“…So, yeah, being that we have that stuff now, it does make it easier and they get to do a lot more [physical activity]. (CP) My preschooler actually is in a [private preschool] program and they don't have the room to have the physical activity part of it every day or even once a week, so they get it once a month. (P) You have 42 kids in the playground and you only have 10 bicycles so it's difficult … [s]o it [stems] from the [lack of] budget … because you go to these new centers and they have all [these] fancy‐dancy toys and we have some broken‐pedaled bikes.…”
Section: Resultsmentioning
confidence: 99%
“…So, yeah, being that we have that stuff now, it does make it easier and they get to do a lot more [physical activity]. (CP) …”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
“…So, yeah, being that we have that stuff now, it does make it easier and they get to do a lot more [physical activity]. (CP) My preschooler actually is in a [private preschool] program and they don't have the room to have the physical activity part of it every day or even once a week, so they get it once a month. (P) You have 42 kids in the playground and you only have 10 bicycles so it's difficult … [s]o it [stems] from the [lack of] budget … because you go to these new centers and they have all [these] fancy‐dancy toys and we have some broken‐pedaled bikes.…”
Section: Resultsmentioning
confidence: 99%
“…So, yeah, being that we have that stuff now, it does make it easier and they get to do a lot more [physical activity]. (CP) …”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
“…The childhood obesity epidemic may result in a reduction in life
expectancy (Po’e et al 2013). According to some, obesity is the most prolonged pediatric illness (Lyn et al 2014). Children’s food preferences and
activity levels are established at a young age and evolve around family and cultural
preferences, beliefs and attitudes (Savage, Fisher,
and Birch 2007).…”
Section: Introductionmentioning
confidence: 99%
“…Approximately 12 million
children up to five years of age spend about 22.5 hours per week in child care
centers (Lyn et al 2014) where they receive a
significant portion of their daily nutrition. The Child and Adult Care Food Program
(CACFP) subsidizes nutritious meals and snacks for children in centers eligible for
the reimbursement.…”
Childhood obesity is at crisis levels in the United States. Risk factors
for obesity can begin as early as infancy. Approximately 12 million children up
to five years of age spend about 22.5 hours per week in child care centers where
they receive a significant portion of their daily nutrition. Child care center
personnel may not know how to select nutritious meal and snack choices. A health
sciences librarian, a child care center director and a dietitian designed an
outreach program on nutrition that helped child care center teachers gain
increased nutrition literacy. The teachers indicated that they gained increased
personal understanding of formerly confusing nutrition issues (e.g., how to read
a nutrition label and what defines a whole grain). Teachers were also able to
identify aspects of web sites linked from MedlinePlus that indicated the sites
served as reliable sources of health information.
“…For example, a nutrition-related intervention demonstrated that increased provider knowledge and personal efficacy resulted in improved feeding practices as well as greater efforts to educate the children and to communicate with parents (Lanigan 2012). Some child care providers feel that along with helping children be healthier, it is their role to interact with and educate parents to enhance the establishment of healthy habits (Lyn et al 2014;Rosenthal et al 2013).…”
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
