Encouraging Physical Development Through Movement-Play

Archer, Carol; Siraj, Iram

doi:10.4135/9781473920439

Cited by 11 publications

(7 citation statements)

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“…Physical activity for young children is often (mis)conceptualized by educators as structured activities or activities that just involve running or jumping at high intensity. However, for preschool children, physical activity is a broad term that should be inclusive of risky play; fine and gross motor skills; social interactions; movement vocabulary; and engagement and communication between children, their families, and educators [61]. It is much more than the traditional perceptions of physical activity.…”

Section: Discussionmentioning

confidence: 99%

“…To date, there are relatively few reliable and valid instruments available that assess the quality of the ECEC environment in relation to physical activity. The MOVERS Scale [61], which was published in 2017, is the first instrument to assess the product and process quality of the ECEC environment in relation to physical activity. It has four sub-scales: curriculum, environment, and resources for physical development; pedagogy for physical development; supporting physical activity and critical thinking; and parents/guardians and staff [61].…”

Section: Discussionmentioning

confidence: 99%

“…The MOVERS Scale [61], which was published in 2017, is the first instrument to assess the product and process quality of the ECEC environment in relation to physical activity. It has four sub-scales: curriculum, environment, and resources for physical development; pedagogy for physical development; supporting physical activity and critical thinking; and parents/guardians and staff [61]. The MOVERS Scale focuses on the influence of the educators with regard to physical activity, as well as physical activity learning experiences offered to the children.…”

Section: Discussionmentioning

confidence: 99%

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Childcare Physical Activity Interventions: A Discussion of Similarities and Differences and Trends, Issues, and Recommendations

Jones

Sousa‐Sá

Peden

et al. 2019

IJERPH

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Early childhood education and care (ECEC) settings have a pivotal role in the promotion of physical activity for young children, and thus, the number of ECEC-based physical activity interventions has exponentially increased in the last two decades. The aim of this study was three-fold: (1) to discuss some of the similarities and differences in ECEC-based physical activity interventions, (2) to highlight current trends and issues in the ECEC sector relating to such interventions, and (3) to provide recommendations for future interventions. Twenty-four individual studies are discussed. Most studies have targeted children aged between 3 and 5 years and involved children participating in additional physical activity opportunities while at childcare. In all studies, educators participated in some professional development either prior or during the intervention. Less the half of the studies discussed reported significant positive changes in physical activity outcomes. Those involved in developing future interventions will need to consider current national and international trends in the ECEC sector (e.g., over-crowded curriculum, administrative requirements, and more highly-qualified educators devoting time for business development), as well as creative and unique ways of delivering ECEC-based physical activity interventions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Childcare Physical Activity Interventions: A Discussion of Similarities and Differences and Trends, Issues, and Recommendations

Jones

Sousa‐Sá

Peden

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Because of the lifestyle changes and inactivity that result in health problems such as obesity, interest in the outdoor play of early childhood has increased in recent years (Archer & Siraj, 2015;Benjamin-Neelon & Evans, 2011;Campbell, 2013;Cosco, Moore, & Smith, 2014). The body is man's first and most natural instrument (Mauss, 1973) and early childhood education and care (ECEC) is a place to acquire athletic skills through physical development.…”

Section: Introductionmentioning

confidence: 99%

Variations in Staff Viewpoints regarding Children’s Outdoor Play in Japanese ECEC Playgrounds

Tsujitani¹,

Akita²,

Ishida³

et al. 2018

Pac Early Child Educ Res Assoc

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This study aimed to reveal variations in Japanese early childhood education and care (ECEC) centers' practices and thoughts regarding outdoor play and relationship between the two. A questionnaire was distributed and the answers from 1,659 centers were analyzed. First, it was revealed that the frequency and perceived importance of practice in outdoor environments are different between centers. Some outdoor practices are thought to be important in many centers while others are not. Second, a confirmatory factor analysis showed that centers varied in their practices and the perceived importance of direct or indirect guidance for children in outdoor play although indirect guidance was rated highly in many centers. This means that the varied thinking about outdoor play in Japanese centers can be seen in how they teach physical activities or make use of playgrounds. Third, it was revealed that thoughts about fostering children's build strength and acquire athletic skills vary between centers and centers focusing on such things had high scores in direct guidance while centers focusing on children's wonder or interests had low ones. In conclusion, we can consider ECEC's outdoor play practices and perception together and what centers value is important in discussing the quality of outdoor environments for children's development.

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“…The arguments surrounding relational pedagogy are compelling and would suggest that e-learning alone may miss some vital elements of the learning process (see Raver et al, 2008). Research, which compares PD that focuses on relationship-building with PD that focuses on written elements or are mostly web-based, demonstrates that the relationship-building approach leads to increased adult-child positive interactions and child development in literacy, language and social and physical behaviour (Archer and Siraj, 2015;Downer et al, 2009;Mashburn et al, 2010;Pianta et al, 2008).…”

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confidence: 99%

Supporting the Implementation of the Foundation Phase through Effective Professional Development

Kingston¹,

Siraj²

2017

wales j educ

Self Cite

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There is a growing evidence-base linked to high quality and effective practice which supports and enhances children's outcomes (socio-emotional and cognitive development) in Early Childhood Education and Care (ECEC, 0-8 year olds). It includes the recognition of important aspects of quality, its measurement and the characteristics of effective educators. More specifically, new understandings about the practices and pedagogies which make a real difference to children's outcomes are emerging, including the importance of relational and intentional pedagogies and the educators' engagement with and promotion of sustained shared thinking (SST) within their classrooms/settings. The extant literature, together with a growing but still developing discourse around effective professional development (PD), could usefully inform future directions within the sector in Wales, and support the successful implementation of the Foundation Phase (3-7 year olds).

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Encouraging Physical Development Through Movement-Play

Cited by 11 publications

References 0 publications

Childcare Physical Activity Interventions: A Discussion of Similarities and Differences and Trends, Issues, and Recommendations

Childcare Physical Activity Interventions: A Discussion of Similarities and Differences and Trends, Issues, and Recommendations

Variations in Staff Viewpoints regarding Children’s Outdoor Play in Japanese ECEC Playgrounds

Supporting the Implementation of the Foundation Phase through Effective Professional Development

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