Research

13 pages, 3221 KiB

Open AccessArticle

Comics as a Physical Education Tool for Health Promotion in Brazilian Primary Education, Based on Paulo Freire’s Principles of Empowerment

by George Bernard Soares Nascimento, Marcelo de Maio Nascimento, Luciana Márcia Gomes de Araújo, Élvio R. Gouveia and Andreas Ihle

Children 2023, 10(9), 1575; https://doi.org/10.3390/children10091575 - 19 Sep 2023

Viewed by 1005

Abstract

Incorrect postural habits developed already at an early age are predictors of low back pain and functional limitations in adult life. Postural education programs (PEPs) are activities developed in Physical Education classes with the aim of promoting healthy habits. One tool used by [...] Read more.

Incorrect postural habits developed already at an early age are predictors of low back pain and functional limitations in adult life. Postural education programs (PEPs) are activities developed in Physical Education classes with the aim of promoting healthy habits. One tool used by PEPs is comics. The objective of this study was to develop comics and apply them as a teaching tool in PEPs for students aged seven to ten years. The procedures were based on individual empowerment principles, including creation activities, reading, painting, crosswords, and discussion of comics. The activities strengthened the students’ interactions, gaining new knowledge that required cognitive and expressive resources to interpret, associate, and conceptualize themes of correct body posture. During six weeks of intervention, knowledge about body posture, anatomy, and health promotion exercises increased significantly in relation to the beginning of activities. The comic book proved to be an effective, attractive, and low-cost didactic resource. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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20 pages, 3048 KiB

Open AccessArticle

Impact of Daily Choral Singing and Creative Writing Activities on the Cognitive Development of Second-, Third-, and Fourth-Grade French Children from Low Socioeconomic Backgrounds

by Angélica Gutiérrez Cisneros, Juliette Roussey, Talya Inbar, Althea Fratacci and Aline Frey

Children 2023, 10(9), 1515; https://doi.org/10.3390/children10091515 - 06 Sep 2023

Viewed by 1179

Abstract

In France, around one-fifth of children have reading difficulties, and school results are highly dependent on their socio-economic status. In this context, the need for alternative and innovative teaching techniques holds importance, and more artistic approaches are promising. The aim of this study [...] Read more.

In France, around one-fifth of children have reading difficulties, and school results are highly dependent on their socio-economic status. In this context, the need for alternative and innovative teaching techniques holds importance, and more artistic approaches are promising. The aim of this study was to assess the impact of a daily choral singing or creative writing practice on the cognitive and linguistic development of French children from disadvantaged backgrounds. Eighty children participated in this longitudinal study, for whom we measured several cognitive and linguistic skills at the beginning (pre-test) and end (post-test) of the school year. The results showed that children in “singing” classes improved both their reading skills and processing speed, while those in “writing” classes improved their reading skills and vocabulary. These results open up new avenues of learning support, specifically for children with difficulties. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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11 pages, 440 KiB

Open AccessArticle

Health Promotion in Preschool Children

by Yiğit Şenol and Fatma Betül Şenol

Children 2023, 10(8), 1385; https://doi.org/10.3390/children10081385 - 14 Aug 2023

Viewed by 1741

Abstract

The key for individuals to live in health and well-being is the development of healthy living habits. In order for a healthy life habit to be formed, the relevant behaviors must be acquired in the preschool period. This study aimed to promote health [...] Read more.

The key for individuals to live in health and well-being is the development of healthy living habits. In order for a healthy life habit to be formed, the relevant behaviors must be acquired in the preschool period. This study aimed to promote health knowledge among children attending preschool through health education. The study was designed using the qualitative case study design. The Personal Information Form and Health Hunter Children Follow Health Interview Form were used as data collection tools in the study. Health education activities were implemented in order to improve children’s knowledge about health. Activities consisted of physical activity, personal hygiene, injury prevention, sleeping habits, healthy nutrition, healthy life, and paramedic and treatment services categories. Activities were applied to children twice a week for eight weeks. As a result of the study, an improvement was observed in children’s knowledge about health. The answers given by the children before and after the Health Education Activities were collected in the categories of nutrition, safe life, illness status, well-being, hygiene, environmental health, and sports. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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10 pages, 601 KiB

Open AccessArticle

Impact of Teachers’ Autonomy Support in Students’ Basic Psychological Needs, Intrinsic Motivation and Moderate-to-Vigorous Physical Activity

by Alejandro Carriedo, José A. Cecchini, Antonio Méndez-Giménez, Deborah Sanabrias-Moreno and Carmen González

Children 2023, 10(3), 489; https://doi.org/10.3390/children10030489 - 02 Mar 2023

Cited by 1 | Viewed by 1523

Abstract

The students’ active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, [...] Read more.

The students’ active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, and intrinsic motivation of primary education students. A three-phase, crossed research design was used in four groups of primary education (grades three, four, five, and six). Eighty-three students (40 boys; 43 girls) completed three physical education sessions with three levels of teacher autonomy support: low, intermediate, and high. They wore WGT3x accelerometers and answered a questionnaire. Results showed significant differences in MVPA, autonomy, competence, and intrinsic motivation (p < 0.001) between sessions one (controlling), two (intermediate-supportive autonomy), and three (full-supportive autonomy). In session three, the students’ MVPA increased to 73.70%. In conclusion, teacher’s autonomy-supportive environment can be modified to increase the students’ intrinsic motivation, basic physiological needs, and MVPA to reach the minimum international standards. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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13 pages, 2265 KiB

Open AccessArticle

Adaptation Difficulties of Children at the Beginning of School Attendance Based on the Optics of Primary School Teachers

by Radka Teleková, Tatiana Marcineková, Anna Tirpáková and Dalibor Gonda

Children 2023, 10(2), 410; https://doi.org/10.3390/children10020410 - 20 Feb 2023

Viewed by 2189

Abstract

The presented paper is devoted to finding out and analyzing the opinions of primary education teachers on the causes of the unsuccessful adaptation of current schoolchildren to the beginning of systematic education. To find out the above issues, pedagogical research was carried out [...] Read more.

The presented paper is devoted to finding out and analyzing the opinions of primary education teachers on the causes of the unsuccessful adaptation of current schoolchildren to the beginning of systematic education. To find out the above issues, pedagogical research was carried out at selected primary schools in Slovakia. The implementation of the research and the subsequent analysis of the research results confirmed that the length of teachers’ pedagogical practice has a statistically significant effect on their views on the causes of adaptation difficulties in emotional, social, intellectual, and psychomotor areas of children’s school readiness. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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21 pages, 2086 KiB

Open AccessArticle

Parental Perceptions of Child’s Play in the Post-Digital Era: Parents’ Dilemma with Digital Formats Informing the Kindergarten Curriculum

by Andreja Istenič, Violeta Rosanda, Marina Volk and Mateja Gačnik

Children 2023, 10(1), 101; https://doi.org/10.3390/children10010101 - 03 Jan 2023

Cited by 1 | Viewed by 2228

Abstract

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child’s early years can present conflict with parents, as the societal and economic demands of [...] Read more.

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child’s early years can present conflict with parents, as the societal and economic demands of digitalized society for a child’s digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children’s technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; accordingly, this descriptive survey study includes a non-randomized sample of 306 parents. We are considering how child’s play is structured in the primary environment and how parents perceive digital technology in the current post-digital age of seamless, digitally saturated social practices. Parents are aware of the risks of technology and of its benefits for learning. The findings show correlations between a child’s digital screen technology use and parents’ attitudes and perceptions of digital play. Parents that offer digital screen technology to a child have less agreeable attitudes regarding its possible risks to a child. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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12 pages, 318 KiB

Open AccessArticle

Physical Fitness Perception and Physical Education Enjoyment in 11- to 12-Year-Old Children

by Francisco José Borrego-Balsalobre, Francisco Cavas-García, Arturo Díaz-Suárez and Alfonso Martínez-Moreno

Children 2023, 10(1), 68; https://doi.org/10.3390/children10010068 - 28 Dec 2022

Cited by 2 | Viewed by 1375

Abstract

Childhood motor competence plays a fundamental role in long-term adherence to physical activity. Enjoyment levels and self-perception of physical fitness increase motivation, commitment, and participation in physical activity. The objective of this study was to assess the body mass index (BMI), weight percentile, [...] Read more.

Childhood motor competence plays a fundamental role in long-term adherence to physical activity. Enjoyment levels and self-perception of physical fitness increase motivation, commitment, and participation in physical activity. The objective of this study was to assess the body mass index (BMI), weight percentile, health status, physical fitness, and enjoyment levels of physical activity. A sample of 138 persons, of whom 67 were males and 71 females, with a mean BMI of 20.04 (2.35) answered the questionnaires Physical Activity Enjoyment Scale and the International Fitness Scale–self-report of physical fitness in young people. Tests were administered to measure functional fitness and anthropometric characteristics. Statistical analysis included calculation of Cronbach’s alpha, ANOVA and Pearson’s bivariate test correlations. The data indicate the reliability of the International Fitness Scale. No significant differences by gender were observed for the Physical Activity Enjoyment Scale. The BMI showed that significant positive correlations with 20 m sprint scores (p < 0.001, r = 0.367) and significant negative correlations with 6-minute lap scores (p < 0.001, r = −0.360) could be caused by an older physiological age. The overall physical fitness level of the children was medium-high, with most of the children enjoying physical education classes and slightly higher enjoyment values for males 40.88 (5.42) than females 40.31 (6.16). Full article

(This article belongs to the Special Issue Early Childhood Education Development)

12 pages, 905 KiB

Open AccessArticle

Reference Values of Absolute and Relative Handgrip Strength in Chilean Schoolchildren with Intellectual Disabilities

by Claudio Farías-Valenzuela, Paloma Ferrero-Hernández, Gerson Ferrari, Sebastián Espoz-Lazo, Antonio Castillo-Paredes, Sebastián Álvarez-Arangua and Pedro Valdivia-Moral

Children 2022, 9(12), 1912; https://doi.org/10.3390/children9121912 - 07 Dec 2022

Cited by 2 | Viewed by 1860

Abstract

Handgrip strength is a simple measure of general muscle strength and is related to functionality in people with intellectual disabilities. The objective of this research was to describe the normative values of absolute and relative handgrip strength in children, adolescents and adults according [...] Read more.

Handgrip strength is a simple measure of general muscle strength and is related to functionality in people with intellectual disabilities. The objective of this research was to describe the normative values of absolute and relative handgrip strength in children, adolescents and adults according to sex. The sample was made up of 264 schoolchildren (n = 168 men) belonging to five special education schools in Santiago of Chile. The results show higher levels of absolute handgrip strength in males compared to females. The maximum peak of the absolute manual handgrip is reached in females in adolescence with a decrease in adulthood. Relative handgrip strength levels are similar in boys and girls. In females, the relative handgrip strength is similar in childhood and adolescence. Relative handgrip strength declines in both sexes from adolescence to adulthood. The reference values of this study can be used by professionals in the areas of health and education as a guide for interpretation, monitoring and follow-up of Chilean schooled people with intellectual disabilities. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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15 pages, 966 KiB

Open AccessArticle

Designing Culturally Responsive Education Strategies to Cultivate Young Children’s Cultural Identities: A Case Study of the Development of a Preschool Local Culture Curriculum

by Yi-Huang Shih

Children 2022, 9(12), 1789; https://doi.org/10.3390/children9121789 - 22 Nov 2022

Cited by 3 | Viewed by 2395

Abstract

The researcher investigated how the teachers at the preschool integrated the vision of the preschool, educational goals, and community resources to develop and implement the local culture curriculum as well as what problems they encountered in the process. Thereafter, the researcher developed strategies [...] Read more.

The researcher investigated how the teachers at the preschool integrated the vision of the preschool, educational goals, and community resources to develop and implement the local culture curriculum as well as what problems they encountered in the process. Thereafter, the researcher developed strategies that can be used to solve such problems. The researcher discovered that the most important aspects of the local culture curriculum were (1) its ability to pique the children’s interest in history and the humanities through the lens of the children’s experiences at the market, and (2) its integration of local culture and the community, specifically through interactions between young children and adults at a vegetable market. The implementation of the local culture curriculum involved the following steps: (1) establishing a thematic network; (2) planning the activities, including exploring the children’s previous experiences and adjusting the curriculum and teaching methods accordingly; (3) conducting the activities, including visiting and participating in work at the market; (4) evaluating the activities; and (5) creating thank you cards and formulating plans for store renovation. Some of the obstacles the teachers encountered in the development and implementation of the vegetable-market-themed local culture curriculum were (1) shortages of preschool teachers willing to teach outdoor courses, (2) concerns about young children’s safety, and (3) young children’s lack of experience. Finally, on the basis of my conclusion, the researcher developed the following culturally responsive education strategies: (1) integrating aspects of local culture and the community into courses, (2) situating local culture courses in learning areas, (3) developing local culture curriculum that are rich in humanities, and (4) developing local culture curriculum based on parent–teacher cooperation to overcome teacher shortages at preschools. The results of this study may serve as a reference in the development of a local culture curriculum and other strategies to cultivate young children’s cultural identities. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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11 pages, 582 KiB

Open AccessArticle

Influence of Physical Fitness, Anthropometric Profile, and Biological Maturation on Technical Performance and Enjoyment of Untrained Children Who Participate in Continuous and Fractional Small-Sided Games

by Nicolás Gómez-Álvarez, Hernán Costa Luengo, Leonardo Alarcón Lamilla, Kamir Barraza Álvarez, Valeria Espinoza Salinas, Yesenia Olate-Pasten, Cristian Godoy-Tapia, Gustavo Pavez-Adasme and Felipe Hermosilla-Palma

Children 2022, 9(11), 1730; https://doi.org/10.3390/children9111730 - 10 Nov 2022

Cited by 2 | Viewed by 1511

Abstract

The objective is to determine the relationship between physical fitness, anthropometric measures, and biological maturation as they relate to technical performance in small-sided games (SSGs) of continuous and fractioned regimes. Methodology: A crossover-design study in which 12 children participated in two regimens of [...] Read more.

The objective is to determine the relationship between physical fitness, anthropometric measures, and biological maturation as they relate to technical performance in small-sided games (SSGs) of continuous and fractioned regimes. Methodology: A crossover-design study in which 12 children participated in two regimens of SSG (continuous and fractional). At the beginning of the study, all children were evaluated using physical fitness tests (horizontal jump test, vertical jump, cardiorespiratory fitness, and agility), anthropometric profile (weight, height, Body Mass Index (BMI), and waist circumference (WC)), and biological maturation (peak years of growth velocity). All sessions were recorded and analyzed with the Performance Assessment in Team Sports instrument, and at the end of each game each child was asked to answer a scale of enjoyment for physical activity. Results: The results of the paired samples t-test showed no significant differences in the measures of technical performance and perceived enjoyment for the continuous and fractional regimens of SSGs (p > 0.05). The correlation results showed that technical performance in the continuous and fractional regimes was related to agility, horizontal jump, and height, while biological maturation was only related to technical performance in the fractional regimen of SSGs. Perceived enjoyment showed a negative relationship with weight, height, BMI, and WC. Conclusion: The fractional and continuous regimens of SSGs implemented in this study induced similar technical demands and enjoyment. Furthermore, the results suggest that physical fitness, anthropometric profile, and biological maturation may influence the technical performance and enjoyment of SSGs. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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11 pages, 315 KiB

Open AccessArticle

Differences in Motor Competence of Chilean Schoolchildren According to Biological and Sociocultural Correlates

by Juan Quintriqueo-Torres, Diego Menares-Quiroz, Nicolas Aguilar-Farias, Sonia Salvo-Garrido and Jaime Carcamo-Oyarzun

Children 2022, 9(10), 1482; https://doi.org/10.3390/children9101482 - 28 Sep 2022

Cited by 4 | Viewed by 1955

Abstract

(1) Background: In this study, we aimed to determine differences in the levels of motor competence according to biological factors (sex, age and weight status) and sociocultural factors (socioeconomic level and belonging to an indigenous people or not) in students of the La [...] Read more.

(1) Background: In this study, we aimed to determine differences in the levels of motor competence according to biological factors (sex, age and weight status) and sociocultural factors (socioeconomic level and belonging to an indigenous people or not) in students of the La Araucanía Region, Chile. (2) Methods: A total of 552 students in 5th and 6th grade were evaluated (49.6% girls; age M = 11.3; SD = 0.8). To assess motor competence (domains of object control and self-movement), the MOBAK 5-6 test was applied. (3) Results: In the object control dimension, significant differences were found according to sex, with the boys performing higher than the girls. According to age, schoolchildren aged 11.0 to 11.9 performed higher than those aged 10.0 to 10.9, and according to socioeconomic status, schoolchildren from schools with a higher socioeconomic status showed a higher motor performance. No significant interaction effects were found between groups. With regard to the self-movement domain, statistically significant differences were only found according to weight status, where students of normal weight presented the highest performance. No significant effects were found between any of the groups. (4) Conclusions: This study shows the importance of considering the biological and sociocultural characteristics in the development of motor competence when interpreting data or planning interventions in different settings. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

13 pages, 291 KiB

Open AccessArticle

Family Socio-Economic Status and Children’s Play Behaviors: The Mediating Role of Home Environment

by Sixian Li, Jin Sun and Jingxuan Dong

Children 2022, 9(9), 1385; https://doi.org/10.3390/children9091385 - 14 Sep 2022

Cited by 2 | Viewed by 2945

Abstract

Family socio-economic status (SES) is a significant predictor of children’s early learning performance, while little is known about the relationship between family SES and children’s play. This study aimed to examine how family SES was related to different aspects of children’s play behaviors [...] Read more.

Family socio-economic status (SES) is a significant predictor of children’s early learning performance, while little is known about the relationship between family SES and children’s play. This study aimed to examine how family SES was related to different aspects of children’s play behaviors and whether the home environment served as a mediator in this relationship. A total of 844 mothers of children aged three to six (N_boys = 431) from different SES backgrounds (N_low-SES = 123, N_medium-SES = 322, N_high-SES = 399) reported the situation of the home environment and their children’s play behaviors with self-developed questionnaires. Results of regression analyses showed that family SES significantly predicted the level of Imagination, Approaches to Learning, and Emotion Expression in children’s play and that the home environment partially mediated such relationships. The results indicate SES-related differences in children’s play behaviors and offer the possibility of narrowing such discrepancies by establishing a child-friendly home environment. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

13 pages, 625 KiB

Open AccessArticle

The Effects of an Intervention Based on the Flipped Classroom on the Learning of Basic Life Support in Schoolchildren Aged 10–13 Years: A Quasi-Experimental Study

by Miguel Cons-Ferreiro, Marcos Mecías-Calvo, Vicente Romo-Pérez and Rubén Navarro-Patón

Children 2022, 9(9), 1373; https://doi.org/10.3390/children9091373 - 10 Sep 2022

Cited by 3 | Viewed by 1678

Abstract

Most out-of-hospital cardiac arrests are attended first by bystanders who are usually friends and/or relatives of the victim. Therefore, the objective of this research was to analyse the impact of a training process based on the flipped classroom on basic life support skills [...] Read more.

Most out-of-hospital cardiac arrests are attended first by bystanders who are usually friends and/or relatives of the victim. Therefore, the objective of this research was to analyse the impact of a training process based on the flipped classroom on basic life support skills in primary education students. The sample consisted of 308 children (148 experimental group (EG) and 160 control group (CG)) between 10 and 13 years old (M = 10.68 ± 0.64) from 2 schools in Galicia, Spain. The data reveal that the quality parameters are obtained in the number of total compressions in 2 min (CG = 213 and EG = 217; p = 0.024) and in the percentage of correct compressions (CG = 87.23% and EG = 91.6%; p = 0.013) except for the mean depth and the percentage of correct compressions, which were not reached in any case. Regarding the application of an effective discharge with the Automated external defibrillator (AED), there were no significant differences in the time used by schoolchildren between both methods (p = 0.795), but 97.5% (n = 156) of the CG and 100% (n = 148) of the EG are able to do it in just over 1 min. Based on the results obtained, we can conclude that a training program based on the flipped classroom is as effective and viable as traditional training in psychomotricity on CPR techniques and the application of an effective discharge using an AED. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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13 pages, 2202 KiB

Open AccessArticle

Anthropometric Indicators of the Cardiometabolic Risk, Muscle Strength, and Functional Capacity of Schoolchildren with Intellectual Disabilities during Lockdown in Chile

by Claudio Farías-Valenzuela, Gerson Ferrari, Sebastián Espoz-Lazo, Paloma Ferrero-Hernández, Emilio Jofré-Saldia, Sebastián Álvarez-Arangua, Carlos Poblete-Aro, Andrés Godoy-Cumillaf, Cristian Cofre-Bolados and Pedro Valdivia-Moral

Children 2022, 9(9), 1315; https://doi.org/10.3390/children9091315 - 29 Aug 2022

Cited by 2 | Viewed by 2013

Abstract

Lockdown due to the COVID-19 pandemic has negatively impacted the social, psychological, and physical well-being of the world population. In the case of people with intellectual disabilities, the impact of lockdown on their physical condition and functionality is not completely clear. This study [...] Read more.

Lockdown due to the COVID-19 pandemic has negatively impacted the social, psychological, and physical well-being of the world population. In the case of people with intellectual disabilities, the impact of lockdown on their physical condition and functionality is not completely clear. This study aimed to determine the effects of COVID-19 lockdown on the anthropometric indicators of cardiometabolic risk, muscle strength, and functionality on schoolchildren with intellectual disabilities. The sample was composed of 132 students of both sexes (n = 74 pre-lockdown; n = 58 lockdown) belonging to two special education centers from the Metropolitan Region of Santiago, Chile. Our results showed significant reductions (p ≤ 0.05) in absolute and relative handgrip strength, as well as in functionality, when comparing pre-lockdown and lockdown measurements, with a greater loss in girls than boys. The design and implementation of physical exercise programs centered on strength training are necessary for the physical and functional reconditioning of this population. These programs need to be implemented in special education centers considering the general well-being, quality of life and work needs of people with intellectual disabilities. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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8 pages, 277 KiB

Open AccessArticle

Evaluation of a Program of Aquatic Motor Games in the Improvement of Motor Competence in Children from 4 to 5 Years Old

by Juan Ángel Simón-Piqueras, Alejandro Prieto-Ayuso, Elena Gómez-Moreno, María Martínez-López and Pedro Gil-Madrona

Children 2022, 9(8), 1141; https://doi.org/10.3390/children9081141 - 29 Jul 2022

Cited by 8 | Viewed by 1904

Abstract

The present study aimed to verify whether a program of initiation to the aquatic environment composed of motor games (motor stories, learning environments and motor circuits) is more effective in the acquisition of aquatic skills in early childhood education than a traditional program. [...] Read more.

The present study aimed to verify whether a program of initiation to the aquatic environment composed of motor games (motor stories, learning environments and motor circuits) is more effective in the acquisition of aquatic skills in early childhood education than a traditional program. For this purpose, the Escala de Competencia Motriz Acuática for 4–5 year-old children was used before and after both programs. This scale has two factors, one named Familiarization, linked to more elementary aquatic abilities, and the Immersion factor, which integrates more advanced aquatic abilities. The two programs were used as independent variables, and there was a sample of 17 children over six weeks. The results show that both programs improved the acquisition of aquatic skills. The program that integrated motor games impacted the improvement of skills related to the Immersion factor significantly more. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

10 pages, 323 KiB

Open AccessArticle

When Are Children Most Physically Active? An Analysis of Preschool Age Children’s Physical Activity Levels

by Gema Díaz-Quesada, María de los Ángeles Gálvez-Calabria, Jonathan D. Connor and Gema Torres-Luque

Children 2022, 9(7), 1015; https://doi.org/10.3390/children9071015 - 08 Jul 2022

Cited by 5 | Viewed by 1468

Abstract

The levels of physical activity (PA) in the population have decreased, especially at an early age. The aims of the study were: to evaluate the percentage of children meeting PA recommendations for both genders, and to measure steps and PA level at different [...] Read more.

The levels of physical activity (PA) in the population have decreased, especially at an early age. The aims of the study were: to evaluate the percentage of children meeting PA recommendations for both genders, and to measure steps and PA level at different time intervals during the week. This was an observational cross-sectional study. Seventy-three schoolchildren (36 boys and 37 girls), aged two years (2.12 ± 0.46), were selected to participate in this study. Participants wore an “Actigraph GT3X” accelerometer for seven days to measure the minutes engaged in moderate-to-vigorous physical activity (MVPA) and step volume. The results show 100% of the children studied met the recommended 60 min/day of MVPA, and 50% achieved 120 min/day MVPA and 13,000 steps per day. No gender differences were found. The results of the analysis show a propensity for higher step volumes and PA values from Monday to Friday. In addition, subjects achieved higher step volumes and PA values during “School Time” than “Out-of-School Time”. Given that during “School Time” children showed higher PA and step values, schools represent an important place to help facilitate PA milestones. This study shows the need for further studies and interventions aimed at understanding and improving children’s PA levels at an early age. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

14 pages, 278 KiB

Open AccessArticle

Moderate Effects of School-Based Time Increasing Physical Education Intervention on Physical Fitness and Activity of 7-Year Pupils—A Report from a Follow-Up of a HCSC Study

by Paweł Lisowski, Adam Kantanista and Michał Bronikowski

Children 2022, 9(6), 882; https://doi.org/10.3390/children9060882 - 13 Jun 2022

Cited by 1 | Viewed by 1483

Abstract

We evaluated the effectiveness of a 15-week intervention that increased from three to five lessons of physical education (PE) a week on 7-year-old boys’ and girls’ physical fitness (PF), physical activity (PA) and sedentary behaviour on week and weekend days. A total of [...] Read more.

We evaluated the effectiveness of a 15-week intervention that increased from three to five lessons of physical education (PE) a week on 7-year-old boys’ and girls’ physical fitness (PF), physical activity (PA) and sedentary behaviour on week and weekend days. A total of 212 first grade pupils (mean age 6.95 ± 0.43) from two urban schools in Poznań were randomly assigned to the experimental or control groups. The PF was measured with a battery of field tests, while health-related behaviours were assessed with the Healthy Children in Sound Communities questionnaire. There were some interaction effects noticed in the PF scores in the case of a 20-min run for boys (F_2,196 = 5.29, p = 0.0058) and for girls (F_2,220 = 3.31, p = 0.0382) and the sit-ups test for boys (F_2,196 = 1.93, p = 0.1478) and for girls (F_2,220 = 3.98, p = 0.0201) and for the sit and reach test in the case of girls (F_2,220 = 3.98, p = 0.0201). In terms of outdoor PA levels, there were no major differences between any of the examined groups. Differences were found between girls from the experimental and control groups in the post-test (p = 0.0107) and follow-up (p = 0.0390) during the weekdays, with no differences between the groups of boys. Despite the moderate effects of the extended PE time programme right after the intervention, there were some indications of progress in the follow-up experiments. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

11 pages, 1896 KiB

Open AccessArticle

Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period

by Ilargi Zaballa, Maria Merino and José Domingo Villarroel

Children 2022, 9(6), 862; https://doi.org/10.3390/children9060862 - 10 Jun 2022

Cited by 2 | Viewed by 2059

Abstract

This study analyses the depictions that a sample of young children completed to express their knowledge of plant life at two different times, two years apart. The pictorial content is examined by the complexity of the depictions of flora as well as the [...] Read more.

This study analyses the depictions that a sample of young children completed to express their knowledge of plant life at two different times, two years apart. The pictorial content is examined by the complexity of the depictions of flora as well as the range of colour that the children in the sample chose. The study presents the changes that occurred in the children’s illustrations of plants after 24 months. The conclusions are discussed in view of the data that preceding studies provide on the subject of botanical literacy in childhood, and raise the hypothesis that the unexpected results obtained in the study might reflect a learning loss in the understanding of the plant world as a consequence of the school closures that followed the outbreak of the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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15 pages, 347 KiB

Open AccessArticle

Evaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Education

by Adriana Nielsen-Rodríguez, Ramón Romance, Juan Carlos Dobado-Castañeda and Francisco Javier Gil-Espinosa

Children 2022, 9(2), 231; https://doi.org/10.3390/children9020231 - 09 Feb 2022

Cited by 2 | Viewed by 1905

Abstract

Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children [...] Read more.

Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3–4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

16 pages, 874 KiB

Open AccessArticle

Differences in Hygiene Habits among Children Aged 8 to 11 Years by Type of Schooling

by Ana María Pérez Pico, Esther Mingorance Álvarez, Julia Villar Rodríguez and Raquel Mayordomo Acevedo

Children 2022, 9(2), 129; https://doi.org/10.3390/children9020129 - 19 Jan 2022

Cited by 3 | Viewed by 3126

Abstract

Personal hygiene is one of the basic activities in the care of our body. Parents are responsible for their children’s hygiene to prevent infections and keep them healthy. However, children must acquire hygiene habits correctly and independently. This study examines the sociodemographic profile, [...] Read more.

Personal hygiene is one of the basic activities in the care of our body. Parents are responsible for their children’s hygiene to prevent infections and keep them healthy. However, children must acquire hygiene habits correctly and independently. This study examines the sociodemographic profile, hygiene habits and knowledge, and level of autonomy of children who are starting to perform their personal care autonomously to identify the areas in which their habits could be improved. A descriptive cross-sectional study was conducted concerning 125 children aged 8–11 years attending schools in northern Extremadura, Spain. The children were surveyed with the HICORIN^® questionnaire and the resulting data were statistically processed with SPSS 22.0 (IBM, Armonk, NY, USA). The majority of participating children required help to perform personal hygiene activities. Children in preferential schooling (PS) require less help than children in mainstream schooling (MS) but have less knowledge about personal hygiene. Different habits were observed in the frequency and time of day for performing personal hygiene between groups (p-values < 0.005). In general, more than 80% of children aged 8 to 11 years are not autonomous in some aspect of their personal hygiene, and they are not all familiar with personal hygiene. Because of this, it is necessary to conduct theory and practical workshops with children who must acquire correct personal hygiene habits autonomously to prevent infection and promote health. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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12 pages, 690 KiB

Open AccessArticle

Role of Spanish Toddlers’ Education and Care Institutions in Achieving Physical Activity Recommendations in the COVID-19 Era: A Cross-Sectional Study

by Herminia Vega-Perona, Isaac Estevan, Yolanda Cabrera García-Ochoa, Daniel A. Martínez-Bello, María del Mar Bernabé-Villodre and Vladimir E. Martínez-Bello

Children 2022, 9(1), 51; https://doi.org/10.3390/children9010051 - 03 Jan 2022

Cited by 7 | Viewed by 2470

Abstract

To our knowledge, there are no published studies that describe the physical activity (PA) levels and objectively measure them through accelerometry in toddlers (2–3 years old) attending early childhood education and care (ECEC) institutions during the COVID-19 pandemic. The aims of this study [...] Read more.

To our knowledge, there are no published studies that describe the physical activity (PA) levels and objectively measure them through accelerometry in toddlers (2–3 years old) attending early childhood education and care (ECEC) institutions during the COVID-19 pandemic. The aims of this study were two-fold: (a) to analyse toddlers’ PA levels and sedentary behaviour (SB) during school hours in ECEC institutions, as well as the rate of adherence to specific recommendations on total PA (TPA) and moderate–vigorous PA (MVPA); and (b) to evaluate the characteristics correlates (age, gender, and body mass index –BMI) of young children and the school environment on toddlers’ TPA, light PA (LPA), MVPA, and SB during school hours in ECEC institutions. PA was evaluated with ActiGraph accelerometers. The main findings were that: (a) toddlers engaged in very high amounts of TPA and MVPA during ECEC hours; (b) girls and boys displayed similar levels of LPA, TPA, and SB, while girls had lower levels of MVPA, compared to boys, and younger toddlers were less active than older ones; (c) BMI was not associated with PA of any intensity or SB; (d) playground and classroom density were not associated with higher levels of PA of any intensity, though classroom density was associated with SB. These ECEC institutions provide and challenge the new COVID-19 scenario, as well as supportive environments for toddlers’ PA. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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Review

Jump to: Research, Other

24 pages, 548 KiB

Open AccessReview

Improving the Learning in Life Education for Young Children Aged 3 to 6 Years: A Review on the Research Themes of Early Childhood Life Education in Taiwan

by Yi-Huang Shih

Children 2022, 9(10), 1538; https://doi.org/10.3390/children9101538 - 09 Oct 2022

Cited by 1 | Viewed by 2447

Abstract

The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children [...] Read more.

The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children aged 3 to 6 years in Taiwan and offered strategies for improving learning in early childhood life education. Eight categories of themes were examined. In addition, the curriculum development of learning in early childhood life education was identified: (1) life event core curriculum, (2) sympathy core curriculum, (3) example core curriculum, and (4) anima core curriculum. Several teaching approaches of learning in early childhood life education are proposed: (1) teaching through picture books, (2) learning through experience, (3) teaching through instructional media, (4) teaching through concept mapping, (5) teaching through stories, and (6) teaching through parent–teacher collaboration. Developing and implementing the strategies of learning in early childhood life education is crucial for cultivating psychological wellbeing in young children and improving the quality of Taiwan’s early childhood education system. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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21 pages, 311 KiB

Open AccessReview

The Development of Emotional Programmes in Education Settings during the Last Decade

by Beatriz Muñoz-Oliver, Pedro Gil-Madrona and José Luis Gómez-Ramos

Children 2022, 9(4), 456; https://doi.org/10.3390/children9040456 - 24 Mar 2022

Cited by 4 | Viewed by 2532

Abstract

Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results [...] Read more.

Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies. Likewise, the importance of interconnecting natural educational settings with research activity is considered a fundamental aspect in designing, implementing, and evaluating such programmes. Thus, the present study aims to represent these programmes’ characteristics, evaluation, and results for the ulterior development of specific and contextualised proposals. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

Other

Jump to: Research, Review

14 pages, 1882 KiB

Open AccessBrief Report

Me, Myself, and I: Neural Activity for Self versus Other across Development

by Paola Zanchi, Jean-Baptiste Ledoux, Eleonora Fornari and Solange Denervaud

Children 2023, 10(12), 1914; https://doi.org/10.3390/children10121914 - 12 Dec 2023

Viewed by 806

Abstract

Although adults and children differ in self-vs.-other perception, a developmental perspective on this discriminative ability at the brain level is missing. This study examined neural activation for self-vs.-other in a sample of 39 participants spanning four different age groups, from 4-year-olds to adults. [...] Read more.

Although adults and children differ in self-vs.-other perception, a developmental perspective on this discriminative ability at the brain level is missing. This study examined neural activation for self-vs.-other in a sample of 39 participants spanning four different age groups, from 4-year-olds to adults. Self-related stimuli elicited higher neural activity within two brain regions related to self-referential thinking, empathy, and social cognition processes. Second, stimuli related to ‘others’ (i.e., unknown peer) elicited activation within nine additional brain regions. These regions are associated with multisensory processing, somatosensory skills, language, complex visual stimuli, self-awareness, empathy, theory of mind, and social recognition. Overall, activation maps were gradually increasing with age. However, patterns of activity were non-linear within the medial cingulate cortex for ‘self’ stimuli and within the left middle temporal gyrus for ‘other’ stimuli in 7–10-year-old participants. In both cases, there were no self-vs.-other differences. It suggests a critical period where the perception of self and others are similarly processed. Furthermore, 11–19-year-old participants showed no differences between others and self within the left inferior orbital gyrus, suggesting less distinction between self and others in social learning. Understanding the neural bases of self-vs.-other discrimination during development can offer valuable insights into how social contexts can influence learning processes during development, such as when to introduce peer-to-peer teaching or group learning. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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17 pages, 553 KiB

Open AccessEditor’s ChoiceSystematic Review

Motivation toward Physical Activity and Healthy Habits of Adolescents: A Systematic Review

by Javier Cachón-Zagalaz, Hanrriette Carrasco-Venturelli, María Sánchez-Zafra and María Luisa Zagalaz-Sánchez

Children 2023, 10(4), 659; https://doi.org/10.3390/children10040659 - 30 Mar 2023

Cited by 5 | Viewed by 1945

Abstract

Adolescence is a transformative period in which rapid physical, cognitive and psychosocial growth takes place. Laying the foundation for healthy behaviors is paramount during these formative years. The aim of this review is to determine which countries are leading in research on adolescents’ [...] Read more.

Adolescence is a transformative period in which rapid physical, cognitive and psychosocial growth takes place. Laying the foundation for healthy behaviors is paramount during these formative years. The aim of this review is to determine which countries are leading in research on adolescents’ motivation towards physical activity and healthy habits and their main findings. A systematic review was conducted following the PRISMA statement using the Web of Science and Scopus databases during the months of September to December 2022. The search terms used were: “Physical activity”, “Motivation” and “Adolescents”, in the following research areas: Education, Educational Research and Sport Sciences. A total of 5594 articles were identified, but only those that met the established criteria were included (32 articles). It is concluded that most of the research is led in Spain with 16 articles, followed by 3 in Chile, 2 in Portugal, 2 in Norway and the rest of the countries with 1. Likewise, most of the works include very similar aspects regarding the incidence of motivation towards the adherence to the practice of Physical Activity and healthy habits. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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11 pages, 664 KiB

Open AccessBrief Report

The Effects of Chinese Parenting Belief on Preschoolers’ Temperament and Secure Attachment

by Chung Chin Wu

Children 2023, 10(1), 9; https://doi.org/10.3390/children10010009 - 21 Dec 2022

Viewed by 1730

Abstract

In the past, there were a few studies investigating the effects of parenting belief on preschoolers’ temperament and secure attachment. There were some inconsistencies; some effects were also unclear. A total of 2164 parents of three-year-old preschoolers were selected for a panel study [...] Read more.

In the past, there were a few studies investigating the effects of parenting belief on preschoolers’ temperament and secure attachment. There were some inconsistencies; some effects were also unclear. A total of 2164 parents of three-year-old preschoolers were selected for a panel study named National Longitudinal Study of Child Development and Care. At first, confirmatory factor analysis was conducted to examine construct validity of Chinese parenting belief, preschoolers’ temperament, and secure attachment. Consecutively, the effects of Chinese parenting belief on preschoolers’ temperament and secure attachment were investigated through structural equation modeling. Results showed: (1) construct validity of Chinese parenting belief (composed of Guan, Jiao, achievement, and Chi beliefs), preschoolers’ temperament (composed of extraversion, effortful control, and negative affection temperament) and secure attachment were good. (2) The Guan belief showed no effects on all temperaments and secure attachment. (3) Only Jiao belief contributed to the development of extraversion, effortful control, negative affection, and secure attachment. (4) The Achievement belief had a detrimental effect on the development of secure attachment, but it had no effects on others. (5) The Chi belief can increase the development of negative affection temperament, but it had no effects on the rest. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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10 pages, 1181 KiB

Open AccessBrief Report

Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners

by Chung-Chin Wu

Children 2022, 9(11), 1765; https://doi.org/10.3390/children9111765 - 17 Nov 2022

Cited by 2 | Viewed by 1310

Abstract

A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students’ achievement motivation. This new theoretical [...] Read more.

A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students’ achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article. Full article

(This article belongs to the Special Issue Early Childhood Education Development)

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