Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.
Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada.
Am J Prev Med. 2020 Apr;58(4):e105-e111. doi: 10.1016/j.amepre.2019.11.016. Epub 2020 Jan 29.
This study examines the associations between objectively measured sedentary time and physical activity among child care educators and children in their direct care and aims to determine if the associations differed between toddlers (aged 19-35 months) and preschoolers (aged 36-60 months).
The participants were educators and children from 19 child care centers in Edmonton and Ottawa, Canada, as part of the Supporting Healthy Active Child Care Settings study. Sedentary time, light-intensity physical activity, and moderate to vigorous-intensity physical activity during child care were measured with accelerometers in 2017-2018. Nap time data were removed for children and educators based on room schedules. Children were matched with the main educator in their room that had the highest total physical activity, resulting in 187 children and 38 educators. Multilevel linear regression models with interaction terms were conducted in 2019.
Children engaged in 30.0, 23.1, and 6.9 minutes per hour of sedentary time, light-intensity physical activity, and moderate to vigorous-intensity physical activity, respectively. Educators engaged in 33.5, 23.6, and 2.9 minutes per hour of sedentary time, light-intensity physical activity, and moderate to vigorous-intensity physical activity, respectively. No significant interactions were observed, so age-stratified analyses were not conducted. Each additional 5 minutes per hour of educator sedentary time was significantly associated with 0.5 minutes per hour lower child moderate to vigorous-intensity physical activity. Each additional 5 minutes per hour of educator moderate to vigorous-intensity physical activity was significantly associated with 1.3 minutes per hour higher child moderate to vigorous-intensity physical activity. No other significant observations were observed.
The educators' sedentary time and moderate to vigorous-intensity physical activity may have a small but potentially meaningful influence on children's moderate to vigorous-intensity physical activity because educators directly care for multiple children. Targeting these educator behaviors may be one strategy to increase children's moderate to vigorous-intensity physical activity during child care.
本研究旨在探讨儿童保育教育工作者与直接照顾的儿童之间的久坐时间和身体活动之间的关联，并确定这些关联在幼儿（19-35 个月）和学龄前儿童（36-60 个月）之间是否存在差异。
参与者是来自加拿大埃德蒙顿和渥太华的 19 家儿童保育中心的教育工作者和儿童，他们是支持健康活跃的儿童保育环境研究的一部分。2017-2018 年，使用加速度计测量了儿童保育期间的久坐时间、低强度身体活动和中高强度身体活动。根据房间时间表，为儿童和教育工作者去除了午睡时间数据。根据房间内总身体活动量最高的主教育工作者，将儿童与主教育工作者进行匹配，最终有 187 名儿童和 38 名教育工作者。2019 年进行了带有交互项的多层次线性回归模型。
儿童的久坐时间、低强度身体活动和中高强度身体活动分别为每小时 30.0、23.1 和 6.9 分钟。教育工作者的久坐时间、低强度身体活动和中高强度身体活动分别为每小时 33.5、23.6 和 2.9 分钟。未观察到显著的交互作用，因此未进行年龄分层分析。教育工作者每增加 5 分钟/小时的久坐时间，儿童的中高强度身体活动就会减少 0.5 分钟/小时。教育工作者每增加 5 分钟/小时的中高强度身体活动，儿童的中高强度身体活动就会增加 1.3 分钟/小时。没有观察到其他显著的观察结果。
教育工作者的久坐时间和中高强度身体活动可能对儿童的中高强度身体活动有较小但潜在有意义的影响，因为教育工作者直接照顾多名儿童。针对这些教育工作者的行为可能是增加儿童在儿童保育期间中高强度身体活动的一种策略。
