The Association between Staff Intention and Pre-Schoolers' Physical Activity in Early Childhood Education and Care Services

Autor/inn/en	Veldman, Sanne L. C.; Stanley, Rebecca M.; Okely, Anthony D.; Jones, Rachel A.
Titel	The Association between Staff Intention and Pre-Schoolers' Physical Activity in Early Childhood Education and Care Services
Quelle	In: Early Child Development and Care, 190 (2020) 13, S.2032-2040 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veldman, Sanne L. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1555824
Schlagwörter	Intention; Teacher Role; Teacher Student Relationship; Early Childhood Teachers; Child Caregivers; Preschool Children; Physical Activity Level; Correlation + Suchen Sie Ihr Suchwort? Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation
Abstract	Intentional teaching practices of early childhood education and care (ECEC) educators have a profound influence on children's learning and health. The aim of this study was to assess the relationship between educator intentionality and pre-schoolers physical activity. Objectively measured physical activity (Actigraphs) was measured on 225 preschool-aged children (mean age = 3.95 ± 0.35 years, 44.9% girls) from 21 ECEC centres. Educator's intentional teaching practices in relation to physical activity learning experiences were assessed using a 10-item direct observation instrument. In centres with high intentionality scores (scores 6-10, n = 7, 33%) children spent significantly more time in moderate-to-vigorous-intensity physical activity (p = 0.001, d = 0.45) compared to those centres with lower intentionality (scores 0-5). In high intentionality scoring centres, educators consistently took an active participatory role rather than a passive role. This study highlights the importance of educator intentional teaching practices in relation to physical activity for pre-schoolers physical activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01