Early childhood educators’ experience of an alternative physical education model

Tsangaridou, Niki; Genethliou, Nicholas

doi:10.1080/1350293x.2014.970852

Cited by 11 publications

(6 citation statements)

References 36 publications

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“…Batchelor et al ., 2014), 5 studies on science (e.g. Casanoves et al ., 2015), 2 studies on technology (Bers et al ., 2013; Öqvist & Högström, 2018) and one study each on sustainable development (Park et al ., 2016), English as a second language (Kim, 2015) and physical education (Tsangaridou & Genethliou, 2016) (see Table 1).…”

Section: Resultsmentioning

confidence: 99%

Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review

Bruns

Gasteiger

Strahl

2021

Review of Education

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The role of domain‐specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain‐specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators’ content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators’ domain‐specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators’ content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain‐specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators’ content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators’ content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators’ content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators’ content knowledge.

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Section: Resultsmentioning

confidence: 99%

Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review

Bruns

Gasteiger

Strahl

2021

Review of Education

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“…Previous research suggests that childcare teachers have inaccurate beliefs that children are sufficiently active, so they have low perceived needs to offer more opportunities for PA to children in their classroom [ 25 ]. Although some teachers may be aware of the health benefits of regular PA and the importance of promoting PA in young children, the lack of time and resources, low levels of self-efficacy and increased workload are common barriers that impede teachers from doing so [ 26 , 27 ].…”

Section: Methodsmentioning

confidence: 99%

Feasibility and Effectiveness of a Wearable Technology-Based Physical Activity Intervention in Preschoolers: A Pilot Study

Byun

Lau

Brusseau

2018

IJERPH

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The purpose of this pilot study was to evaluate the feasibility and the effectiveness of an intervention that employed a technology-based physical activity (PA) monitoring system and teacher-regulated strategies to promote PA in preschoolers. A total of 93 preschoolers (53% girls, 4.7 years) from 5 child care centers were recruited for a one-week intervention and randomly assigned into control (2 centers, n = 45) or intervention (3 centers, n = 48) group. Key intervention components included: (1) wearable device-based, real-time monitoring of children’s PA by classroom teachers and (2) teacher-regulated strategies for providing more opportunities for PA. Sedentary behavior (SED) and PA were measured using accelerometers. Overall, children in the intervention group showed significantly lower level of SED (31.6 vs. 33.6 min/h) and higher level of total PA (28.4 vs. 26.4 min/h) than children in the control group, after adjusting for age, sex, race, parent education level, parent perception of their child’s PA, BMI, and childcare centers. Teachers in the intervention group reported that the intervention was highly feasible to be implemented in their current classroom settings. In conclusion, we observed high acceptability and initial effectiveness of the current intervention. Subsequent research at larger-scale is warranted to fully evaluate the effectiveness of the intervention strategies tested in this study.

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“…Reference [12] show that if there are alternative instructional and curricular models are regarded as more comprehensive and suitable approaches to providing quality physical education. Teachers pointed out that their participation in the programme helped their interpersonal relationships with the other early educators in their schools.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Traditional Games on The Development of Children's Basic Motor Skills

Rahmadani

Latiana

Aen³

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Abstract-The problem is the lack of early childhood games in the school learning, conventional learning games in learning activity. Because development of the modern games have negative affect to motor activity for young children, particularly their movement skills. As a result, many children can't jump with one feet and two feet, bring something through straight line, mention kind of traditional games in Indonesia, especially in Central Java Province. Many kind of traditional games in Indonesia, in this research used engklek game, because this is simple, used "gaco" and engklek area with square line. The aim of this study was to determine the increased development of basic motor skills in group A Pertiwi 49 Ngijo. Basic motor skills in engklek game include three motor aspect such us locomotor, nonlocomotor and manipulative movement. Type of research method used was quantitative research using experiment, preexperimental models, namely one group pretest-posttest. Data basic motor skills before the study obtained by the initial observation for two week and data was collected by score in three aspect.The results showed that the development of basic motor skills of children who experienced a significant increase, amounting to -5.44. It can be seen from the results of three aspects on engklek game. Conclusion taken from the research is that traditional game in the learning activity in preschool. This activities can improved motor skills of children, one of them used traditional games because children can played traditional games with the other friend both at school and at home every time.

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Early childhood educators’ experience of an alternative physical education model

Cited by 11 publications

References 36 publications

Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review

Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review

Feasibility and Effectiveness of a Wearable Technology-Based Physical Activity Intervention in Preschoolers: A Pilot Study

The Influence of Traditional Games on The Development of Children's Basic Motor Skills

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