Prevalence and influences of preschoolers’ sedentary behaviors in early learning centers: a cross-sectional study

Abstract

BackgroundRecent research has highlighted the need for increased evidence regarding the sedentary activity levels of preschoolers. Given the large proportion of time this population spends in various early learning facilities, the exploration of sedentary behaviors within this particular environment should be a priority. The purpose of the study was two-fold: (1) to compare sedentary time of preschoolers in three different early learning environments (i.e., full-day kindergarten [FDK], center-, and home-based childcare); and (2) to assess which characteristics (i.e., staff behaviors, sedentary environment, fixed play environment, portable play environment, sedentary opportunities) of these early learning environments influence preschoolers’ sedentary time.MethodsData collection occurred between September 2011 and June 2012. Preschoolers’ sedentary time was measured using Actical™ accelerometers at a 15 s epoch. The Environment and Policy Assessment and Observation (EPAO) tool was used to assess the sedentary environment of participating early learning classrooms, and those subscales (n = 5) that were evidence-informed as potentially influencing sedentary time in early learning centers were explored in the current study. A linear mixed model ANCOVA was carried out to determine the differences in sedentary time based on type of early learning environment while direct entry regression analyses were performed to describe the relationships between sedentary time and the five sedentary-specific EPAO subscale.ResultsPreschoolers (n = 218) from 28 early learning programs (i.e., 8 FDK, 9 centre-, and 8 home-based childcare facilities) participated. Accelerometry data revealed that preschoolers attending centre-based childcare engaged in the highest rate of sedentary time (41.62 mins/hr, SD = 3.78) compared to preschoolers in home-based childcare (40.72 mins/hr, SD = 6.34) and FDK (39.68 mins/hr, SD = 3.43). The models for FDK, center-based childcare, and home-based childcare, comprised each of the five EPAO subscales accounted for 10.5 %, 5.9 %, and 40.78 % of the variability in sedentary time, respectively. Only the models for FDK and home-based childcare were found to be statistically significant (p < .05).ConclusionsThis is the first exploration of differences in sedentary time among preschoolers in different early learning arrangements. Findings highlight the substantial portion of the day preschoolers spend in sedentary pursuits, and subsequently, the ongoing need to reduce preschoolers’ sedentary time in early learning programs, particularly among those attending centre-based childcare facilities.

Ambiente escolar, comportamento sedentário e atividade física em pré‐escolares

“…Our results for sedentary behavior in ECE4 support those of studies performed in Australia,10 Canada,22 and United States 9. The aspects that protect children's sedentary behavior are promoting opportunities for physical activity, training for teachers and staff regarding physical activity, use of indoor space for motor activities, and have additional fixed equipments,9 , 10 while the stimulus to sit, watch TV, or play video games increases the sedentary behavior of American preschoolers 9…”

“…, 10 , 22 The results showed that having an indoor recreation room and park protects children in ECE4 against sedentary behavior because it allows consistent motor activities, such as games and activities that encourage preschoolers not to remain still 10. However, despite protecting younger preschoolers against sedentary behavior, the activities do not provide enough movement to be classified as physical activity.…”

“…All investigations related to this theme were made outside Brazil,7 - 12 , 16 , 19 , 22 , 23 , 26 and socio-cultural and infrastructure differences make it difficult to generalize the results. The use of accelerometers allowed the identification of both sedentary behavior and physical activity at different intensities in a representative sample and increased the external results validity.…”

Individual-, home- and preschool-level correlates of preschool children’s sedentary time

“…However, no preschool-level factors were included in these studies. Nonetheless, Hesketh et al stated that British preschool explained little variance in children's anthropometry [57], and other studies had stated that a preschool setting explained 10 to 50% variance in children's PA [58][59][60][61]. However, less is known about variance in children's ST explained by preschool setting.…”

The physical indoor environment in ECEC settings: children’s well-being and physical activity

“…Previous studies have found that the size of the play area (Gubbels et al 2012;Olesen et al 2013), having an indoor recreation room (Barbosa et al 2016) and using indoor space for motor activities (Sugiyama et al 2010) are positively associated with PA. The association between indoor subscales of the Environment and Policy Assessment and Observation (EPAO) tool and PA is unclear (Gubbels et al 2011;Bower et al 2008;Peden et al 2017;Tucker et al 2015;Vanderloo et al 2015). In one study, Gubbels et al (2011) found that the social environment interacts with the physical environment with regard to children's PA.…”