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?