Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 6...

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Autores principales:	Myrto F. Mavilidi, Sue Bennett, Fred Paas, Anthony D. Okely, Spyridoula Vazou
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	video-based programs delivery physical activity preschool children Medicine R
Acceso en línea:	https://doaj.org/article/7709990986ad4d14bc491b417a821957
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spelling	oai:doaj.org-article:7709990986ad4d14bc491b417a8219572021-11-25T17:49:26ZParents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation10.3390/ijerph1822119131660-46011661-7827https://doaj.org/article/7709990986ad4d14bc491b417a8219572021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/11913https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (<i>n</i> = 5 parents) and a 6 week school-based program (<i>n</i> = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.Myrto F. MavilidiSue BennettFred PaasAnthony D. OkelySpyridoula VazouMDPI AGarticlevideo-based programsdeliveryphysical activitypreschool childrenMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11913, p 11913 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	video-based programs delivery physical activity preschool children Medicine R
spellingShingle	video-based programs delivery physical activity preschool children Medicine R Myrto F. Mavilidi Sue Bennett Fred Paas Anthony D. Okely Spyridoula Vazou Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
description	There is currently limited evidence on parents’ and early childhood educators’ perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (<i>n</i> = 5 parents) and a 6 week school-based program (<i>n</i> = 5 educators) including cognitively engaging physical activity, requesting parents’ and educators’ perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children’s physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.
format	article
author	Myrto F. Mavilidi Sue Bennett Fred Paas Anthony D. Okely Spyridoula Vazou
author_facet	Myrto F. Mavilidi Sue Bennett Fred Paas Anthony D. Okely Spyridoula Vazou
author_sort	Myrto F. Mavilidi
title	Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
title_short	Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
title_full	Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
title_fullStr	Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
title_full_unstemmed	Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
title_sort	parents’ and early childhood educators’ perceptions on movement and learning program implementation
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/7709990986ad4d14bc491b417a821957
work_keys_str_mv	AT myrtofmavilidi parentsandearlychildhoodeducatorsperceptionsonmovementandlearningprogramimplementation AT suebennett parentsandearlychildhoodeducatorsperceptionsonmovementandlearningprogramimplementation AT fredpaas parentsandearlychildhoodeducatorsperceptionsonmovementandlearningprogramimplementation AT anthonydokely parentsandearlychildhoodeducatorsperceptionsonmovementandlearningprogramimplementation AT spyridoulavazou parentsandearlychildhoodeducatorsperceptionsonmovementandlearningprogramimplementation
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Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation

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