Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior

Lundy, Allison; Trawick-Smith, Jeffrey

doi:10.1007/s10643-020-01086-w

Cited by 22 publications

(48 citation statements)

References 64 publications

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“…A fundamental role in this process is played by physical activity (PA), since its practice during early childhood offers a wide range of physical, physiological and psychosocial benefits [ 2 , 4 , 5 , 8 ], and contributes to cognitive development and learning [ 15 , 16 , 17 ]. This is because aerobic exercise can cause changes at various levels, including morphological and functional changes in the brain, and these changes have a significant effect on cognition and behavior [ 5 , 6 , 11 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

“…Despite the large proportion of time that the preschool-age population spends in various educational facilities, there are few studies that track PA and sedentary behavior in these settings or analyze their characteristics that correlate with active and sedentary time [ 2 , 9 , 23 , 24 ]. Exploring children’s behavior in these settings to obtain the necessary information that will allow us to establish appropriate interventions should be a priority [ 13 , 15 , 21 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, current evidence related to active school interventions is often drawn from relatively small studies that focus on assessing the effectiveness of outcomes, rather than also analyzing the processes underlying these effects and the context in which the intervention was carried out [ 10 , 11 , 15 , 26 , 27 , 28 ]. Consequently, research is necessary to achieve a greater and better understanding of how specific programs and interventions can promote PA and cognitive and motor development in early childhood.…”

Section: Introductionmentioning

confidence: 99%

“…Brain functions and mental processes depend on an motor component existing in every cognitive act that is essential for early childhood development [ 18 , 29 ], and the beneficial effects of PA, especially at moderate to vigorous intensities (MVPA) and that require the participation of higher order cognitive processes, on certain aspects of brain function particularly important for education have been demonstrated [ 11 , 15 ]. Among other benefits, PA causes different permanent changes at the structural and functional level in various brain areas [ 10 ], involving systems related to its maintenance and plasticity and, therefore, in learning [ 10 , 29 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

“…First, there is an increase in cerebral blood flow that leads to an increase in oxygenation and glucose supply to certain neural areas closely related to cognitive functions of educational relevance [ 10 , 11 , 17 , 30 ]. In parallel, modifications of white matter integrity and gray matter volume can be observed, partly produced by neuronal maintenance and proliferation, leading to memory consolidation and improved cognitive function in children [ 5 , 11 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Nielsen-Rodríguez

García

Dobado-Castañeda

2021

IJERPH

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Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Nielsen-Rodríguez

García

Dobado-Castañeda

2021

IJERPH

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Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study

Sadamatsu

2022

Asia Pacific Educ. Rev.

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Despite the widespread recognition of the significance of outdoor play in early childhood development, centers for early childhood education (ECE) face the challenge of striking a balance between active play activities and safety concerns. Thus, the visual attention of teachers is critical. Studies that compare the visual attention of novice and experienced teachers traditionally focus on instructional settings instead of recreational play. This study examines the effect of experience on the attentional focus of teachers on children’s play in ECE settings in Japan. Eye-tracking data were collected from 10 novices and 10 relatively experienced ECE staff members to compare fixation location, number of fixation, and fixation duration while groups of 3-year-old children played in a sandbox. The results of the independent sample t tests revealed that experienced teachers gazed at the children more frequently than did novice teachers; however, the mean fixation duration was significantly shorter among relatively experienced teachers across all participants. Similarly, although experienced teachers spent more time overall than did novice teachers in observing the children and peripheral areas of the play area as they played, the mean fixation duration was significantly shorter than that of novice teachers. The findings support other studies that highlight the heightened ability of experienced teachers to assess conditions more quickly and draw conclusions regarding the activities of children. In addition, the findings support research that reports that the level of supervision and control imposed by ECE teachers on children’s play and safety are closely related to their level of experience.

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A Comparison of the Effects of Outdoor Physical Activity and Indoor Classroom-Based Activities on Measures of Executive Function in Preschoolers

Rosiek

Etnier

Willoughby

2022

IJEC

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Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior

Cited by 22 publications

References 64 publications

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study

A Comparison of the Effects of Outdoor Physical Activity and Indoor Classroom-Based Activities on Measures of Executive Function in Preschoolers

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