Diet, Activity and BMI in Preschool-Aged Children: Differences Across Settings

Worobey, John; Worobey, Harriet S.; Adler, Audrey

doi:10.1080/03670240500348797

Cited by 27 publications

(17 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings agree with those of Worobey, Worobey, Adler 25 who found that children attending centres with large playgrounds had higher motor activity than children attending centres with playgrounds half the size. Finn, Johannsen, Specker 26 hypothesized that differences in PA by centre type could be due to movement restrictions imposed by smaller play areas.…”

Section: Discussionsupporting

confidence: 92%

Motor competence and characteristics within the preschool environment

True

Pfeiffer

Dowda

et al. 2017

Journal of Science and Medicine in Sport

View full text Add to dashboard Cite

Objectives Environmental characteristics within preschools that influence children’s motor competence are largely unknown. The purpose of the present study was to examine the contribution of various preschool environmental characteristics to children’s locomotor, object control, and total gross motor scores. Design Cross-sectional, observational study of 3–5 year-old children (n = 229) from 22 preschools in South Carolina. Methods The Children’s Activity and Movement in Preschool Study (CHAMPS) Motor Skills Protocol assessed MC. Preschool directors provided information regarding policies and practices. The research team measured playgrounds and classrooms, and the Early Childhood Environment Rating Scale-Revised assessed preschool quality. Time spent in open space and electronic media use were also assessed using direct observation. The aforementioned variables predicted children’s object control, locomotor, and total gross motor scores. Results Classroom size/child ratio, teacher education, playground size, electronic media use, and trips to outside organizations emerged as significant predictors of locomotor score and total motor score. The object control model was non-significant. Conclusions Preschools may be able to promote motor competence by allowing children more time in open spaces, structured activity experiences, and by expanding existing outdoor playground space whenever possible.

show abstract

Section: Discussionsupporting

confidence: 92%

Motor competence and characteristics within the preschool environment

True

Pfeiffer

Dowda

et al. 2017

Journal of Science and Medicine in Sport

View full text Add to dashboard Cite

show abstract

“…Similar to the current study, Finn et al found that childcare center accounted for 46% of the variation in activity counts during the school day and accounted for more than 50% of the variation in total daily activity 17 . Research conducted with a university preschool and a Head Start program indicated that children in the university preschool setting were 2.5 times more active than those in Head Start 18 . While these differences are probably not attributed to center type alone, the authors did note the disparity in space allocation between the 2 centers, with the university preschool having approximately twice as much classroom and playground space.…”

Section: Discussionsupporting

confidence: 78%

Directly Observed Physical Activity Levels in Preschool Children

Pate

McIver

Dowda

et al. 2008

Journal of School Health

257

241

View full text Add to dashboard Cite

show abstract

“…Studies contrasting dietary intake of young children at home and childcare are limited ( Ziegler et al, 2006 , Briley et al, 1999 , Gubbels et al, 2014 , Bernardi et al, 2010 , Bruening et al, 1999 , Sepp et al, 2001 , Worobey et al, 2005 ). Half were conducted outside the U.S. ( Gubbels et al, 2014 , Bernardi et al, 2010 , Sepp et al, 2001 ), and those in the U.S. were published at least 10 years ago ( Ziegler et al, 2006 , Briley et al, 1999 , Bruening et al, 1999 , Worobey et al, 2005 ). Additionally, of those studies conducted in the U.S., only one indicated whether or not childcare centers participated in the CACFP ( Bruening et al, 1999 ) and another included Head Start Centers which necessitates participation in CACFP since they serve a low-income population ( Worobey et al, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

Differences in preschool-age children's dietary intake between meals consumed at childcare and at home

Sisson

Kiger

Anundson

et al. 2017

Preventive Medicine Reports

View full text Add to dashboard Cite

Preschool children need optimal nutrition, including a variety of nutrient-dense foods, for growth and development. The purpose of this study was to determine differences in foods and nutrients consumed at childcare and home environments. Children ages 3-to-5 years (n = 90, 3.8 ± 0.7 years; 56% female) from 16 childcare centers participated in this cross-sectional study from 2011 to 2014. Lunches at childcare were observed for two days; three days of dinners at home were reported by caregivers. Nutrient-dense and energy-dense foods were counted and nutrient content of meals was determined using FoodWorks®. More servings of fruit (0.92 ± 0.82 vs. 0.15 ± 0.26; p ≤ 0.0001), vegetables (1.47 ± 1.43 vs. 0.62 ± 0.60; p ≤ 0.0001), and low-fat dairy (0.83 ± 0.32 vs. 0.07 ± 0.19; p ≤ 0.0001) were consumed at childcare than at home. More servings of high-fat, high-sugar foods (0.08 ± 0.18 vs. 0.43 ± 0.39, p ≤ 0.0001) and sugary drinks (0.22 ± 0.41 vs. 0.39 ± 0.35. p ≤ 0.001) were consumed at home than at childcare. There were no differences between environments in whole-grains, high-fat meats, or high-fat high-sugar condiments consumed. On average, children consumed 333.0 ± 180.3 kcal at childcare and 454.7 ± 175.3 at home (p ≤ 0.0001). There were no differences in macronutrient profiles or in iron, zinc, folate, or vitamin B6 intake. More calcium (86.2 ± 44.6 vs. 44.6 ± 22.2 mg/kcal, p ≤ 0.0001) and vitamin A/kcal (56.1 ± 36.9 vs. 26.5 ± 24.2 RAE/kcal, p ≤ 0.0001) were consumed at childcare than at home. Preschool children are consuming more nutrient-dense foods and a more servings of fruit and vegetables at childcare during lunch than at home during dinner. Childcare and parents should work together to provide early and consistent exposure to nutrient-rich foods to ensure optimal nutrition for developing children.

show abstract

Diet, Activity and BMI in Preschool-Aged Children: Differences Across Settings

Cited by 27 publications

References 17 publications

Motor competence and characteristics within the preschool environment

Motor competence and characteristics within the preschool environment

Directly Observed Physical Activity Levels in Preschool Children

Differences in preschool-age children's dietary intake between meals consumed at childcare and at home

Contact Info

Product

Resources

About