Child Care Health and Development最新文献_第5页

Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children 小学教师对学校支持大流行后学龄儿童健康需求的能力的看法。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-14 DOI: 10.1111/cch.13285

Annemarie E. Bennett

Background

This study aimed to explore the impact of the COVID-19 pandemic on capacity building for health promotion in primary schools from the perspectives of primary school teachers.

Methods

A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2 years after restrictions eased were explored via closed- and open-ended questions.

Results

Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11–20 years post-qualification, and a quarter (25.2%, n124) had over 30 years' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6 ± 2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p = 0.31), socioeconomic designation (p = 0.27) or years post-qualification (p = 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p < 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022.

Conclusions

Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.

研究背景本研究旨在从小学教师的角度探讨 COVID-19 大流行对小学健康促进能力建设的影响：方法：2022 年 2 月至 5 月期间，通过匿名在线调查开展了一项横断面观察研究。爱尔兰共和国四分之三（n2460）的学校受邀参与了调查。调查收集了性别、教学经验、学校类型和学校机会均等（DEIS）称号等人口统计数据。对健康促进的认知能力采用 10 分李克特量表进行测量。通过封闭式和开放式问题探讨了与健康促进有关的促进因素和障碍，以及在放宽限制后的两年内优先促进儿童健康的方面：在 595 份答复中，有 493 份符合分析条件。参与者来自爱尔兰共和国各郡的学校，其中大部分（85.4%，n421）为女性。近三分之一（30.5%，n150）的参与者在获得资格后有 11-20 年的教学经验，四分之一（25.2%，n124）的参与者有 30 年以上的教学经验。大流行前校本健康促进的平均能力为中等，在 10 分制中为 6.6 ± 2.2。2022 年春季的平均能力显著下降（p 结论：2022 年春季的平均能力为 6.6 ± 2.2）：在学校促进健康的整体方法仍然是一项挑战。需要进一步努力支持学校实施可持续和均衡的健康促进系统。

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引用次数: 0

Building resilience in families experiencing homelessness through integration of health, parenting and child development programs 通过整合健康、育儿和儿童发展计划，增强无家可归家庭的复原力。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-14 DOI: 10.1111/cch.13290

Alison Hester Edie, Karen Appleyard Carmody, Jewel Scott

Children who experience homelessness are vulnerable to mental health problems, developmental delays and lower academic achievement. Research suggests that parental health literacy, sensitive parenting behaviour and child self-regulation are modifiable mechanisms that might enhance children's resilience to adversities associated with homelessness, yet empirical evidence on implementing such interventions in shelter settings is limited. Through a coordinated academic-community partnership, this study aimed to examine the (1) feasibility of conducting an integrated health approach in shelter settings and (2) the effectiveness of separate interventions on child and parent outcomes. Results are discussed in terms of best practices in shelter settings and building resilience in families experiencing homelessness with young children.

无家可归的儿童很容易出现心理健康问题、发育迟缓和学习成绩下降。研究表明，父母的健康素养、敏感的养育行为和儿童的自我调节能力都是可以调节的机制，可以增强儿童对与无家可归相关的逆境的适应能力，但在庇护所环境中实施此类干预措施的经验证据却很有限。通过学术界与社区的协调合作，本研究旨在考察：（1）在庇护所环境中采用综合健康方法的可行性；（2）不同干预措施对儿童和家长结果的影响。研究结果将从庇护所环境中的最佳实践以及培养有年幼子女的无家可归家庭的适应能力等方面进行讨论。

引用次数: 0

The resilience of parents of children with intellectual disabilities: An effort from self-regulation and career burnout 智障儿童父母的复原力：从自我调节和职业倦怠的角度看问题。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-11 DOI: 10.1111/cch.13286

Sanyin Cheng, Li Xuxu, Meng Deng

Background

Researchers have made great efforts to help parents of children with intellectual disabilities overcome the stress and burden. Learning to be resilient is one effective strategy.

Aim

This study explores resilience among parents of children with intellectual disabilities and how career burnout and self-regulation relate to parents' resilience in mainland China.

Methods

The Burnout Scale, the Self-Regulation Scale and the Resilience Scale were administered to 324 parents of children with intellectual disabilities.

Results

Results showed that career burnout significantly negatively influenced resilience (β = −0.269, p = 0.000), while self-regulation significantly positively influenced resilience (β = 0.754, p = 0.000). In addition, self-regulation moderated the relationships between career burnout and resilience (β = 0.176, p = 0.003).

Conclusion

The findings offer valuable insights for enhancing the resilience of parents of children with intellectual disabilities.

背景：研究人员为帮助智障儿童的父母克服压力和负担做出了巨大努力。目的：本研究探讨中国大陆智障儿童家长的抗逆力，以及职业倦怠和自我调节与家长抗逆力的关系：方法：对 324 名智障儿童家长进行职业倦怠量表、自我调节量表和复原力量表的测试：结果表明，职业倦怠对抗逆力有显著的负向影响（β=-0.269，P=0.000），而自我调节对抗逆力有显著的正向影响（β=0.754，P=0.000）。此外，自我调节调节了职业倦怠与复原力之间的关系（β = 0.176，p = 0.003）：研究结果为提高智障儿童家长的抗逆力提供了宝贵的启示。

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引用次数: 0

How could a meta-analysis not incorporate all pertinent studies concerning obesity and depressive disorders? 荟萃分析怎么能不纳入所有与肥胖和抑郁障碍有关的研究呢？

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-07 DOI: 10.1111/cch.13284

Guilherme Nobre Nogueira, Marisa Bezerra de Araújo, Fabio Gomes de Matos e Souza, Luisa Weber Bisol

引用次数: 0

The relationship between video games and social–emotional delay in Chinese rural preschoolers: A comparison of five types of media video games and social–emotional delay 电子游戏与中国农村学龄前儿童社交-情感发育迟缓的关系：五类媒体电子游戏与社交情绪延迟的比较

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-05 DOI: 10.1111/cch.13288

He Gou, Yinglong Yang

Background

Recent studies have revealed a negative relationship between children's digital media use and social–emotional development. However, few studies distinguish between different digital devices and the different functions they provide that may lead to different outcomes.

Methods

This study explored the relationship between young children's time spent on various digital devices and their social–emotional delay based on a survey of 1182 preschoolers (3 to 6 years old) in rural China. Children's social–emotional delay was assessed through a validated screening tool (ASQ-SE II).

Results

Children's time spent on television, computers, tablets, or smartphones was not associated with their social–emotional delay. However, their risk of social–emotional delay increased as their time spent on game consoles increased. This relationship was reflected in five of the seven behavioural areas of children's social–emotional development (i.e., self-regulation, compliance, affect, social communications, and interactions with people). Moreover, it did not vary between children with different socioeconomic statuses.

Conclusions

This study suggests a possible relationship between children's social–emotional delay and video games, which might need to be paid more attention to than other media types.

背景最近的研究表明，儿童使用数字媒体与社交情感发展之间存在负面关系。然而，很少有研究对不同的数字设备及其提供的不同功能进行区分，这可能会导致不同的结果。方法本研究基于对中国农村地区1182名学龄前儿童（3至6岁）的调查，探讨了幼儿在各种数字设备上花费的时间与其社交情感发育迟缓之间的关系。儿童的社交情感发育迟缓通过有效的筛查工具（ASQ-SE II）进行评估。结果儿童花在电视、电脑、平板电脑或智能手机上的时间与社交情绪发育迟缓无关。然而，随着儿童使用游戏机时间的增加，他们社交情感发育迟缓的风险也随之增加。这种关系反映在儿童社交情感发展的七个行为领域中的五个领域（即自我调节、服从、情感、社交沟通和与人交往）。此外，不同社会经济地位的儿童之间也没有差异。结论本研究表明，儿童社交情感发育迟缓与电子游戏之间可能存在关系，与其他媒体类型相比，电子游戏可能更需要引起关注。

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引用次数: 0

Role of projective psychological tests in patients with Prader-Willi syndrome 投射心理测试在普拉德-威利综合征患者中的作用。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-06-03 DOI: 10.1111/cch.13289

Yohanna Gonzalez-Ruiz, Anabela Galiana, Jorgelina Stegmann

Introduction

The purpose of this study was to evaluate the usefulness and relevance of projective techniques such as house-tree-person (HTP) and family in individuals with Prader-Willi syndrome (PWS), who have a limited ability to identify and verbalize emotions and express them often using behaviors.

Methods

We included individuals with genetic confirmation of PWS immersed in a regular transdisciplinary treatment in an institution dedicated to rare diseases. All individuals were evaluated using the HTP and family projective techniques. These instruments are commonly administered to the general population and, in this case, to people with mild to moderate intellectual disabilities, including difficulties in their communication abilities.

Results

A total of 25 individuals with PWS between 10 and 41 years old (15 men and 10 women) were included. We identified the presence of graphic indicators corresponding to the behavioral phenotype of individuals with PWS, such as anxiety, stubbornness, emotional lability, difficulty in achieving adequate externalization and identification of emotions, impulsivity, aggressive traits, poor social skills, need for support and interaction, low self-concept, and compulsive behaviors.

Conclusions

In the present study, we demonstrated the usefulness of graphic techniques to elucidate aspects of behavior, emotions, and thoughts that individuals with PWS cannot formulate due to expression and communication difficulties.

简介普拉德-威利综合征（PWS）患者识别和言语表达情绪的能力有限，通常通过行为来表达情绪，本研究旨在评估投射技术（如 "家树人"（HTP）和 "家庭"）对普拉德-威利综合征患者的有用性和相关性：方法：我们纳入了在一家罕见病专科机构接受常规跨学科治疗并经基因确认患有 PWS 的患者。我们使用 HTP 和家庭投射技术对所有患者进行了评估。这些工具通常用于普通人群，在这种情况下，也用于轻度至中度智力障碍（包括沟通能力障碍）患者：共纳入了 25 名年龄在 10 至 41 岁之间的 PWS 患者（15 名男性和 10 名女性）。我们发现了与PWS患者行为表型相对应的图形指标，如焦虑、固执、情绪不稳定、难以充分外化和识别情绪、冲动、攻击性特征、社交能力差、需要支持和互动、自我概念低和强迫行为：在本研究中，我们展示了图形技术在阐释 PWS 患者因表达和交流困难而无法表达的行为、情绪和思想方面的作用。

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引用次数: 0

I am better because of your expectation: Examining how left-behind status moderates the mediation effect of perceived parental educational expectation on cognitive ability among Chinese rural students 因为你的期望，我变得更好研究留守状况如何调节中国农村学生感知到的父母教育期望对认知能力的中介效应。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-05-30 DOI: 10.1111/cch.13283

Jia Zhuang, Jacky C. K. Ng, Qiaobing Wu

Background

Chinese rural students have been documented to have relatively delayed cognitive development. From an ecological system perspective, empirical studies have identified the significant effect of the proximal environment on Chinese rural students' cognitive development. Yet, little do we know the mechanism behind that. More importantly, how the mechanism differs among rural students with different left-behind characteristics remains obscure.

Methods

Drawing longitudinal data from a nationally representative survey, this study examines the interrelations between rural students' parental educational expectation perception, their own educational expectation, and cognitive ability. Two models were examined using path analysis. The first mediation model tests the mediating effect of educational expectation between the association of parental educational expectation perception and cognitive ability, while the second moderated mediation identifies the moderating effect of rural students' left-behind status on the association between their parental educational expectation perception and educational expectation.

Results

The first mediation analysis reveals that rural students' perception of parental educational expectation is positively correlated with their educational expectation, which further positively correlated with their cognitive ability. The following moderated mediation analysis suggests that students' left-behind status significantly moderated the effect of their perceived parental educational expectations on their own educational expectation.

Conclusions

Chinese rural students' perception of parental educational expectation affects their cognitive ability through their own educational expectations. The number of migrant parents within a family further moderates the indirect effect of education expectation.

背景：中国农村学生的认知发展相对滞后。从生态系统的角度来看，实证研究发现近环境对中国农村学生的认知发展有显著影响。然而，我们对其背后的机制知之甚少。更重要的是，这一机制在不同留守特征的农村学生之间有何差异，目前仍不清楚：本研究利用全国代表性调查的纵向数据，探讨了农村学生的父母教育期望感、自身教育期望和认知能力之间的相互关系。研究采用路径分析对两个模型进行了检验。第一个中介模型检验了教育期望在父母教育期望认知与认知能力之间的中介效应，而第二个调节中介则确定了农村学生的留守状况对其父母教育期望认知与教育期望之间关联的调节效应：第一个中介分析表明，农村学生对父母教育期望的感知与他们的教育期望正相关，而教育期望又与他们的认知能力正相关。接下来的调节中介分析表明，学生的留守状况显著调节了其感知到的父母教育期望对其自身教育期望的影响：中国农村学生对父母教育期望的感知通过自身教育期望影响其认知能力。结论：中国农村学生对父母教育期望的感知通过其自身的教育期望影响其认知能力，家庭中外来务工父母的数量进一步调节了教育期望的间接效应。

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引用次数: 0

Proposed framework and knowledge synthesis of services delivered by specialized professionals in childcare settings: A scoping review 儿童保育机构专业人员所提供服务的拟议框架和知识综述：范围审查。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-05-27 DOI: 10.1111/cch.13282

Gabrielle Pratte, Nathalie Trottier, Mélanie Couture, Audrée Jeanne Beaudoin, Chantal Camden

Background

Services from specialized professionals in childcare settings contribute to support early childhood development. Little is known, however, about how services are delivered in this context. The aims of this scoping review were to propose a framework to describe services delivered by specialized professionals in childcare contexts and synthesize knowledge about those services.

Methods

Documents published between 2000 and 2022 in APA PsychINFO, ERIC, CINAHL and MEDLINE were included. These documents described services delivered by a range of specialized professionals (e.g., speech-language pathologists, occupational therapists, physical therapists and early childhood special education teachers) in childcare contexts and whose aim was to support motor, cognitive, affective, language or social development of children. Deductive and inductive qualitative analyses and descriptive statistics were carried out.

Results

The review included 47 documents. The Description of Services delivered by specialized Professionals in Early Childhood (D-SPEC) Framework emerged from qualitative analyses. The D-SPEC Framework included 11 dimensions: three actors and their context, specialized professionals involved, children served, purpose of service, type of service, service duration and intensity, mode of service delivery, mode of access to services and funding. Most services delivered by specialized professionals in childcare were provided by a single professional and targeted language. Two documents described multitiered service delivery models with a continuum of services ranging from general support for all children to individualized interventions for children with specific needs. In-context services were preferred to pull-out services in most documents reviewed.

Conclusions

The D-SPEC Framework may be a useful tool to assist researchers in documenting and comparing services delivered by specialized professionals. More importantly, this framework will facilitate the development of intersectoral and interdisciplinary services essential for supporting early childhood development. Multitiered service delivery models appeared to be a promising way to develop those services addressing the various needs encountered in childcare.

背景：儿童保育机构中专业人员提供的服务有助于支持儿童早期发展。然而，人们对在这种情况下如何提供服务知之甚少。本次范围界定综述的目的是提出一个框架来描述专业人员在儿童保育环境中提供的服务，并综合有关这些服务的知识：方法：纳入 2000 年至 2022 年期间在 APA PsychINFO、ERIC、CINAHL 和 MEDLINE 上发表的文献。这些文献描述了一系列专业人员（如言语病理学家、职业治疗师、物理治疗师和幼儿特殊教育教师）在儿童保育环境中提供的服务，其目的是支持儿童的运动、认知、情感、语言或社交发展。我们进行了演绎和归纳定性分析以及描述性统计：审查包括 47 份文件。通过定性分析，得出了 "幼儿专业人员提供的服务描述（D-SPEC）框架"。D-SPEC 框架包括 11 个方面：三个参与者及其背景、所涉及的专业人员、所服务的儿童、服务目的、服务类型、服务期限和强度、提供服务的方式、获得服务的方式和资金。大多数由儿童保育专业人员提供的服务都是由单一专业人员和针对语言提供的。有两份文件介绍了多层次的服务提供模式，包括从为所有儿童提供一般支持到为有特殊需要的儿童提供个性化干预等一系列服务。在审查的大多数文件中，"情境内服务 "比 "抽离式服务 "更受青睐：D-SPEC 框架可能是一个有用的工具，有助于研究人员记录和比较专业人员提供的服务。更重要的是，该框架将促进跨部门和跨学科服务的发展，这对支持儿童早期发展至关重要。多层次的服务提供模式似乎是一种很有前途的方式，可以发展这些服务来满足儿童保育中遇到的各种需求。

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引用次数: 0

Psychometric evaluation of the pictorial scale of perceived movement skill competence in Chinese children: An item response theory analysis 中国儿童感知运动技能能力图形量表的心理计量学评价：项目反应理论分析

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-05-27 DOI: 10.1111/cch.13275

Xuanxi Li, Zheng Su, Li Wang, Jing Li, Yucui Diao

Aim

This study aimed to investigate the psychometric characteristics of the Pictorial Scale of Perceived Movement Skill Competence (PMSC) in Chinese children, utilizing the principles of item response theory (IRT).

Methods

A total of 284 children (147 boys), aged 4–10 years (M_age = 7.39, SD = 2.18), from four schools were recruited for testing, adhering to the principle of random sampling. The Rasch model was applied to evaluate the rating scale validity, local independence, scale dimensionality, person and item fit statistics, and differential item functioning (DIF).

Results

(1) The rating scale validity was confirmed by the monotonically increasing trend in both average item difficulty measures and Andrich thresholds. (2) However, the observation that standardized residual correlations for all items remained below 0.3 unequivocally confirmed the presence of local independence among the variables. (3) The scale's dimensions were substantiated, with Rasch measures explaining 40.6% of total variance, exceeding the 40% threshold. Additionally, the first contrast had an eigenvalue of 1.8 and explained 8.80% of the variance, both exceeding the minimum 3:1 ratio. Consequently, the unidimensionality assumption of the item was supported. (4) Person and item fit statistics indicated requisite reliability and separation, with all achieving suitable infit and outfit measures, and point-biserial correlations exceeding 0.55. (5) Regarding gender DIF, it was observed that the majority of items did not exhibit statistically significant gender DIF effects (p > 0.05) except item 8 (Bounce a ball, t = −2.74, p < 0.01, DIF = −0.51).

Conclusion

Rasch analysis revealed that the instrument exhibited strong scale validity among Chinese children, adhering to the Rasch model's unidimensionality and local independence principles, with robust person and item reliability and separation. All items demonstrated a good fit. Additionally, the significant gender difference in item 8 (Bounce a ball) warrants further consideration. In conclusion, PMSC is suitable for assessing the PMSC of Chinese children.

目的：本研究旨在运用项目反应理论（IRT）的原理，研究中国儿童感知运动技能能力图形量表（PMSC）的心理测量学特征：方法：按照随机抽样的原则，从四所学校招募了284名4-10岁的儿童（147名男孩）（年龄=7.39，标准差=2.18）进行测试。结果：（1）平均项目难度测量值和安德里希阈值均呈单调递增趋势，证实了评分量表的效度。(2）然而，所有项目的标准化残差相关均低于 0.3，这明确证实了变量之间存在局部独立性。(3）量表的维度得到了证实，Rasch 测量解释了总方差的 40.6%，超过了 40%的临界值。此外，第一个对比的特征值为 1.8，解释了 8.80% 的方差，均超过了 3:1 的最低比例。因此，项目的单维假设得到了支持。(4) 人称和项目拟合度统计结果显示了必要的可靠性和分离度，所有项目都达到了合适的 infit 和 outfit 测量，点-倍相关超过了 0.55。(5) 在性别 DIF 方面，除第 8 项（弹球，t = -2.74，p）外，大多数项目在统计上没有显著的性别 DIF 效应（p > 0.05）：Rasch 分析表明，该量表在中国儿童中表现出很强的量表效度，符合 Rasch 模型的单维性和局部独立性原则，具有稳健的人和项目信度及分离度。所有项目均表现出良好的拟合性。此外，第 8 项（弹球）的显著性别差异值得进一步考虑。总之，PMSC 适用于评估中国儿童的 PMSC。

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引用次数: 0

Children's physical activity in family child care homes: Influence of quality status, environment and policy features, and child characteristics 家庭托儿所中儿童的体育活动：质量状况、环境和政策特征以及儿童特征的影响。

IF 1.9 4区医学 Q1 Medicine

Child Care Health and Development

Pub Date : 2024-05-27 DOI: 10.1111/cch.13274

Kerry L. McIver, Daniel A. Zaltz, Brian Neelon, Agnes Bucko, Sara E. Benjamin-Neelon, Russell R. Pate

Background

About half of preschool-age children are not meeting recommendations of 15 min/h of physical activity (PA), and nearly one out of seven children between the ages of 2–5 years are living with obesity. Furthermore, children attending family child care homes (FCCHs), compared with larger child care centers, engage in lower levels of PA and appear to be at a higher risk of obesity. Therefore, examining PA and multi-level factors that influence PA in children who attend FCCHs is essential.

Methods

The Childcare Home Eating and Exercise Study (CHEER) examined PA behaviors of 184 children enrolled in 56 FCCHs and FCCH quality status, environment and policy features, and child characteristics. PA was assessed by accelerometer, and FCCH environment and policy was assessed via structured observation. Multiple linear regression was used to model associations between school day total PA and FCCH quality status, environment and policy features, and child characteristics.

Results

Child participants were on average 3.1 years old; participants were non-Hispanic Black (47.3%), Non-Hispanic White (42.9%), other race/ethnicity (7.1%), and Hispanic/Latin (2.7%). Children in FCCH settings participated in 11.2 min/h of total PA, which is below the recommended 15 min per hour. The PA environment and policy observation yielded a score of 11.8 out of a possible 30, which is not supportive of child PA. There were no associations between total child PA and FCCH quality status, environment and policy features, and child characteristics in these FCCH settings.

Conclusions

This study was unique in its examination of PA and a comprehensive set of factors that may influence PA at the individual, organizational, environmental, and policy levels in a diverse sample of children attending FCCHs in South Carolina. Additional research is needed to better understand how to increase children's physical activity while they are in the FCCH setting. This research should use multi-level frameworks and apply longitudinal study designs.

背景：约有一半的学龄前儿童没有达到每小时 15 分钟的体育活动（PA）建议量，每七名 2-5 岁的儿童中就有近一人患有肥胖症。此外，与规模较大的托儿所相比，在家庭托儿所（FCCHs）就读的儿童参与体育活动的水平较低，而且肥胖的风险似乎更高。因此，研究参加家庭托儿所的儿童的运动量和影响运动量的多层次因素至关重要：托儿所饮食与运动研究（CHEER）调查了 56 家托儿所中 184 名儿童的运动量行为以及托儿所的质量状况、环境和政策特征以及儿童特征。运动量通过加速度计进行评估，家庭保育院的环境和政策通过结构化观察进行评估。研究采用多元线性回归法建立了学日总运动量与幼儿保育院质量状况、环境和政策特征以及儿童特征之间的关系模型：参与调查的儿童平均年龄为 3.1 岁；参与者为非西班牙裔黑人（47.3%）、非西班牙裔白人（42.9%）、其他种族/族裔（7.1%）和西班牙裔/拉丁裔（2.7%）。在家庭保育和护理机构中，儿童的总 PA 时间为 11.2 分钟/小时，低于建议的 15 分钟/小时。PA 环境和政策观察结果为 11.8 分（满分 30 分），不支持儿童 PA。在这些幼托中心环境中，儿童总课间活动与幼托中心质量状况、环境和政策特征以及儿童特征之间没有关联：这项研究的独特之处在于，它对 PA 以及可能在个人、组织、环境和政策层面影响 PA 的一系列综合因素进行了研究，研究对象是南卡罗来纳州参加家庭保育和护理中心的不同儿童样本。我们需要开展更多的研究，以更好地了解如何增加儿童在家庭保育和护理中心环境中的体育活动。这项研究应采用多层次框架和纵向研究设计。

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引用次数: 0