Nature-based early childhood education and children's social, emotional and cognitive development : a mixed-methods systematic review

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children's social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2-7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive ( = 11), social and emotional ( = 13), nature connectedness ( = 9), and play ( = 10). Studies included controlled ( = 6)/uncontrolled ( = 6) before-after, and cross-sectional ( = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies ( = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration CRD42019152582)

Nature-based early childhood education and children's physical activity, sedentary behavior, motor competence, and other physical health outcomes : a mixed-methods systematic review

Background: The purpose was to synthesize evidence on the association between nature-based Early Childhood Education (ECE) and children’s physical activity (PA) and motor competence (MC). Methods: A literature search of 9 databases was concluded in August 2020. Studies were eligible if (1) children were aged 2–7 years old and attending ECE, (2) ECE settings integrated nature, and (3) assessed physical outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis was conducted using effect direction (quantitative), thematic analysis (qualitative), and combined using a results-based convergent synthesis. Results: 1370 full-text articles were screened and 39 (31 quantitative and 8 qualitative) studies were eligible; 20 quantitative studies assessed PA and 6 assessed MC. Findings indicated inconsistent associations between nature-based ECE and increased moderate to vigorous PA, and improved speed/agility and object control skills. There were positive associations between nature-based ECE and reduced sedentary time and improved balance. From the qualitative analysis, nature-based ECE affords higher intensity PA and risky play, which could improve some MC domains. The quality of 28/31 studies was weak. Conclusions: More controlled experimental designs that describe the dose and quality of nature are needed to better inform the effectiveness of nature-based ECE on PA and MC

Affordances of School Ground Environments for Physical Activity: A Case Study on 10- and 12-Year-Old Children in a Norwegian Primary School

Several studies have focused on how different school ground environments can stimulate physical activity (PA) in children. This study aimed to investigate the contributions of two school ground environments (a constructed schoolyard and a natural forest) in moderate to vigorous physical activity (MVPA) of Norwegian school children in the 5th and 7th grades. This study described two school ground environments that provided large and multifunctional spaces, giving the children several affordances for being physically active during the school day. The constructed schoolyard afforded a space of 44 m2 per child and had an access to sports and game courts and various types of equipment for PA. The natural forest provided a space of 50.6 m2 per child and had a varied landscape for activities that afforded a wide range of PA. On average, the children engaged in 50% of the 60-min period of MVPA when playing in the natural and constructed play settings. The two different environments, thus, contributed equally to the daily MVPA of the school children. The findings can inform policies and programs aiming at promoting recommended levels of PA among children using school outdoor environments that may eventually have implications for the physical and mental health of school children during the current pandemic.publishedVersio

Barn - unge og fysisk aktivitet : operasjonalisering av anbefalingene om fysisk aktivitet og stillesitting for barn og unge i alderen 0-18 år

Fysisk aktivitet over et livsløp krever en god start og en god progresjon over tid. Forskning har vist at regelmessig fysisk aktivitet i oppveksten fremmer god helse blant barn og unge, og reduserer risiko for overvekt, samt ikke-smittsomme sykdommer som hjerte-kar lidelser og diabetes type 2 i voksen alder. Dette er beskrevet i den generelle delen av rapporten. Veilederen for fysisk aktivitet for barn og unge 0-18 år vektlegger en kontinuerlig progresjon av fysisk –motorisk aktivitet tilpasset de ulike aldersgruppenes behov som et grunnlag for livslang fysisk aktivitet. Veilederne er delt inn i aldersgruppene 0-5 år, 6-8 år, 9-12 år, 13-15 år, 16-18 år, og har spesifikke beskrivelser av karakteristikkene av disse aldersgruppene og deres behov for fysisk aktivitet og bevegelseserfaring. Veilederne er strukturert etter en modell som vektlegger indikatorer for fysisk aktivitet blant barn og unge. Modellen bygger på et fundament for fysisk aktivitet som inneholder Nasjonale retningslinjer og strategier, lokalsamfunn og nærmiljø, barnehage og skole, familie og venner. Ut fra dette fundamentet beskrives ulike kontekster for fysisk aktivitet: Uorganisert aktivitet/frilek, organisert aktivitet, stillesittende arbeid og aktiv transport. Dette er beskrevet for hver enkelt aldergruppe. Fundamentene i modellen danner grunnlaget for praktisering av fysisk aktivitet, hvor barnehage og skole, lokalsamfunn og nærmiljø, samt familie og venner danner ulike grunnpilarer for fysisk aktivitet i de ulike aldersgruppene. I de tidlige barneår er familien og barnehagen fundamentale kontekster for småbarnets muligheter til utøvelse av fysisk aktivitet. Det er her det første grunnlaget legges for en fysisk aktiv livsstil som bygges på læring og praktisering av grunnleggende ferdigheter i ulike fysiske miljø og sosiale kontekster. Fysisk aktivitet i tidlige barneår bør tilrettelegges slik at det gir en «grunnleggende motorisk kapital», gjennom variert aktivitet og allsidig bevegelseserfaring. Skolen er en arena for alle barn i alderen 6-18 år og har et stort ansvar og potensiale for å tilby en god bevegelseslæring og fysisk aktivitet over et 13-årig skoleløp. Gjennom Kunnskaps-departementets fornyelse av innholdet i skolen får kroppsøvingsfaget en særskilt oppgave i å gi elevene en meningsfull opplæring i fysisk aktivitet og helse, bevegelse og kroppslig læring. Skolen har mange aktuelle arenaer for å tilrettelegge fysisk aktivitet inne og ute. Disse er beskrevet og eksemplifisert for hver aldergruppe. Organisert og uorganisert fysisk aktivitet foregår på fritida og bør ha et tilbud til alle barn og unge etter interesser og behov. Aktive barn og unge finner gjerne sin aktivitet gjennom organisert aktivitet og idrett, mens de mindre aktive har behov for ikke-konkurransepreget aktivitet. Her er det mer utradisjonelle aktiviteter som kan interessere, som sirkus-aktivitet, trampoliner, parkour, kampsport, hinderløyper som «Høyt og Lavt», «Toughest», BMX, skateboard, snowboard og rulleskøyter. Det anbefales derfor å tilrettelegge arenaer og områder hvor slike aktiviteter kan foregå og der barn og unge har en medbestemmelse for hvilke aktiviteter som er foretrukket

Movement and physical activity in early childhood education and care in the Nordic countries

Background The World Health Organization (WHO) acknowledges the importance of preschool children taking part in comprehensive physical activities supporting, among other things, their motor development, and competencies. A growing number of children attend early childhood education and care (ECEC), and expectations that this will support the development and learning of the youngest children are high. ECEC are governed by different policies embodied in both laws and curricula, and the framework of a curriculum plays a key role in ensuring the quality of ECEC services. The documents represent the content society wants the ECEC institutions to disseminate, and set out the values, objectives, and content of the work of pre-school teachers and serve as a point of reference for ECEC teachers and schools. The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents ECEC from Denmark, Finland, Iceland, Norway, and Sweden. Methods This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to examine values of MoPA and to identify similarities and differences in the ECEC policies of Nordic countries. Results Seven terms were identified as MoPA related; body, motor, move, physical activity, physical education, coordination, idrott/liikunta. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely and were referred to as both a goal in itself and as a mean of achieving other goals (e.g., learning or development in another area). Formulations dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian, while the Icelandic and Swedish curricula mentioned MoPA only as a mean. Conclusion Findings indicated that MoPA, which are important for children's development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by the Nordic countries. Thus, the guidance provided to educators and stakeholders therein is inexplicit. The low priority of the MoPA domain in the ECEC policies might negatively affect the possibility for young children to be physically active in preschools.nonPeerReviewe

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.peerReviewe

Schoolyard Affordances for Physical Activity: A Pilot Study in 6 Nordic–Baltic Countries

Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the schoolyard meets children’s preferences. One schoolyard was studied in each included country: Iceland, Norway, Finland, Lithuania, Latvia, and Estonia. The affordances, facilities, and equipment for PA in schoolyards were identified through orthophoto maps and standard registration forms. Children’s preferences were collected through group interviews at each participating school. A common design of schoolyards across countries indicated mostly flat topography with sparse vegetation and green areas dominated by large traditional sport arenas such as a football field, areas suitable for ball games, and track and field activities. Green spaces and varied topography were more prominent in Nordic countries. Across nationalities, the responses from pupils regarding the schoolyard were similar: they liked it though they wished for more variety of activities to do during recess. National regulations/recommendations for schoolyard design differed across the countries, being more restricted to sport fields and sport-related activities in Latvia and Lithuania, while in Nordic countries, the recommendations focused more on versatile schoolyard design