Physical activity, screen time, and outdoor learning environment practices and policy implementation: a cross sectional study of Texas child care centers
Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and cen...
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| Vydáno v: | BMC public health Ročník 19; číslo 1; s. 274 - 11 |
|---|---|
| Hlavní autoři: | , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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London
BioMed Central
07.03.2019
BioMed Central Ltd Springer Nature B.V BMC |
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| ISSN: | 1471-2458, 1471-2458 |
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| Abstract | Background
Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers.
Methods
Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (
N
= 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described.
Results
827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0–6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0–10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0–12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported.
Conclusions
This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. |
|---|---|
| AbstractList | Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers.
Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described.
827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0-6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0-10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0-12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported.
This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers. Methods Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described. Results 827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0-6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0-10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0-12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported. Conclusions This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Keywords: Pediatrics, Physical activity, Environment, Guidelines and recommendations, Public health Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers.BACKGROUNDEarly care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers.Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described.METHODSLicensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described.827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0-6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0-10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0-12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported.RESULTS827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0-6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0-10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0-12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported.This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children.CONCLUSIONSThis statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers. Methods Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website ( N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described. Results 827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0–6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0–10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0–12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported. Conclusions This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers. Methods Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described. Results 827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0–6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0–10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0–12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported. Conclusions This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Abstract Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers. Methods Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described. Results 827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0–6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0–10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0–12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported. Conclusions This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for promotion of healthy behaviors. The purpose of this study is to describe self-reported practices, outdoor environment aspects, and center policies for physical activity and screen time in a statewide convenience sample of non-Head Start Texas ECE centers. Licensed home and child care centers in Texas with email addresses publicly available on the Department of Family and Protective Services website (N = 6568) were invited to participate in an online survey. Descriptive statistics of self-reported practices, policies, and outdoor learning environment are described. 827 surveys were collected (response rate = 12.6%). Exclusion criteria yielded a cross-sectional sample of 481 center-only respondents. > 80% of centers meet best practice recommendations for screen time practices for infants and toddlers, although written policies were low (M = 1.4 policies, SD = 1.65, range = 0-6). For physical activity, < 30% meet best practice recommendations with M = 3.9 policies (SD = 3.0, range = 0-10) policies reported. Outdoor learning environment indicators (M = 5.7 policies, SD = 2.5, range = 0-12) and adequate play settings, storage (< 40%), and greenery (< 20%) were reported. This statewide convenience sample of non-Head Start Texas ECE centers shows numerous opportunities for improvement in practices and policies surrounding outdoor environments, physical activity, and screen time. With less than half of centers meeting the recommendations for physical activity and outdoor learning environments, dedicating resources to help centers enact and modify written policies and to implement programs to improve their outdoor learning environments could promote physical activity and reduce sedentary time of children. |
| ArticleNumber | 274 |
| Audience | Academic |
| Author | Dooley, Erin E. Hoelscher, Deanna M. Thi, Christina A. Byrd-Williams, Courtney E. Browning, Cari |
| Author_xml | – sequence: 1 givenname: Courtney E. orcidid: 0000-0002-3942-8595 surname: Byrd-Williams fullname: Byrd-Williams, Courtney E. email: courtney.e.byrdwilliams@uth.tmc.edu organization: Michael & Susan Dell Center for Healthy Living at The University of Texas Health Science Center (UTHealth) School of Public Health in Austin – sequence: 2 givenname: Erin E. surname: Dooley fullname: Dooley, Erin E. organization: Michael & Susan Dell Center for Healthy Living at The University of Texas Health Science Center (UTHealth) School of Public Health in Austin – sequence: 3 givenname: Christina A. surname: Thi fullname: Thi, Christina A. organization: Department of State Health Services, Obesity Prevention Program, Health Promotion and Chronic Disease Prevention Section – sequence: 4 givenname: Cari surname: Browning fullname: Browning, Cari organization: Department of State Health Services, Obesity Prevention Program, Health Promotion and Chronic Disease Prevention Section – sequence: 5 givenname: Deanna M. surname: Hoelscher fullname: Hoelscher, Deanna M. organization: Michael & Susan Dell Center for Healthy Living at The University of Texas Health Science Center (UTHealth) School of Public Health in Austin |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/30845946$$D View this record in MEDLINE/PubMed |
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| Keywords | Pediatrics Environment Guidelines and recommendations Physical activity Public health |
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Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is... Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is necessary for... Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers is... Abstract Background Early care and education (ECE) centers are important for combating childhood obesity. Understanding policies and practices of ECE centers... |
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