Role of Childhood Center on promoting physical activity in children

Question: Role of Early Childhood Centre on Promoting Physical Activity in Children ? Answer: Introduction Physical activity is one of the most important aspects in a childs life. It is said so because recent researches have seen that physical activity has helped children in overcoming not only physical health issues but also develop mental stability (Ericsson Karlsson, 2014). It not only helps in the reduction in the number of cases of obesity, cardio-vascular diseases and many others but also helps in developing the mental health of the children making them free spirited. It also increases their communication skills (Lonsdale et al., 2013). As school and childcare centers play a vital role in development of a child, therefore the schools must take larger responsibility to develop programs that would encourage physical development (Cawley, Frisvold Meyerhoefer, 2013). Therefore, the main questions would include How do school and early childcare centers impact on physical activity on children? Literature review Considering the rise in concern about increase in sedentary lifestyle and little physical activity in Australian children, there is a need to review research studies regarding how far schools and early childcare centers can have an impact on encouraging physical activity in young children. The literature review is classified into different themes to understand ways in which schools and childcare service promotes physical activity in children. Motor competence and physical activity in Australian Early Childhood Education Setting Early childhood education (ECE) setting plays an important role in engaging children in physically active play and behavior. The research by Little Sweller, (2015) gives an idea regarding their role by means of an online survey, which examined the resources, space, affordance for physical activity and outdoor play provisions in different ECE centres in Australia. All the centers were found to have adequate resource to promote physical play and provide children the opportunity to engage in diverse range of physical activity. This reflects experience of motor development in them. Majority of the participant were of the opinion that children get an ideal environment for moderate to vigorous physical activity. However, as this research also focused on identifying risk taking for outdoor play, the study revealed that ECE setting could not do this because of several regulatory restrictions on the outdoor space. Review of this literature suggests that in order to increase physical activity , more outdoor space is needed. Hence, to create more opportunities for diverse physical activities, safety related concerns need to be appropriately met to meet the regulatory requirement for diverse play. Waller et al., (2010) also suggest modifying the time spent outdoors and changing the outdoor environment in such a way that space is adequately utilized by all groups of children. Action taken to prioritize physical activity in early childhood education program Another research study by Lu, C., Montague, B. (2016) is of considerable importance as it contributes to the understanding that maximizing physical activity is important in children to reduce obesity and unhealthy lifestyles. This study emphasized that childcare setting, environment plays an important role in enabling physical activity related intervention, and the literature discussed the issue related to physical activity and benefits of regular physical activity. Currently, the function and benefits of physical activity is not fully recognized in ECE practices. For instance, children in ECE setting of USA spend only 27 minutes in moderate to vigorous physical activity, which is far less that the recommended 120 minutes of physical activity. Many ECE program do not encourage extensive physical activity due to fear of injuries and accidents. Other barrier to physical activity in these settings included lack of time and physical activity educator, complex rules and policies regardin g safety, poor weather and resistance from parents. Many educators also regarded other learning domains as more important than active behavior in children. With these findings from the research, it is necessary that ECE reevaluates their priorities to foster health improvement, obesity reduction and cognitive enhancement of young children. Theobald, Danby, Ailwood, (2011) recommends that the movement learning framework should be effectively utilized in ECE setting to integrate more movement and physical activity along with lessons. Promoting structured movement to engage preschoolers in physical activity The review of previous literature depicted that timing of play also plays an important role in engaging children in physically active play. Palmer et al., (2016) explains the impact of structured movement time on preschoolers physical activity by means of comparing outdoor free play and structured movement session. The children who participated in planned movement session were engages in structured movement session 2 days a week and other group continued with free play. The comparison of results in two groups indicated that children in movement group engaged in more moderate to vigorous physical activity compared to other group. Apart from that, children in movement group were found to engages in fewer minutes of sedentary time than they used to do before the structured time play. Therefore, the findings of this research supported the fact that structured movement programs and effective ways to increased physical activity in young children. For improvement practice in ECE, it is nece ssary that preschool teachers integrate this kind of program in preschool curriculum to reduce the likelihood of obesity and sedentary lifestyle in young children (Costa et al., 2015). Lanigan, (2014; 2013) also supports the fact that early learning and care system is well-positioned to intervene and their innovative physical activity designs can work to increase the activity levels of children. Understanding physical activity requirement in ECE setting Children are highly adopting sedentary behaviors within and outside school hours contributing to obesity and other health related complications. (Robinson Wadsworth, 2010) recommends the cost-effective ways in which ECE practitioners can access physical activity of children and influence their participation in these activities. This literature discussed the importance of step count pedometer to monitor physical activity participation and provide adequate feedback to children. By use of this tool, promising results were found and children started taking interest in activities too. This research indicates a new tool to encourage children to move. Similar innovative approach is needed to build a classroom environment that encourages children to step towards active lifestyle. Carson et al., (2015) also suggested an innovative approach by means of studying the impact of revising the standards on physical activity and sedentary behavior in ECE centers of Canada. On the other hand, Iivonen et al., (2016) presented the impact of directly observed physical activity on motor skills of children. Impact of physical activity on health of children Wadsworth et al. (2011) had conducted a study on the preschoolers to understand the effect that physical activity has on the lives of the small children. The study showed that children who are sedentary in their beginning years have tend to be like that in the later years of life. Those children who are found to be much active in their childhood are also found to be living a very active life in the adulthood as well. The researchers have stated that in addition to outdoor free play, each and every school should introduce a special kind of break to promote moderate to vigorous physical activity. Schools that imposes a structured and planned physical activity breaks can ensure that health of the children are not only fit but can also make the children extremely happy and excited. For achieving the best success, the school teachers should be given proper training about how to handle such activity breaks with proper skill and knowledge along with educational training on basic movements l ike body, space, effort as well as relationship.. Therefore, the school who introduces a course work that provides importance to moderate to vigorous physical education as a part of the foundation for developing g the physical health of children is surer to create active leaders for the future. Shoval et al., (2013) had conducted an experiment that used the child centered model in the teaching learning process. The model that was designed was called the challenge kindergarten model which was based on the child centered model. The researchers mainly focused on the limitation so of the model but at the same time untilled the benefits of the model. The researchers have suggested that the teachers should adopt the correct procedures of careful planning along with consistent implementation of correct interventions. By these processes, the teachers will be able to develop ways that will help the child to not only direct their own activities but will also help in improving their independent learning skills. Two strategies are mentioned by the researchers, which are found to be extremely helpful in meeting the main aim. These are allowance of the children to direct their own body movement, which will in turn help in developing not only personal but also group scaffolding. Two impor tant learning related skills like which are cooperative behavior among the children can achieve these and also self regulated skills. Pyle Bigelow, (2014) had conducted an observational study in three important classrooms and have discussed how the concept of play can be incorporated in the regular curriculum of the kindergarten school. The teachers were interrogated about their concept of play and how they face challenges in inculcating play based methods of learning in the regular classes of the children. A very common point was noted here. The teachers complained that they often faced challenges in introducing play based pedagogies in their schedule because they also had pressures to help the children meet the mandate standards of education. Creating balance between the two often becomes difficult for them although they know about the benefits that play based methods bring to the mental and physical state of children. Therefore, it has been concluded by the researchers that in order to avoid any kind of challenges for the students and the children, the curriculum of the schools should be designed in way that wi ll have the inculcation of both educational standards with the approach of play based pedagogies for an allover grooming of childrens mental and physical health. Researchers like Venetsanou Kambas (2016) had conducted experiments to describe the necessity of physical education in schools and the different effects it may result if it is absent from the regular curriculum in schools. The experiment had been conducted in some Greek schools. The researchers have clearly stated that the high rate of obesity among the children is mainly due to the absence of proper systematic physical education classes in such schools. There are many schools where proper physical education is not promoted. Moreover, the schools also have narrow buildings, insufficient equipments along with the absence of different physical education opportunities. This automatically have an effect on the physical health and mental health of the children. Here the researchers also suggest that not only the physical educators but also the school teachers have to develop their confidence in teaching physical education due to the significance it holds in the physical development of ch ildren. Petrie Clarkin as cited in the Petrie Clarkin, (2017) also supports that development in physical activity of the children in childhood also helps in motivating them for lifetime physical activity participation. Breslin, Morton Rudisill (2008) had stated that how implementation of physical activity in the different schools have had a very good impact on the health and mind of the children. The teachers told the researchers that for a long time they were teaching healthy lifestyles but the outcome was not as fruitful that they thought. Obesity rates were high and hence they inculcated the programs of physical education, it was found that the children not only developed their motor skills but also helped developing communication skills, imaginative sills and others. It also taught the children to arrange the different things into their place after the completing of the physical activity class thus making them organized. Conclusion As physical activity and obesity has become prevalent in young children, the literature review focused on identifying the role of early child care centre on addressing physical inactivity in young children and reducing the health risk in them. The review of different literature suggested issues faced by ECE educators in indulging in extensive outdoor activities due to safety issues and regulatory requirement. However, the review also gave idea about effective strategies such as structured movement technique to maximize physical activity levels in children. Similar innovative and beneficial strategies is needed in future so that ECE setting eliminates the barrier involved in developing physical activity programs and develops the interest of children in recommended levels of physical activity per day. References: Breslin, C. M., Morton, J. R., Rudisill, M. E. (2008). Implementing a physical activity curriculum into the school day: Helping early childhood teachers meet the challenge.Early Childhood Education Journal,35(5), 429-437. Carson, V., Clark, D., Ogden, N., Harber, V., Kuzik, N. (2015). Short-term influence of revised provincial accreditation standards on physical activity, sedentary behavior, and weight status in alberta, canada child care centers.Early Childhood Education Journal,43(6), 459-465. doi:10.1007/s10643-015-0688-3 Cawley, J., Frisvold, D., Meyerhoefer, C. (2013). The impact of physical education on obesity among elementary school children.Journal of Health Economics,32(4), 743-755. Costa, H. J. T., Barcala-Furelos, R., Abelairas-Gomez, C., Arufe-Giraldez, V. (2015). The influence of a structured physical education plan on preschool children's psychomotor development profiles.Australasian Journal of Early Childhood,40(2), 68-77. Ericsson, I., Karlsson, M. K. (2014). Motor skills and school performance in children with daily physical education in schoola 9?year intervention study.Scandinavian journal of medicine science in sports,24(2), 273-278. Iivonen, S., Skslahti, A. K., Mehtl, A., Villberg, J. J., Soini, A., Poskiparta, M. (2016). Directly observed physical activity and fundamental motor skills in four-year-old children in day care.European Early Childhood Education Research Journal,24(3), 398-413. doi:10.1080/1350293X.2016.1164398 Lanigan, J. (2014;2013;). Physical activity for young children: A quantitative study of child care providers knowledge, attitudes, and health promotion practices.Early Childhood Education Journal,42(1), 11-18. doi:10.1007/s10643-013-0583-8 Little, H., Sweller, N. (2015). Affordances for risk-taking and physical activity in Australian early childhood education settings.Early Childhood Education Journal,43(4), 337-345. Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons.Preventive Medicine,56(2), 152-161. Lu, C., Montague, B. (2016). Move to Learn, Learn to Move: Prioritizing Physical Activity in Early Childhood Education Programming.Early Childhood Education Journal,44(5), 409-417. Palmer, K. K., Matsuyama, A. L., Robinson, L. E. (2016). Impact of structured movement time on preschoolers physical activity engagement.Early Childhood Education Journal, 1-6. Petrie, K., Clarkin-Phillips, J. (2017). Physical educationin early childhood education: Implications for primary school curricula.European Physical Education Review, 1356336X16684642. Pyle, A., Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms.Early Childhood Education Journal,43(5), 385-393. Robinson, L. E., Wadsworth, D. D. (2010). Stepping toward physical activity requirements: Integrating pedometers into early childhood settings.Early Childhood Education Journal,38(2), 95-102. doi:10.1007/s10643-010-0388-y Shoval, E., Sharir, T., Shulruf, B. (2014). The challenge kindergarten model: Integrating body-movement and scaffolding to keep the child in the center and make systematic progress in learning.Early Childhood Education Journal,42(4), 279-286. Theobald, M., Danby, S., Ailwood, J. (2011). Child participation in the early years: Challenges for education.Australasian Journal of Early Childhood,36(3), 19. Venetsanou, F., Kambas, A. (2016). Physical activity promotion in Greek preschools: The gap between theory and practice.Early Childhood Education Journal, 1-8. Wadsworth, D. D., Robinson, L. E., Beckham, K., Webster, K. (2012). Break for physical activity: Incorporating classroom-based physical activity breaks into preschools.Early Childhood Education Journal,39(6), 391-395. Waller, T., Sandseter, E. B. H., Wyver, S., rlemalm?Hagsr, E., Maynard, T. (2010). The dynamics of early childhood spaces: Opportunities for outdoor play?.