Ecobehavioral Assessment in Early Childhood Programs

Brown, William H.; Odom, Samuel L.; Li, Shouming; Zercher, Craig

doi:10.1177/002246699903300302

Cited by 83 publications

(72 citation statements)

References 28 publications

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Section: Direct Observationmentioning

confidence: 99%

“…An eco-behavioural observational system, called the CASPER II, has been designed to collect information about preschool environments and the behaviour of children and adults within those environments. It consists of seven ecological variables and provides information about child behaviour, child social behaviour, and adult behaviour (Brown, Odom, Li, & Zercher, 1999).The OSRAC-P coding system was initially developed in 2002. It is a combination of three different observational systems, 1) the CARS, 2) the CASPER II, and 3) the Observational System for the Environmental Determinants of Physical Activity in Preschool Children Study (Brown et al, 2009c).…”

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confidence: 99%

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Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

Soini

Villberg

Sääkslahti

et al. 2014

IJEC

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This study addressed the following research questions: 1) What physical activity (PA) intensity levels and patterns exist among Finnish 3-year-old preschool children (studies I, II)? 2) Are there variations between Finland and the Netherlands in 3-year-old children's observed PA levels and contexts in childcare (study III)? 3) Are there variations between Finland and Australia in 3-year-old children's PA intensity levels measured with accelerometers (study IV)? In Finland, 14 childcare centres in the city of Jyväskylä participated in the study. Data were gathered on 96 three-year-old preschool children (48 boys and 48 girls) in autumn 2010, and on 94 children (50 boys and 44 girls) in winter 2011. Data were also gathered on 97 (46 boys and 51 girls) 3-year-olds from nine childcare centres in Maastricht, the Netherlands, and on 64 (33 boys and 31 girls) 3-year-olds from 13 childcare centres in Melbourne, Australia. Children's PA intensity levels and sedentary time on five consecutive days, including childcare and homecare days was assessed with ActiGraph GT3X accelerometers. The structured Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) of was used to obtain descriptive information on the context of PA behaviours in childcare settings. Appropriate statistical analyses were performed. The 3-year-old children spent the major part of their time engaged in sedentary-level activities. During childcare attendance, only 2% of all observations were recorded as moderate to vigorous PA (MVPA). The children were observed, for the most part, in non-solitary play; however, during solitary play they showed higher levels of PA intensity. In autumn, the children were more physically active in the mornings than afternoons. No major differences were observed in PA levels between days or seasons, although levels of outdoor PA were higher in autumn than winter. The Finnish children spent significantly more time in sedentary-level activities and less time in MVPA than the Dutch children, whereas, during childcare days the Finnish children spent more time in light PA than the Australian children. The childcare setting itself plays an important part in promoting more intensive PA behaviour during early childhood. Throughout the year, children should be encouraged to spend a greater amount of their time playing outdoors, engaged in MVPA-level activities, and to minimize the time spent sitting or engaged in sedentary-level activities. Finnish childcare policy makers should take note of these findings as well as of existing international practices and guidelines that have been demonstrated to be beneficial for children's PA behaviour and thus also health. ACKNOWLEDGEMENTSPhysical activity has been a major part of my whole life, becoming a way of life. Besides enjoying being physically active myself, I have had a mission to encourage inactive people to work towards adopting a more physically active lifestyle. I believe that as a part of broadening my own lifelong learning, starting thi...

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Section: Direct Observationmentioning

confidence: 99%

mentioning

confidence: 99%

Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

Soini

Villberg

Sääkslahti

et al. 2014

IJEC

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“…Despite the evidence that many young children with disabilities have at least one friend, observations in inclusive preschool classrooms provide consistent evidence that children with disabilities are included in social interactions with their peers less frequently than are children without disabilities (cf., Brown, Odom, Li, & Zercher, 1999;Guralnick et al, 1996). Odom and colleagues found that a substantial proportion of young children with disabilities were at risk for explicit rejection by the peer group.…”

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confidence: 99%

Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

Diamond

Hong

2008

HEXC

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“…As other studies explained (Fine, 1981;Brown et al, 1999), children's difficulty to form autonomous relations has implications for their peerrelated social competence since an important step in socialization is children's increasing ability to interact with peers and spend more time in settings in which adults are not present to enforce their views of mannered interaction.…”

Section: Discussionmentioning

confidence: 96%

A pilot study of factors affecting the process of integration in Greek nursery schools

Barbas

Birbili

Stagiopoulos

et al. 2006

European Journal of Special Needs Education

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In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy-makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil's ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children's actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to 'differences' and causes a negative effect on children's membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored.

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Ecobehavioral Assessment in Early Childhood Programs

Cited by 83 publications

References 28 publications

Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

Directly Observed Physical Activity among 3-Year-Olds in Finnish Childcare

Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

A pilot study of factors affecting the process of integration in Greek nursery schools

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