Complex Physical Activity, Outdoor Play, and School Readiness among Preschoolers

Autor/inn/en	Becker, Derek R.; Grist, Cathy L.; Caudle, Lori A.; Watson, Myra K.
Titel	Complex Physical Activity, Outdoor Play, and School Readiness among Preschoolers
Quelle	In: Global Education Review, 5 (2018) 2, S.110-122 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Outdoor Education; Play; Physical Activities; School Readiness; Preschool Children; Parent Surveys; Incidence; Time on Task; Behavior Rating Scales; Child Care Centers; Child Development; Correlation; Educational Environment; Preschool Education; Statistical Analysis; North Carolina; Behavioral and Emotional Rating Scale + Suchen Sie Ihr Suchwort? Freiluftunterricht; Spiel; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorkommen; Zeitaufwand; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Kindesentwicklung; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Statistische Analyse
Abstract	High quality educational settings play a crucial role in preparing a child to enter kindergarten, but little work has explored how outdoor play and complex physical activity outside school and childcare settings promote school readiness among preschoolers. To address this gap, the present study explored connections among school readiness with outdoor play and participation in complex physical activity. Parents (N = 107) reported the extent and frequency of time their child spent in outdoor play during a typical week, and what complex activities (e.g., soccer, biking, basketball) the child played over the last year. School readiness was assessed with parent reports on the Preschool Behavior and Emotional Rating Scale. Results showed participating in complex activities significantly moderated the relationship between time in outdoor play with school readiness, with time in outdoor play positively related to school readiness for children who participated in two or less complex activities. For children who participated in three complex activities, time in outdoor play was not related to school readiness. Findings offer support that encouraging both outdoor play and participation in complex physical activities could promote school readiness, particularly when opportunities for outdoor playtime are limited. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01