Effects of Active Outdoor Play on Preschool Children's On-Task Classroom Behavior

Autor/inn/en	Lundy, Allison; Trawick-Smith, Jeffrey
Titel	Effects of Active Outdoor Play on Preschool Children's On-Task Classroom Behavior
Quelle	In: Early Childhood Education Journal, 49 (2021) 3, S.463-471 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trawick-Smith, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01086-w
Schlagwörter	Play; Outdoor Education; Physical Activities; Motor Development; Child Development; Preschool Children; Executive Function; Playgrounds; Exercise; Self Control; Task Analysis; Attention Control; Comparative Analysis; Correlation; Teacher Role; Student Behavior + Suchen Sie Ihr Suchwort? Spiel; Freiluftunterricht; Motorische Entwicklung; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Playground; Spielplatz; Übung; Selbstbeherrschung; Aufgabenanalyse; Aufmerksamkeitstest; Korrelation; Lehrerrolle; Student behaviour; Schülerverhalten
Abstract	Physical activity--including outdoor motor play--has been associated with learning and brain-related functions and abilities in elementary school children and adolescence. Few studies have been conducted on the relationships between active play and these cognitive processes in preschool aged children. Several investigations have revealed that adult-directed physical activity can enhance preschoolers' performance on measures of executive functions, such as inhibitory control or attention. In the present investigation we sought to determine if naturalistic playground play would have a similar effect to adult-guided exercise on a classroom indicator of young children's cognitive control--on-task behavior during a whole group learning experience. The on-task behavior of 21 three-, four-, and five-year-olds was compared under two conditions--one in which children played outdoors immediately prior to the experience and one in which they did not. Too, the relationship between the level of physical activity on the playground of children and their on-task behavior directly following it was examined. Findings indicate that outdoor play prior to learning resulted in greater on-task behavior for boys and children of low socioeconomic status. Level of activity in play prior to a learning time was positively related to on-task behavior. Implications for scheduling of outdoor play and the role of teachers' in facilitating more active motor play are discussed. Future research on a larger, more diverse sample of children is recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01