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

Lafave, Lynne M. Z.; Webster, Alexis D.; McConnell, Ceilidh; Wyk, Nadine Van; Lafave, Mark R.

doi:10.3390/nu13124247

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…Lafave et al (2021a) note that the protocol for covid-19, which was applied after the opening of ECEC settings, disrupted the children's physical development activities and impacted the education on healthy eating due to equipment insufficiency. Finally, several studies (e.g., Spiteri, 2021b;Lafave et al, 2021b) report potential implications that may result from the disruption of ECEC settings due to the pandemic, including children's well-being, equity in education, opportunities for learning, physical and mental health.…”

Section: The Impact Of Covid-19mentioning

confidence: 99%

Exploring Educators’ Views on the Impact of Covid-19 Pandemic in the Development of Children under the Age of 3

Sotiropoulou¹,

Venetas²,

Bercovits³

et al. 2022

GJES

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The covid-19 pandemic affected the lives of all people worldwide. The unprecedented situations faced by people of all ages affected their mental and physical health. In this context, children are an especially vulnerable group as their development is in full swing and they have not yet acquired the skills to cope with stressful situations. Therefore, the purpose of this study is to explore the views of 31 educators working in Attica (Greece) regarding the changes they observe in the development of children under the age of 3. In addition, the research addresses the type of activities that cannot be carried out in nurseries due to covid -19 health protocols, the alternative methods used by the educators and their suggestions for future interventions. The research instrument used was the semi-structured interview and the data was analyzed using thematic analysis. The results of the study show that the educators observe changes in the social, emotional and language domains of children's development. Specifically, children seem to suffer from strong attachment, anxiety, hyperactivity, inability to regulate emotions, fear of social interactions, and slow vocabulary development-especially foreign students. The researchers anticipate that the results of the present study will contribute to the investigation of the developmental implications of the covid-19 pandemic in children under 3 years old and provide useful information to educators for future interventions in nurseries.

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Section: The Impact Of Covid-19mentioning

confidence: 99%

Exploring Educators’ Views on the Impact of Covid-19 Pandemic in the Development of Children under the Age of 3

Sotiropoulou¹,

Venetas²,

Bercovits³

et al. 2022

GJES

View full text Add to dashboard Cite

show abstract

“…The rapid spread of the disease forced a dramatic shift to remote learning in an education system that was not designed to operate under the extended shutdowns enforced by the pandemic. University shutdowns have led to an increase in the existing academic and social disparities between the student community, broadening the disadvantages of minority and low-income students who have been traditionally excluded from higher education. − Besides facing the expected effects of isolation such as anxiety and depression, lower-income students are less likely to have a conducive learning environment, such as a quiet space with minimal distractions, devices they do not need to share, and high-speed Internet. ,− These challenges can further lead to a higher drop-out rate, which can have long-term deleterious effects on a students’ mental health and the nation’s economic growth. , Therefore, it is crucial to reconsider the basic structure of courses, particularly large classes, while providing an equitableas opposed to merely equalteaching environment in which first-generation, low-income, underrepresented students are proactively exposed to an academically rich and supportive environment.…”

Section: Introductionmentioning

confidence: 99%

Promoting Inclusive and Culturally Responsive Teaching Using Co-classes for General Chemistry

et al. 2021

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The shift to remote teaching induced by the COVID-19 pandemic has increased pre-existing academic disparities in the student community, augmenting the disadvantages for students who already experience opportunity gaps. This work describes the implementation of an online chemistry co-class focused on providing educational and social support to first-generation, low-income underrepresented students enrolled in a General Chemistry course at the University of California Davis. The co-class offered concurrently with the General Chemistry course aimed to address the academic disparities induced by remote learning and the loss of classroom community during isolation. Students in the co-class were prepared academically in a smaller setup than their General Chemistry course (10−20 vs 500− 600 students), which facilitated their engagement and participation in academic and community-building activities. Results from Fall 2020−Spring 2021 quarters show that students who participated in the CHE 98 co-class obtained higher grades in general, where 61% of the students received a C+ or higher in the General Chemistry course, compared to only 47% for the comparison group. Students also identified having a network of support as one of the class's strengths and had an interest in taking a similar course again. Our results highlight that providing an educational environment that is inclusive, culturally responsive, and supportive could promote equity among the student community and have a positive influence on underrepresented student retention in STEM. Therefore, the strategies discussed herein could be applied to develop analogous courses in remote and in-person teaching environments.

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A conceptual model of an effective early childhood physical literacy pedagogue

Barratt,

Dudley,

Stylianou

et al. 2024

Journal of Early Childhood Research

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Physical inactivity has become increasingly prevalent among young children in early childhood education and care settings. One promising way to intervene and promote physical activity in these settings is to develop children’s physical literacy. Where most children spend their weekday in early childhood settings in the care of early childhood educators, the educators are viewed as ‘change agents’ and become responsible for developing children’s physical literacy. Thus, early childhood educators must possess adequate skills, knowledge, and practices to promote such development. However, research has yet to conceptualize a theory which identifies the significant capabilities and competencies that make early childhood educators, what we propose, an Effective Early Childhood Physical Literacy Pedagogue. Therefore, this paper draws on early childhood research regarding physical literacy, physical activity, and active play, to present a conceptual model theorizing an Effective Early Childhood Physical Literacy Pedagogue. Within this model, we propose educators’ professional identity and implementation of play-based pedagogy are essential characteristics of an Effective Early Childhood Physical Literacy Pedagogue. Furthermore, educators’ physical literacy capabilities (psychomotor, affective, social, and cognitive) are recognized as the vehicle that drives the aforementioned characteristics to be the Effective Early Childhood Physical Literacy Pedagogue. This conceptual model provides implications for future research to appropriately assess and target physical literacy interventions towards early childhood educators.

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

Cited by 3 publications

References 47 publications

Exploring Educators’ Views on the Impact of Covid-19 Pandemic in the Development of Children under the Age of 3

Exploring Educators’ Views on the Impact of Covid-19 Pandemic in the Development of Children under the Age of 3

Promoting Inclusive and Culturally Responsive Teaching Using Co-classes for General Chemistry

A conceptual model of an effective early childhood physical literacy pedagogue

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