Preschool children’s biophilia and attitudes toward nature: The effect of personal experiences

Regular engagement outside may promote healthy physical and psychological development as well as a respect and appreciation for nature. This exploratory study compared biophilia and attitudes toward nature between young children living in an urban area to those in a rural area. Urban and rural areas may offer different opportunities for exposure and engagement with elements such as water, plants, and animals. A comparison between young children in these settings may determine if experience in these different environments affects their attitudes and biophilia. Thirty-six children (urban n = 27; rural n = 9) participated in one-on-one structured interviews about their attitudes toward and being in nature. Results revealed no significant difference in biophilia between children by geographical area. Common themes in children’s attitudes emerged: 1) young children define nature by identifying specific elements; 2) young children are aware that their actions have consequences for the condition of the natural environment; and 3) children understood that the expectations guiding behavior in the natural environment apply to everyone. Preschool children’s level of cognitive maturity and individual preferences may be better predictors of biophilia and attitude than location alone. Authors suggest implications for teachers and parents

Preschool children’s biophilia and attitudes toward nature: The effect of personal experiences

Regular engagement outside may promote healthy physical and psychological development as well as a respect and appreciation for nature. This exploratory study compared biophilia and attitudes toward nature between young children living in an urban area to those in a rural area. Urban and rural areas may offer different opportunities for exposure and engagement with elements such as water, plants, and animals. A comparison between young children in these settings may determine if experience in these different environments affects their attitudes and biophilia. Thirty-six children (urban n = 27; rural n = 9) participated in one-on-one structured interviews about their attitudes toward and being in nature. Results revealed no significant difference in biophilia between children by geographical area. Common themes in children’s attitudes emerged: 1) young children define nature by identifying specific elements; 2) young children are aware that their actions have consequences for the condition of the natural environment; and 3) children understood that the expectations guiding behavior in the natural environment apply to everyone. Preschool children’s level of cognitive maturity and individual preferences may be better predictors of biophilia and attitude than location alone. Authors suggest implications for teachers and parents

Children's responses to a social story song in three inclusive preschool classrooms: A pilot study

The social story is a pedagogical strategy presented individually, often in print, to primary grade children with autism. Authors examined teachers’ perceptions of the effect of a social story song adapted for preschoolers in six inclusive classes. A board certified music therapist composed a social story song set to a familiar melody about waiting, a behavior of significant concern for preschool teachers teaching on a military post. Teachers, trained by the music therapist, implemented the social story song within each of their part day, multi-age classrooms for five weeks. Results of this pilot suggest teachers perceived the training to be sufficient for immediate use and the song effective in modifying behavior in both exceptionally and typically developing children when either the teacher or children initiated it. Social story songs for preliterate children may be an effective intervention strategy to support behavior change within inclusive preschool settings

Preschool children’s biophilia and attitudes toward nature: The effect of personal experiences

Regular engagement outside may promote healthy physical and psychological development as well as a respect and appreciation for nature. This exploratory study compared biophilia and attitudes toward nature between young children living in an urban area to those in a rural area. Urban and rural areas may offer different opportunities for exposure and engagement with elements such as water, plants, and animals. A comparison between young children in these settings may determine if experience in these different environments affects their attitudes and biophilia. Thirty-six children (urban n = 27; rural n = 9) participated in one-on-one structured interviews about their attitudes toward and being in nature. Results revealed no significant difference in biophilia between children by geographical area. Common themes in children’s attitudes emerged: 1) young children define nature by identifying specific elements; 2) young children are aware that their actions have consequences for the condition of the natural environment; and 3) children understood that the expectations guiding behavior in the natural environment apply to everyone. Preschool children’s level of cognitive maturity and individual preferences may be better predictors of biophilia and attitude than location alone. Authors suggest implications for teachers and parents

Preschool daily patterns of physical activity driven by location and social context

BACKGROUND: Preschool children are recommended to spend at least 15 minutes/hour (25% time) in light-to-vigorous physical activity (total physical activity, TPA). Preschool provider practices, such as whether children are put in small group or whole-group activities, are likely to affect children's TPA levels during preschool. The current study characterized the pattern of physical activity across the preschool day, and examined the relationship of location and social arrangement to TPA. METHODS: Fifteen days from 8 preschool classrooms in 2 preschool centers were video-recorded, and children (N = 73, age = 3-6 years, M = 4.36 ± 0.85, Boys = 47%) wore accelerometers for the duration of the preschool day. We observed contextual variables of time (ie, morning or afternoon), location (ie, indoor or outdoor), and for a subsample, social arrangement (ie, activity centers, small group, whole group). RESULTS: Across the whole day, children spent 69.5 ± 12.4% time sedentary/inactive and 30.5 ± 13.5% time in TPA. Children spent a significantly greater percentage of time in TPA outdoors, compared to indoors (t = 10.00, p <.001), and while in small groups compared to whole groups (t = 3.35, p =.009). CONCLUSION: Children spent approximately 30% of the preschool day in TPA. Providing more time outdoors and restructuring preschool activities from whole group to small group could increase the amount of TPA that children accumulate during preschool

Identification and Validity of Accelerometer Cut-Points for Toddlers

The purpose of this study was to derive ActiGraph cut-points for sedentary (SED), light-intensity physical activity (LPA), and moderate-to-vigorous physical activity (MVPA) in toddlers and evaluate their validity in an independent sample. The predictive validity of established preschool cut-points were also evaluated and compared. Twenty-two toddlers (mean age = 2.1 years ± 0.4 years) wore an ActiGraph accelerometer during a videotaped 20-min play period. Videos were subsequently coded for physical activity (PA) intensity using the modified Children's Activity Rating Scale (CARS). Receiver operating characteristic (ROC) curve analyses were conducted to determine cut-points. Predictive validity was assessed in an independent sample of 18 toddlers (mean age = 2.3 ± 0.4 years). From the ROC curve analyses, the 15-s count ranges corresponding to SED, LPA, and MVPA were 0–48, 49–418, and >418 counts/15 s, respectively. Classification accuracy was fair for the SED threshold (ROC-AUC = 0.74, 95% confidence interval = 0.71–0.76) and excellent for MVPA threshold (ROC-AUC = 0.90, 95% confidence interval = 0.88–0.92). In the cross-validation sample, the toddler cut-point and established preschool cut-points significantly overestimated time spent in SED and underestimated time in spent in LPA. For MVPA, mean differences between observed and predicted values for the toddler and Pate cut-points were not significantly different from zero. In summary, the ActiGraph accelerometer can provide useful group-level estimates of MVPA in toddlers. The results support the use of the Pate cut-point of 420 counts/15 s for MVPA