Impact of COVID-19 on Early Childhood Educator’s Perspectives and Practices in Nutrition and Physical Activity: A Qualitative Study

Abstract

Government guidelines for relaunching early childhood education and care (ECEC) programs during the COVID-19 pandemic have required the implementation of various practices to minimize the risk of infection transmission. These directives include recommendations regarding serving and handling food, shared spaces, and physical distancing which have a direct impact on the health and development of children in care. The purpose of this study was to explore early childhood educators’ perspectives on how COVID-19 guidelines have impacted the nutrition and physical activity practices within their ECEC environment. A qualitative description approach was used to explore a purposive sample of 17 educators working full time in ECEC centres during the pandemic between July and August 2020. Semi-structured, individual interviews were conducted, audio-recorded, transcribed verbatim, and analysed using a thematic analysis. Educators identified environmental changes in their environments noting a reduction in the quality food available for children juxtaposed with increased outdoor opportunities and a perceived increase in physical activity time. Teaching practices were also identified as being impacted by the COVID-19 guidelines. Curriculum, life skills, and social connectedness around healthy eating education was disrupted. Promoting physical activity education was challenged due to equipment, space, and curriculum enrichment opportunities losses. These findings demonstrate pronounced negative effects of COVID guidelines on nutrition and physical activity best practices within the ECEC environment. There is a need to support educators in maintaining healthy and active environments for preschoolers while following guidelines to minimize the risk of COVID infection transmission.

Physical Activity of Children and Adolescents during the COVID-19 Pandemic—A Scoping Review

“…On the primary variable of interest, most studies (57 studies) reported a decrease in physical activity, both in duration and frequency of physical activity (see Table 1 ). Four studies identified an increase in physical activity [ 15 , 16 , 17 , 18 ], whereas six studies could detect no significant difference in physical activity behaviors before and during the pandemic [ 19 , 20 , 21 , 22 , 23 , 24 ]. Eight studies reported differentiated results with indoor and organized sports and physical activity decreasing, while non-organized and outdoor sports and physical activity increased [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ].…”

“…This shows that public recommendations for maintaining physical activity have so far been ineffective. If an increase has been detected, it occurred in outdoor play and unstructured activities [ 15 , 26 , 29 , 30 , 31 ] or related to lower levels of national restrictions [ 17 ]. The increase in outdoor activities depends strongly on the housing environment.…”

“…In case of divergence, the consensus was reached through in-depth assessment by both researchers jointly. Quality levels of studies were classified as excellent (scores 26-28), good (20)(21)(22)(23)(24)(25), fair (15)(16)(17)(18)(19), and poor (≤14) following previous applications of the Downs and Black checklist [14].…”

The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

“…These guidelines drew attention to critical health practices and eating environments. In Alberta, changes in food provision for ECEC centers early in COVID-19 reopening contexts resulted in many parents providing food as many centers did not initially bring back cooks into programs [33]. In a previous qualitative study, educators noted a change in the quality and/or quantity of meals and snacks supplied by families [33].…”

“…In Alberta, changes in food provision for ECEC centers early in COVID-19 reopening contexts resulted in many parents providing food as many centers did not initially bring back cooks into programs [33]. In a previous qualitative study, educators noted a change in the quality and/or quantity of meals and snacks supplied by families [33]. Financial challenges experienced by families were also identified as a possible reason for reduced nutritional quality or quantity as many families faced financial challenges, which possibly resulted in food insecurity [34].…”