking for fruits and vegetables, while food responsiveness, a trait linked with greater risk of overweight, was uniquely associated with higher liking for noncore foods.Electronic supplementary materialThe online version of this article (doi:10.1186/s12966-015-0275-4) contains supplementary material, which is available to authorized users.

Differences in the Comprehension of Passive Voice in German- and English-Speaking Children

This study tested the understanding of sentences in active and passive voice in 60 German and 46 British preschool children. In German and English passive sentences, the object of the active phrase appears in the topic position. Whereas the German language also allows active sentences with the object as topic, English nearly always requires the sequence subject-predicate-object. Participants listened to 24 active and passive sentences that differed in plausibility (likely, neutral, or unlikely). Their understanding was tested by asking them to either choose a correct line drawing depicting the sentence or to act it out with dolls. Results showed no effect of the plausibility of an event. However, English children did not exhibit a full comprehension of passives until they were about 1 year older than German children. It is concluded that this is due largely to how the passive relates to the rest of a language’s grammar.

Drink consumption in British preschool children: relation to vitamin C, iron and calcium intakes

Objective To examine the impact of soft drinks, fruit juices, milk and tea consumption on vitamin C, iron and calcium intakes in a large, representative sample of preschool children in the UK. Design Secondary analysis of 4-day weighed dietary diaries. Sample 1675 children aged 1.5–4.5 years living in the UK in 1992/993. Results Fruit juice consumers, but not soft drink consumers, had higher vitamin C intakes and higher plasma ascorbate levels than nonconsumers (P < 0.001). However, overall intakes tended to exceed the RNI and 45% of children still had adequate intakes without the contribution of soft drinks and 56% without the contribution of fruit juice. Children who did not consume fruit juice or soft drinks were no more likely to have depleted levels of vitamin C than consumers. Tea drinkers had diets which were lower in iron and vitamin C than nonconsumers (P < 0.005). They had lower levels of haemoglobin (P < 0.05) but not ferritin. Children under 4 years old were less likely to meet the RNI for iron if they were tea drinkers (P < 0.005) but no more likely to be anaemic. Calcium intakes were significantly higher for whole milk consumers than for nonconsumers (P < 0.005) and 73% of overall calcium intake was predicted by quantity of all milks consumed. Whole milk consumers both under and over 4 years of age were significantly more likely to reach the RNI for calcium (P < 0.00005 and P < 0.05). Conclusions Preschool children’s drinking has an impact on their intakes of vitamin C, iron and calcium. In particular, intakes of calcium are closely linked to the amount of milk consumed in this age group.

Vitamin D: seasonal and regional differences in preschool children in Great Britain.

To examine seasonality of 25-hydroxyvitamin D (25OH-D) levels in British preschool children and the effect of vitamin D supplementation on this. The National Diet and Nutrition Survey of children aged 1.5 4.5 y in Britain during 1992-3 measured dietary intakes and blood status indices, including those for vitamin D, during all four seasons. The present study addresses the seasonal dependence of the relation between vitamin D intake and status. 100 randomly selected postcode sectors throughout Britain, whose locations were classified as (a) Scotland; (b) Northern England; (c) Central, Wales, South+SW; (d) London+SE. Of 1859 whose parents or guardians were interviewed, 1675 provided a weighed diet estimate, and blood vitamin D status (25OH-D) was measured in 756, with approximately equal numbers in each season. Vitamin D status is highly dependent on season: moreover, the relation between vitamin D intake and status is also seasonally dependent, being strong in the winter and negligible in the summer. During the winter, those children who had relatively low 25OH-D concentrations generally were those not receiving vitamin D supplements. Vitamin D intakes and supplement use were lower in the north than in the south of Britain. For British preschool children, dietary vitamin D is of much greater importance in the winter than in the summer. There is evidence of regional inequality, with lesser use of supplements in the north. Supplements are needed in the winter, to achieve satisfactory vitamin D status and minimise the risk of rickets and of poor bone health, especially in high-risk groups.

Dental Caries in Pre–School Children: Associations with Social Class, Toothbrushing Habit and Consumption of Sugars and Sugar–Containing Foods

This project examined the relative significance of dietary sugars, toothbrushing frequency and social class as predictors of caries experience (caries vs. no caries) among 1,450 British pre–school children who took part in the National Diet and Nutrition Survey. This cross–sectional survey was based on a representative sample of children aged 1.5–4.5 years studied in 1992/3. Children were classified into four groups according to social class and toothbrushing habit. Diet/caries associations were examined for biscuits and cakes, sugar confectionery, chocolate confectionery and soft drinks, and the percentage of energy from non–milk extrinsic sugars, using data on amount and frequency of consumption from 4–day weighed dietary records. In stepwise logistic regressions, the strength of the association between social class and caries experience was twice that between toothbrushing and caries, and nearly three times that between sugar confectionery and caries (other dietary variables were not significant). The association of caries with sugar confectionery (both in amount and frequency) was only present among children whose teeth were brushed less than twice a day. Toothbrushing frequency appeared to have a stronger impact on caries prevention in non–manual compared with manual children. Household expenditure on confectionery was associated with caries only among children from the manual group. The findings suggest the hypothesis that regular brushing (twice a day) with a fluoride toothpaste may have greater impact on caries in young children than restricting sugary foods.

The patterning of early literacy events in ten family contexts and their visibility to teachers

Ten British preschool children from low‐income backgrounds were identified by their prospective teachers as likely to make good or poor literacy progress [referred to in the study as five LSP children (literacy success predicted) and five LDP children (literacy difficulties predicted)]. Similarities and differences in their experience of literacy events at home were observed during the months preceding school entry and parents were interviewed. It was found that all the children had been introduced to a wide variety of literacy experiences at home. The predictions of the children's teachers showed a close correlation with the duration and frequency of observed literacy events. The factors which appear to contribute towards a richer literacy home environment are therefore ‘visible’ to teachers and the bases for their judgements are examined. This research is a partial replication of Teale's American work on emergent literacy published in 1986. An important difference to emerge is that the most frequent form of home literacy observed in the present study involved children practising reading and writing as discrete, isolated skills, which contrasts with Teale's earlier finding that young children experienced literacy predominantly as embedded in the social processes of family life. Questions are raised about the ‘natural’ quality of family literacy, which may simply reflect prevailing cultural and political pressures. The key findings from this emergent literacy study are outlined, including implications for teachers’ interventions.

Protein in the Diet of Children: A Discussion of Current Recommendations

The British National Diet and Nutrition Survey has described the diet of a representative sample of children aged 1½ to 4½ years. The first results of the latest American survey NHANES III have also been published. These results are compared with the British reference nutrient intakes (RNIs). The median British and American preschool child is shown to eat between two and three times the RNI for protein. It is shown that a reduction of the average child's protein intake to the level of the RNIs would be likely to inhibit the immune system reducing resistance to infectious disease, to depress levels of growth hormones and reduce rates of growth, and that children's protein consumption lower than present levels has been associated both historically and geographically with worse health. It is suggested that any advice recommending or accepting a change in children's diets should be justified by observation and experiment with particular reference to children's growth and the immune response and other effects ...

Children's play in Sri Lanka: A cross‐cultural study

The play behaviours of Sri Lankan children were observed and categorized according to a scheme used with British preschool children. Two villages which differed in socio‐economic status were selected, and in each village 20 preschool children (10 boys and 10 girls) between the ages of 4 and 5 years were studied. Although cultural factors determined the content of their play, very few behaviours appear to be culturally specific, e.g. most of the children engaged in a recognizable form of symbolic play. Availability of toys did not inhibit the use of non‐toy materials, and other differences between children from the two villages were concordant with expectation. Boys engaged in more negative behaviour than girls, and also scored higher on fantasy object play. Results are comparable with those obtained with British children and provide face validity for the categorization scheme.

SOME EFFECTS OF PRE‐SCHOOL EDUCATION

ABSTRACT A small‐scaleex post facto investigation of the effects of British preschool education established that there were still significant differences on a test of social competence(p<.01) between children who had attended (N) and those who had not(AW). No significant differences were found on tests that measured aspects of language.