An exploration into early childhood physical literacy programs: A systematic literature review

IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Early Childhood Pub Date : 2022-09-30 DOI:10.1177/18369391221118698
Joanne E. Porter, Elissa Dabkowski, V. Prokopiv, K. Missen, Michael S. Barbagallo, Michelle H. James
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引用次数: 1

Abstract

This review explored the impact of physical literacy programs designed to engage two- to five-year-old preschool children. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used. Six EBSCO host databases were searched for the period 2011 to April 2021 using the search terms “physical literacy,” “early childhood,” and “impact.” Articles were excluded if physical literacy was not the focal intervention. The final data set consisted of seven-peer reviewed articles meeting the eligibility criteria and quality assessment for this review. Three themes were created using Braun and Clark’s (2006) approach to thematic analysis: Holistic benefits of physical literacy, Barriers to physical literacy and Education begins at home. Early childhood physical literacy programs provide holistic benefits for children; however, further research is needed in an Australian context. Families and community members working in the early childhood sector could benefit from further education and training to improve physical literacy awareness.
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幼儿体育素养课程的探索:系统的文献回顾
这篇综述探讨了为两到五岁学龄前儿童设计的体育识字课程的影响。采用系统评价和荟萃分析首选报告项目(PRISMA)。在2011年至2021年4月期间,使用搜索词“物理素养”、“幼儿期”和“影响”对六个EBSCO主机数据库进行了搜索。如果身体素质不是重点干预,则排除文章。最终的数据集包括7篇同行评议的文章,符合本综述的资格标准和质量评估。使用布劳恩和克拉克(2006)的主题分析方法创建了三个主题:体育素养的整体效益,体育素养的障碍和教育从家庭开始。幼儿体育扫盲项目为儿童提供了全面的好处;然而,需要在澳大利亚的背景下进行进一步的研究。在幼儿部门工作的家庭和社区成员可以从进一步的教育和培训中受益,以提高身体素养意识。
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来源期刊
Australasian Journal of Early Childhood
Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
16.70%
发文量
24
期刊介绍: The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.
期刊最新文献
Becoming university qualified early childhood teachers: Studying with structured mentoring Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research Mentoring in Aotearoa New Zealand early childhood education Listening, empowering and innovating - Reflections from the AJEC Symposium 2024
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