Let’s Wiggle with 5-2-1-0: Curriculum Development for Training Childcare Providers to Promote Activity in Childcare Settings

Abstract

Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA) in childcare classrooms. An evidence scan, key informant (n = 34) and focus group (n = 20) interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n = 22) informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.

Examining the Obesogenic Attributes of the Family Child Care Home Environment: A Literature Review

“…Table 2 displays the results from studies that assessed the FCCH environment related to providers' attitudes, beliefs, and perceptions. Per eligibility criteria, all articles included in this review involved FCCHs and assessed the environment [ 16 – 33 ]. There were eleven cross-sectional studies [ 16 , 17 , 19 , 20 , 22 , 23 , 25 , 26 , 29 – 32 ], one observational study [ 27 ], one study used accelerometers [ 21 ], and four studies used qualitative methods [ 18 , 24 , 28 , 33 ].…”

“…Per eligibility criteria, all articles included in this review involved FCCHs and assessed the environment [ 16 – 33 ]. There were eleven cross-sectional studies [ 16 , 17 , 19 , 20 , 22 , 23 , 25 , 26 , 29 – 32 ], one observational study [ 27 ], one study used accelerometers [ 21 ], and four studies used qualitative methods [ 18 , 24 , 28 , 33 ]. Eight studies focused solely on FCCHs or FCCH providers, meaning these studies did not include other types of child care facilities [ 16 , 18 , 21 , 24 , 27 – 30 ].…”

“…Four studies focused only on the nutrition environment [ 22 , 23 , 27 , 31 ] while two focused solely on the physical activity environment [ 21 , 25 ]. Six studies examined TPB related beliefs [ 16 , 18 , 24 , 28 , 32 , 33 ]. Four of these studies used qualitative methods such as focus groups [ 18 , 28 , 33 ] and in-depth interviews [ 24 ].…”

“…Six studies examined TPB related beliefs [ 16 , 18 , 24 , 28 , 32 , 33 ]. Four of these studies used qualitative methods such as focus groups [ 18 , 28 , 33 ] and in-depth interviews [ 24 ]. Five studies included FCCHs participating in CACFP, [ 21 – 23 , 30 , 31 ] with 3 studies having majority (∼80%) CACFP FCCHs [ 21 , 30 , 31 ].…”

“…There were seven articles that addressed beliefs related to knowledge, attitudes, subjective norms, perceived behavioral control, and behavioral intent [ 16 , 18 , 24 , 28 , 31 – 33 ]. The beliefs described in the articles were closely matched with the relevant TPB concepts.…”