Activity In Preschool Children Research Articles

Web‐based Child Health Promotion Program in South Korea Collaborating with US NASA: Behavioral Changes in Diet and Physical Activity in Preschool Children

AimsAs an international educational program, the US National Aeronautics and Space Administration (NASA) Mission X (MX) “Train Like An Astronaut” Program promote fitness and good nutrition in children in 29 countries worldwide. We adapted the MX program in South Korea for preschool children's, to promote physical activity, nutrition knowledge and healthy eating behavior.MethodsOur intervention program consisted of 4 wk‐fitness and 2 wk‐nutrition education sessions during Nov and Dec 2014 and included 212 children (154 completed the study with survey). Each session each week lasted for 20‐50 min. Parents reported their children's health‐related characteristics, physical activity and eating behavior. At baseline and 6‐wk follow up, we assessed the physical activity, food record, and Nutrition Acknowledgement Test (NAT).ResultsAt baseline, 13.3% of the subjects were overweight or obese (BMI蠅85th). After intervention, subjects' physical activity related interest increased by 49‐59%. Fat intake significantly decreased than baseline in the 10th蠄 BMI<85th group (49.0±16.2g vs 40.2±15.6g, p< 0.05). NAT scored improved, increased than baseline in the 10th蠄 BMI<85th group (75.8 vs 83.2, p<0.001), BMI<10th and BMI蠅85th groups (69.4 vs 78.9, 77.2 vs 88.3, p< 0.05).ConclusionsThe 6‐wk South Korea NASA MX Program has resulted in favorable changes in preschooler's physical activity, nutrition knowledge and eating.

Qualitative syndrome analysis by neuropsychological assessment in preschoolers with attention deficit disorder with hyperactivity

IntroductionThe end of preschool and the beginning of school learning is an important period for cognitive development. According to psychological, neuropsychological, and neurophysiological research, preschool age is a time of significant changes and transformations (Elkonin, 1989; Lisina, 2009; Machinskaya & Farber, 2014; Vygotsky, 1996). Different developmental disorders can be detected at preschool age, and attention deficit disorder with hyperactivity (ADDH) is among of the most frequent of them. In Latin American countries, including Mexico, this diagnosis is so common that even children younger than 3 years old receive it from medical doctors or psychologists. In Mexico, children of all ages with this diagnosis are normally medicated by child neurologists or psychiatrists with methylphenidate (Ritalin). No specific neuropsychological assessment is applied to these children, and no serious psychological help is provided.Various researchers are trying to study ADDH syndrome in preschool children with the objective of detecting mechanisms and levels of disturbance, including possible effects on different levels of the central nervous system. Compromise of the frontal lobes and diverse alterations of aspects of the processes of attention are commonly claimed (Barkley, 1998,2001; Castellanos & Acosto, 2004; Cohen, 1993; Santana, Paiva, & Lustenberger, 2003).Nevertheless, in other studies, other processes and not only attention itself are mentioned as being severely impaired in this syndrome. For example, severe problems with space orientation and other aspects of spatial functions in the activities of preschool children have been observed in previous research (Osipova & Pankratova, 1997; Solovieva, Machinskaya, Quintanar, & Bonilla, 2007; Solovieva, Machinskaya, Quintanar, Bonilla, & Pelayo, 2013; Solovieva, Quintanar, & Bonilla, 2006). It is possible to suppose that not only attention itself and not only frontal lobes are the main problems in ADDH. A direct and unilateral relationship between the process of attention and frontal lobes is not the only point of view in modern neuropsychology and neurophysiology. The participation of complex neuronal systems of cortical and subcortical regulation at different levels is also mentioned by authors who consider the process of attention (Machinskaya & Farber, 2014; Machinskaya & Semenova, 2007).From the point of view of the qualitative clinical approach in neuropsychology, considering complex systems as a basis for the brains functional representation of psychological process is one of the essential methodological principles (Leontiev, 2009; Luria, 1973/1989, 1977,). According to such principles, psychological processes are considered as psychological actions, each of which is directed to a specific (external or internal) cultural goal. Attention itself is never an independent psychological action. According to Galperin, attention can be understood as an internal action of control (Galperin & Kabilnitskaya, 1974) that has its own history starting from early childhood. During preschool age, we can speak about attention as an external action of control directed to external goals in joint activity between an adult and a child. It is clear that in such an interpretation attention could never be related to only one type of brain mechanism or to one determinate brain structure. The action of control at the external level will always include different systems of brain mechanisms that are united for the fulfillment of a necessary goal. The absence of goals within the social situation of development produces the absence of actions and, as a consequence, the impossibility of formation of the corresponding cortical and subcortical functional systems.Historical-cultural neuropsychology, following A.R. Luria's approach, offers functional analysis of brain mechanisms that might help to determine the clinical features of ADDH syndrome in each particular case. …

Physical Activity, Body Composition and Resting Cortical Activity in Preschool Children

In this study, we explored the relationship between physical activity, body composition and cortical function in a cohort of preschool children. All participants underwent resting magnetoencephalography (MEG), a non-invasive measure of direct neuronal activity, and estimates of physical activity and body composition were obtained using accelerometer and dual-energy X-ray absorptiometry, respectively. In contrast to previous studies in adults, we found no association between measures of resting neuronal activity and body composition or body mass index (BMI) percentile. However, time spent performing moderate- (r=0.905, p<0.0001), moderate-vigorous (r=0.886, p<0.0001) physical activity and overall activity counts (r=0.889, p<0.0001) were significantly correlated with increased power in the alpha band (8-12 Hz) in left and right central brain regions. These results are suggestive of a complex relationship between physical activity and resting brain function, believed to underlie the organization of sensorimotor and higher cognitive functions, critical to later academic success.

An investigation into the minimum accelerometry wear time for reliable estimates of habitual physical activity and definition of a standard measurement day in pre-school children.

The purpose of this study was to determine the number of hours and days of accelerometry data necessary to provide a reliable estimate of habitual physical activity in pre-school children. The impact of a weekend day on reliability estimates was also determined and standard measurement days were defined for weekend and weekdays.Accelerometry data were collected from 112 children (60 males, 52 females, mean (SD) 3.7 (0.7)yr) over 7 d. The Spearman-Brown Prophecy formula (S-B prophecy formula) was used to predict the number of days and hours of data required to achieve an intraclass correlation coefficient (ICC) of 0.7. The impact of including a weekend day was evaluated by comparing the reliability coefficient (r) for any 4 d of data with data for 4 d including one weekend day.Our observations indicate that 3 d of accelerometry monitoring, regardless of whether it includes a weekend day, for at least 7 h d−1 offers sufficient reliability to characterise total physical activity and sedentary behaviour of pre-school children. These findings offer an approach that addresses the underlying tension in epidemiologic surveillance studies between the need to maintain acceptable measurement rigour and retention of a representatively meaningful sample size.

Готовность педагогов дошкольных учреждений к реализации задач федерального государственного стандарта дошкольного образования (на примере образовательной области «Познавательное развитие»)

The paper summarizes the findings of surveys among teachers of preschool educational institutions on issues concerning the arrangement of&#x0D; integrated educational activities of preschool children. The author provides quantitative and qualitative analyses of the teachers’ level of readiness&#x0D; to practice integrated teaching; assesses the degree of teachers’ commitment to practice this kind of teaching; reveals the main obstacles, the&#x0D; teachers encounter in the course of integrated educational activities.

Physical activity in childcare settings: The role of the environment

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] .

PO-0894 My Hands Clean, I Am Healthy

Background and aims Hygen education is one of the most important self-care activity in pre-school children. We can protect the chilrens from mycrobic diseases by teaching the principles of hand hygene, toilet hygene and bathing. The purpose of the study is teaching true techniques of hand washing, rules of toilet and bathing hygene to pre-school children. Methods This study performed with 150 pre-school children between the age of 3–6 during the Child Health and Illnesses Nursing Course. Four nursing students prepared a powerpoint presentation about microbes, preventions, hand, bathing, toilet hygene by the help of their lecturer. They presented powerpoint presentation to the pre-school students, next showed videos about hand, toilet and bath hygene, learnt true hand washing technique by demonstration. Results Although benefits of hygene and harm of microbes learning ability of children changed according to the age most of the students achieved the goals of the studies. 90% of 4 years of students washed their hands in true technique, 80% of 5 years old students obeyed hygyene rules for toilet and bathing and 73% of 6 years old students count the benefits of hygene and harm of microbes. Conclusion The learning activities of children can be supported by explanation, demostration and application. Nursing students can perform great role on teaching the subjects regarding protection and promoting of health. If the student see the true role model behind them, they can learn true activity easily.

Fundamental movement skills in relation to weekday and weekend physical activity in preschool children.

To examine associations between fundamental movement skills and weekday and weekend physical activity among preschool children living in deprived communities. Cross-sectional observation study. Six locomotor skills and 6 object-control skills were video-assessed using The Children's Activity and Movement in Preschool Study Motor Skills Protocol. Physical activity was measured via hip-mounted accelerometry. A total of 99 children (53% boys) aged 3-5 years (M 4.6, SD 0.5) completed all assessments. Multilevel mixed regression models were used to examine associations between fundamental movement skills and physical activity. Models were adjusted for clustering, age, sex, standardised body mass index and accelerometer wear time. Boys were more active than girls and had higher object-control skill competency. Total skill score was positively associated with weekend moderate-to-vigorous physical activity (p = 0.034) but not weekday physical activity categories (p > 0.05). When subdomains of skills were examined, object-control skills was positively associated with light physical activity on weekdays (p = 0.008) and with light (p = 0.033), moderate-to-vigorous (p = 0.028) and light- and moderate-to-vigorous (p = 0.008) physical activity at weekends. Locomotor skill competency was positively associated with moderate-to-vigorous physical activity on weekdays (p = 0.016) and light physical activity during the weekend (p = 0.035). The findings suggest that developing competence in both locomotor and object-control skills may be an important element in promoting an active lifestyle in young children during weekdays and at weekends.

Роль нормобарической гипокситерапии в формировании адекватного индивидуального стиля деятельности дошкольника

A pilot study to assess the effects of normobaric therapy on the formation of an adequate individual style of activity for preschool children was carried out. In this study, 35 preschool children with neuropsychological disorders, including 18 boys and 17 girls, took part. The survey was carried out using the apparatus &amp;#34;Aquatimer&amp;#34;. The results of the study allowed the authors to conclude: intermittent therapy used in the rehabilitation process, can affect the physiological status of the preschool child and bioelectric activity of the brain. Indicators of emotional state, as well as the indicator of their functional asymmetry are of great diagnostic value, because the function of each hemisphere has its own specifics, which affects any human activity. The results of the research can be used not only psychologists, but also by teachers to diagnose emotional development of children, the reasons for their broken social adaptation and conflict.&#x0D; Knowledge about the relationship between emotional state and the presence of functional asymmetry of the cerebral hemispheres allows to more accurately diagnose and correct communication characteristics of preschoolers with their peers, improve their socialization process and to widen the sphere of our influence on this process.&#x0D;

A systematic review of interventions to promote physical activity in the preschool setting.

Conduct a systematic review of school-based interventions to promote physical activity in preschoolers. A systematic search of literature between 2002 and 2014 in nine electronic databases and reference lists was conducted using the terms physical activity combined with environment, children, or interventions. Fourteen articles were identified. Interventions were environmental, cognitive/behavioral, or a combination. Positive interventions involving preschool children included manipulation of the playground with the number of children playing at one time, markings, or equipment, and goal setting and reinforcement. More research is needed to determine interventions to promote physical activity in preschool children.

Effect of an education nutrition program in anthropometry, eating habits and physical activity in preschool children from Querétaro, México (626.9)

Children obesity in Mexico has become a public health problem, 9.7% of preschool children are overweighed or obese. A nutrition program was developed in 7 sessions for children and 7 sessions for their parents, it included eating habits (EH) and physical activity (PA). To evaluate the impact of the education program 626 preschool children from 6 public schools in three different locations: rural, urban and semi‐urban participated in a controlled longitudinal study. The nutrition program was implemented in 3 schools, one of each location, the remaining schools were controls. Before and after 6 months of intervention, anthropometry measures (weight, height and waist) were taken and 2 validated questionnaires (EH and PA) were answered by one parent. Complete data was obtained from 491 preschoolers and 205 questionnaires were collected from parents. Anthropometry changes were similar between groups. Only children from the semi‐urban school had a smaller waist to height change [‐0.71(‐1.16,‐0.26)] than the children in control school [0.42(‐0.61,1.44)] (p&lt;0.05). The EA and PA score was improved in children from the intervention schools compared with control schools [EH:0.59(0.16,1.44),‐0.27(‐0.81,0.27), respectively; PA:0.83(.34,1.33), ‐1.14(‐1.67,‐0.60),respectively] (p&lt;0.05).Children from the urban intervention school improved PA more than the control school. Children from the rural intervention school improved their EH more than the control school. In conclusion the nutrition education program did not show clear effect in anthropometry after 6 months, however, there was an impact in EH and PA. Parents participation is required to have a better impact on such programs. . .Grant Funding Source: FOMIX‐CONACYT2012

Возможности использования знаковых и символических средств в обучении дошкольников (на примере освоения феномена радуги)

The article focuses on use of cognitive activity in preschool children. Particular attention is paid to understanding of the symbolic mediation in the context of the study of play activities. We describe an experiment which purpose was to develop the representations of the rainbow phenomenon in children of preschool age. The formation occurred in two ways: through the use of symbolic means (using models), and through the use of symbols in the play activity. The subjects were preschoolers aged 4-5 years (N = 23) attending preschools in Moscow. The results show that the use of iconic and symbolic tools during development of the phenomenon have been effective when working with preschoolers. The discovered relationship suggests that the application of the iconic and symbolic means represent different cognitive processes: the successful use of symbolic tools is associated with high levels of general intelligence and vocabulary; the use symbolic tools is associated with creativity.

Barnets motorik och personlighetsutveckling

SUMMARYDevelopmental psychology investigations in western countries have not been very closely connected with solutions of the main problems of preschool education. The article aims at the promotion of physical and movement education by treating the problems of motor development of 3–6-year-old children as an integral part of early education. It is mainly based on the theory of child development and developmental stages created in the Soviet Union and the German Democratic Republic. Motor development is seen as an integral part of the all-round development. Particular attention has been paid to motor development and play as the dominant activity of preschool children. Besides this, the connection of motor learning to teaching is discussed.

Top 10 Research Questions Related to Physical Activity in Preschool Children

The purpose of this article was to highlight important research needs related to physical activity in 3- to 5-year-old children. We identified research needs in 3 major categories: health effects, patterns of physical activity, and interventions and policies. The top research needs include identifying the health effects of physical activity, the effects of physical activity on the development of healthy weight, the effects of physical activity on learning and behavior, and the health implications of sedentary behavior. Research questions concerning patterns of physical activity include determining the prevalence of 3- to 5-year-olds meeting the current physical activity guidelines; the social and environmental factors that influence physical activity in home, preschool, and community settings; and how physical activity tracks into later childhood, adolescence, and adulthood. Research questions about interventions and policies include identifying the most effective strategies to promote physical activity in home, child care, and community settings and to reach diverse populations of young children, identifying effective intervention implementation and dissemination strategies, and determining the effectiveness of national, state, local, and institutional policies for increasing physical activity. In conclusion, research is needed to establish a full understanding of the health implications of physical activity in 3- to 5-year-old children, to better understand the nature of physical activity behavior in this group, and to learn how to promote physical activity in young children.

Characteristics of the volunteer movement as sociocultural phenomenon

1. Kartavtseva, A.I. (2010), Integrated approach in adaptive physical training of not hearing children of the advanced preschool age: Abstract of the thesis of the candidate of pedagogical sciences, St. Petersburg. 2. Lukina, G.G. (2003), Prevention and correction of violations of the musculoskeletal device at preschool children in the course of physical training, Thesis of the candidate of pedagogical sciences, St. Petersburg. 3. Mitin, A.E. (2012), “Application of humanitarian technologies by the teacher on AFK in work with parents of disabled children”, Adaptive physical culture, No. 1, рр. 15-17. 4. Filippova, S.O., Petrenkina, N.L., Solovyova, T.V., Vegera, A.I., Lukina, G.G., Mitin, A.E. and etc. (2010), in Filippova, S.O. (Ed.), Assessment of physical activity of preschool children by means of monitors of a warm rhythm of “Polar”, publishing house “Bell”, St. Petersburg. 5. Ponomarev, G.N. and Umnyakova, N.L. (2012), “Motive deprivation of children of preschool age as social and pedagogical problem”, Adaptive physical culture, No. 2, рр. 43-45. 6. Runova, M.A. (2000), Physical activity of the child in kindergarten, publishing house “Mozaika-Sintez”, Moscow. 7. Ed. Filippova, S.O. and Ponomarev G.N. (2010), The theory and technique of physical culture of preschool children, publishing house “Childhood-press”, St. Petersburg. 8. Filippova, S.O. (2006), “The perspective directions of scientific researches in the field of physical culture of preschool children”, Theory and practice of physical culture, No. 9, рр.15-17. 9. Filippova, S.O. (2002), Physical culture in an education system of preschool children, Thesis of the doctor of pedagogical sciences, St. Petersburg. Контактная информация: mitin.75@mail.ru

Effect of a school-based active play intervention on sedentary time and physical activity in preschool children

Early childhood is a critical time for promoting physical activity. Few studies have investigated the effect of interventions in this population. The aim of this study was to investigate the effect of a school-based active play intervention on preschool children's sedentary time and physical activity. Preschool children were recruited from randomly selected preschools. Schools were randomly assigned to an intervention or comparison group. One teacher per intervention school received training from active play professionals in the delivery of a 6-week active play programme. Comparison schools continued their usual practice. Children wore a uni-axial accelerometer for 7 days at baseline, immediately after and at 6-month post-intervention. No significant intervention effects were observed for sedentary time or physical activity. However, sex and hours spent at school were significant predictors of physical activity. Children who spent fewer hours (half-day children) at school were significantly more active than their full-day counterparts. Physical activity during the intervention classes was high even though neither daily physical activity nor sedentary time changed. Notably children who spent more time at preschool were less active suggesting that preschool was not as conducive to physical activity engagement as other environments.

Klaipėdos rajono ikimokyklinio amžiaus vaikų gyvensenos ir fizinio aktyvumo ypatumai

Žurnalas „Sveikatos mokslai / Health sciences“ yra recenzuojamas tarptautinis mokslinis žurnalas, skirtas skleisti naujas žinias ir informaciją apie visuomenės sveikatą, sveikatos ugdymą, ligas, klinikinius tyrimus ir klinikinius atvejus, naujas technologijas, slaugą, reabilitaciją, sveikatos ekonomiką ir vadybą. Žurnalas spausdina mokslinius straipsnius lietuvių, anglų ir rusų kalbomis, kasmet išeina 1 tomas (6 numeriai) spausdintiniu ir elektroniniu variantais. Daugiau nei 140 mokslinių straipsnių publikuojami per metus. Žurnalas priklauso Lietuvos mokslo periodikos asociacijai.

Study of Health and Activity in Preschool Environments (SHAPES): Study protocol for a randomized trial evaluating a multi-component physical activity intervention in preschool children

BackgroundPhysical inactivity is a recognized public health concern. Inadequate proportions of children in the U.S, including those of preschool age, are meeting physical activity recommendations. In response to low numbers of preschool children attaining appropriate physical activity levels, combined with the large number of young children who attend preschool, researchers have identified the need to devise interventions to increase physical activity at preschools. However, few multi-component interventions to increase physical activity in preschool children exist. The aims of this study were to observe the effects of a multi-component intervention on physical activity, sedentary behavior, and physical activity energy expenditure in 3-5 year-old children; identify factors that associate with change in those variables; and evaluate the process of implementing the multi-component intervention. The purpose of this manuscript is to describe the study design and intervention protocol.Methods/designThe overall design of the Study of Health and Activity in Preschool Environments (SHAPES) was a two-year randomized trial (nested cohort design), with two conditions, two measurement occasions, and preschool serving as the unit of analysis. Sixteen schools (eight intervention and eight control) were enrolled. The intervention protocol was based on the social ecological model and included four main components: (a) indoor physical activity (“move inside”), (b) recess (“move outside”), (c) daily lessons (“move to learn”), and (d) social environment. Components were implemented using teacher and administrator trainings and workshops, site support visits, newsletters, and self-monitoring methods. Outcomes included accelerometer assessment of physical activity, sedentary behavior, and physical activity energy expenditure; weight status; and demographic factors; family/home social and physical environment; and parental characteristics. An extensive process evaluation battery was also used to monitor dose delivered by interventionists, completeness of intervention component delivery by teachers, and fidelity of teachers’ implementation.DiscussionThe study will address important gaps relative to increasing physical activity in preschool children. Few studies to date have incorporated a multi-component approach, rigorous measurement protocol, and thorough evaluation of intervention implementation.Trial registrationNCT01885325

Patterns of Objectively Measured Moderate-to-Vigorous Physical Activity in Preschool Children

Identifying periods of the day which are susceptible to varying levels of physical activity (PA) may help identify key times to intervene and potentially change preschool children's PA behaviors. This study assessed variability of objectively measured moderate-to-vigorous physical activity (MVPA) during weekdays and weekend days among preschool children. One hundred and eighty-eight children (aged 3 to 5 years; 53.2% boys) from a northwest English city wore uni-axial accelerometers for 7 consecutive days. Higher levels of MVPA were recorded in boys, particularly those who attended preschool for a half day. Children who attended preschool for a full day engaged in 11.1 minutes less MVPA than children who attended for a half day. After-school hours were characterized by a decrease in activity for all groups. Patterns of activity during the weekend were smoother with less variability. This study identified discrete segments of the week, specifically afterschool and during the weekend, when preschoolers engage in low levels of PA. Higher levels of MVPA among children who attended preschool for less time each day suggests that the structured preschool environment is related to decreased activity. Consequently, there is a need for interventions in young children to focus on school and home environments.

All About Asthma: Top Resources for Children, Adolescents, and Their Families

All About Asthma: Top Resources for Children, Adolescents, and Their Families