Download - Physical activity and early childhood
Physical activity and early childhood
Geraldine NaughtonFilling the Gaps Team – RCH
CoPAAL – Australian Catholic University
Presentation outline
Re-thinking the value of play
Recommendations
Supportive statements
Reprioritising play challenges
Re-thinking the value of active play
The importance of MOVEMENT from birth to one year:
keep bodies and minds activedevelop senses /natural curiositydevelop good posture, strength and balanceallow children to feel loved and secure
develop language and communicationlearn about the world around them
Consider the value of:
Tummy time
Independent function
Understanding sounds
Developing touch and sight
Outdoor active play
The importance of movement for children aged 1 to 5 years
Improve the health of the muscles, bones, heart and mind
Develop skills fundamental to movement
Creativity, decision making, imagination
Self-confidence, coping, communicating
Interacting, sharing, taking turns,
Consider the value of:Structured and unstructured play
Active transport /reducing stroller time
Everyday physical tasks
Prompts for play / risk aversion / supervision?
Types of equipment for:upper bodylower bodyclimbingbalancingbuildingcreative movementoutdoor play
Barriers to resources
absence of supportive or educative processes in disseminating resources to communities in highest needs
need for culturally inclusive photos
networks for additional referrals when parents request further information
Barriers to physical activity?• time poor
• other higher priorities
• social isolation
• transport
• too expensive
• health problems
•safety concerns
Facilitators for effective resources
well-informed and culturally inclusive resource dissemination parents values and attitudes to health & change
practical ideas for everyday tips internet accessibility for some but not all families using networks closest to families in high need
• play buddies • low cost or free activities
• opportunities to play in and out of child care services
• family encouragement / priorities
• variety of play items
• better transport
• safe play environments
• non competitive activities
• family modeling
• local community activities • child-centred play
Facilitators for physical activity
Non-productive
• playing video games • television• sleeping in• talking on telephone
Productive • books, art, quiet play• computers• doing home work• work/chores
• 1 in 3 children (5-12 yrs) spent excessive time (>2 hrs) watching TV or using a computer for leisure Spinks et al. 2006
• Excessive TV and computer use associated with insufficient activity levels Spinks et al. 2006
Consider making the most of ‘awake’ times- reduce sedentary time:
Why reduce sedentary behaviour in young children?
Often competes with time that could be spent being more active
Sub-optimal development of bones, muscles, heart
Poorer social skills
Slower development of language???
Not helpful for children at risk of being overweight ?
Consider replacing sedentary time with:
Active outdoor play options
Reduced time in passive transport/strollers
Increasing everyday tasks that need activity e.g. walking, carrying, tidying
Setting limits to electronic screen time from an early age
Recommendation 1
For healthy development in infants (0 to1), physical activity
– particularly floor-based play in safe environments
– should be encouraged from birth
Recommendation 2
Toddlers (1 to 3 years of age) and pre-schoolers (3 to 5 years of age) should be physically active every day for at least three hours, spread throughout the day
Recommendation 3
For children 2 to 5 years of age, sitting and watching television and the use of other electronic media should be limited to less than one hour per day
Recommendation 4
Children younger than two years of age should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games)
Recommendation 5
Infants, toddlers, and pre-schoolers should not be sedentary, or kept inactive, for more than one hour at a time, with the exception of sleeping
Supportive statements
These physical activity recommendations apply to children of all abilities and ages
How can children be active before they can walk?
Once mobile, what types of activity are possible?
For toddlers and preschoolers, physical activity should occur primarily through physically active play but also as part of
games, getting to and from places, free time, structured activities
Not all activity needs to be lead by adults
Activities for infants and children should develop enjoyment of outdoor physical activity
Toys may not be accessible, but loose materials are almost always available, low cost, and just as much fun
Parents/carers are important role models and can help foster their child’s involvement in, and enjoyment of physical activity and play.
For children 0-5, competitive sport is developmentally less appropriate than less structured or infant-oriented programs
The benefits in the challenges of play, far outweigh the serious health risks of not being active in early childhood
Parents should select child-care providers who prioritise and promote physical activity.
Re-prioritising challenges
Developmentally and socially appropriate activity:
- Age? Sex? Background? - Parents- working, low income, issues?- Siblings?- Family priorities?
Living arrangements- high rise, large family?