Sollerhed Ann-Christin
Faculty of Teacher Education, Kristianstad University, Kristianstad, Sweden.
Front Psychol. 2023 Jul 27;14:1221566. doi: 10.3389/fpsyg.2023.1221566. eCollection 2023.
Movement and physical activity (MoPA) is critical for children's development and health. This study aimed to explore early childhood education and care (ECEC) educators' reported frequency of implemented gross motor and physical activities (MoPA) among children in ECEC, as well as the educators' reported personal physical activity (PA) levels in leisure time. A cross-sectional survey was performed in 68 preschools in southern Sweden. Data were obtained from questionnaires completed by 359 ECEC educators. The participation rate was 61%. About two thirds offered MoPA once a week or more seldom, while one quarter offered MoPA at least every other day. Educators who reported personal PA three times or more per week, offered MoPA for the children at least every other day to a higher extent (37%) compared to colleagues who reported personal PA once or twice a week (26%) or colleagues who reported that they were never or seldom active (18%) ( = 0.034). The results from multiple logistic regression analysis showed that reported implemented MoPA among children in ECEC was significantly associated with the educators' perceptions that free play improved children's gross motor skills (OR 2.7), the educators' perceptions of needed curricular guidelines for MoPA (OR 2.1), the educators' own leisure PA level (OR 2.0) and the educators' perceptions that adequate gross motor skills were not learned at home (OR 0.4). Teacher-led MoPA occurs sparingly during the preschool day and the teachers believe that the children get sufficient MoPA in free play. The children are expected to develop their motor skills to a sufficient extent during the short moments of offered outdoor play. Teachers who are physically active in their leisure-time seem to offer gross motor training for the children to a higher extent than less active or inactive colleagues.
运动与身体活动（MoPA）对儿童的发育和健康至关重要。本研究旨在探讨幼儿教育与保育（ECEC）教育工作者报告的在ECEC环境中儿童进行的大肌肉运动和身体活动（MoPA）的实施频率，以及教育工作者报告的闲暇时间个人身体活动（PA）水平。在瑞典南部的68所幼儿园进行了一项横断面调查。数据来自359名ECEC教育工作者填写的问卷。参与率为61%。约三分之二的幼儿园每周提供一次或更少的MoPA，而四分之一的幼儿园至少每隔一天提供一次MoPA。每周进行三次或更多次个人PA的教育工作者，与每周进行一次或两次个人PA的同事（26%）或报告自己从不或很少进行身体活动的同事（18%）相比，为儿童提供MoPA至少每隔一天的比例更高（37%）（P = 0.034）。多元逻辑回归分析结果表明，ECEC环境中报告的儿童MoPA实施情况与教育工作者认为自由玩耍能提高儿童大肌肉运动技能的看法（OR 2.7）、教育工作者对MoPA所需课程指导方针的看法（OR 2.1）、教育工作者自身的闲暇PA水平（OR 2.0）以及教育工作者认为在家中未学到足够大肌肉运动技能的看法（OR 0.4）显著相关。在学前教育日，教师主导的MoPA很少发生，教师们认为儿童在自由玩耍中能获得足够的MoPA。预计儿童在提供的户外玩耍的短时间内将其运动技能发展到足够的程度。在闲暇时间进行身体活动的教师似乎比不太活跃或不活跃的同事为儿童提供大肌肉运动训练的程度更高。
