Del Mar Bernabé-Villodre María, Martínez-Bello Vladimir Essau, Vega-Perona Herminia, Díaz-Barahona José, García-Ochoa Yolanda Cabrera, Molines-Borrás Sandra, Gértrudix-Barrio Felipe, Montoya-Rubio Juan Carlos, Fernández-Vilar María Ángeles, Azorín-Delegido José Manuel, Filenko Nataliya, Martínez-Rojas Ángela, Martínez-Bello Daniel Adyro
Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Avda. Dels Tarongers, 4, 46022, Valencia, Spain.
COS Research Group, Body, Movement, Music and Curricular Practices, University of Valencia, Valencia, Spain.
J Act Sedentary Sleep Behav. 2024 Nov 11;3(1):28. doi: 10.1186/s44167-024-00065-5.
The early childhood education and care (ECEC) environment is an important setting for providing children with daily opportunities for movement and music, supporting holistic child development in the early years. To date, there are no studies evaluating the implementation of a holistic programme in the ECEC context in the areas of movement behaviour and motor and musical skills. The main aim is to examine the effectiveness of a holistic movement and music programme on physical activity (PA), sedentary behaviour and sleep, motor skills and musical skills in young children (1-3 years). The secondary aims are to examine the impact of the movement and music programme on the perceptions of the educational community, as well as the barriers and facilitators they perceive in the process of baseline assessment, construction, and implementation of the movement and music programme in their own ECEC community. This cluster-randomised controlled trial (intervention and control groups) with public ECEC centres will be performed over a 24-month period. Baseline measurements will be taken in the first year of the project, and assessments to examine the effectiveness of the programme will take place 12 months after the baseline assessment. For young children the main outcome variables will be: (a) PA, sedentary time, and sleep time; (b) gross and fine motor skills; and (c) musical skills. The secondary outcomes will be: (a) PA and sedentary time during outdoor play and structured PA sessions; (b) play patterns during outdoor free play; and (c) movement and music behaviours after ECEC hours. For families, secondary outcomes will be: (a) perceived barriers and facilitators to PA in young children; (b) perceived barriers and facilitators to the inclusion of music at home; and (c) the means of transport to ECEC settings and barriers to active commuting. For ECEC educators, the secondary will be: (a) perceived barriers and facilitators for the inclusion of movement and music as curricular practices in the ECEC institution; (b) perceived impact of the implementation of the movement and music programme. This research project aims to fill a knowledge gap during a period of childhood that has rarely been explored, either nationally or internationally (1-3 years), and to position movement and music teaching practices as key contexts in the curriculum development of infant and toddler education.
幼儿教育与保育（ECEC）环境是为儿童提供日常运动和音乐机会、支持幼儿全面发展的重要场所。迄今为止，尚无研究评估在ECEC环境中实施的关于运动行为以及运动和音乐技能方面的整体项目。主要目的是检验一项整体运动和音乐项目对幼儿（1至3岁）的身体活动（PA）、久坐行为和睡眠、运动技能及音乐技能的有效性。次要目的是检验运动和音乐项目对教育界认知的影响，以及他们在自身ECEC社区进行基线评估、构建和实施运动和音乐项目过程中所察觉到的障碍和促进因素。这项针对公共ECEC中心的整群随机对照试验（干预组和对照组）将在24个月内进行。基线测量将在项目的第一年进行，项目有效性评估将在基线评估12个月后进行。对于幼儿来说，主要结果变量将是：（a）身体活动、久坐时间和睡眠时间；（b）粗大和精细运动技能；（c）音乐技能。次要结果将是：（a）户外玩耍和有组织的身体活动时段的身体活动和久坐时间；（b）户外自由玩耍时的玩耍模式；（c）ECEC时间结束后的运动和音乐行为。对于家庭来说，次要结果将是：（a）幼儿身体活动方面察觉到的障碍和促进因素；（b）在家中融入音乐方面察觉到的障碍和促进因素；（c）前往ECEC场所的交通方式以及积极通勤的障碍。对于ECEC教育工作者来说，次要结果将是：（a）在ECEC机构中将运动和音乐纳入课程实践方面察觉到的障碍和促进因素；（b）运动和音乐项目实施所察觉到的影响。本研究项目旨在填补在国内或国际上都鲜有探索的童年时期（1至3岁）的知识空白，并将运动和音乐教学实践定位为婴幼儿教育课程发展的关键背景。
