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

Author

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  • Myrto F. Mavilidi

    (School of Education, University of Wollongong, Wollongong, NSW 2522, Australia
    Early Start, University of Wollongong, Wollongong, NSW 2522, Australia)

  • Sue Bennett

    (School of Education, University of Wollongong, Wollongong, NSW 2522, Australia
    Early Start, University of Wollongong, Wollongong, NSW 2522, Australia)

  • Fred Paas

    (School of Education, University of Wollongong, Wollongong, NSW 2522, Australia
    Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, 3025 Rotterdam, The Netherlands)

  • Anthony D. Okely

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Health & Society, University of Wollongong, Wollongong, NSW 2522, Australia)

  • Spyridoula Vazou

    (Department of Kinesiology, Iowa State University, Ames, IA 50011, USA)

Abstract

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 ( n = 5 parents) and a 6 week school-based program ( n = 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.

Suggested Citation

  • Myrto F. Mavilidi & Sue Bennett & Fred Paas & Anthony D. Okely & Spyridoula Vazou, 2021. "Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation," IJERPH, MDPI, vol. 18(22), pages 1-22, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:22:p:11913-:d:678273
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    References listed on IDEAS

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    1. Chloe Bedard & Laura St John & Emily Bremer & Jeffrey D Graham & John Cairney, 2019. "A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children," PLOS ONE, Public Library of Science, vol. 14(6), pages 1-19, June.
    2. Webster, Collin A. & Zarrett, Nicole & Cook, Brittany S. & Egan, Cate & Nesbitt, Danielle & Weaver, R. Glenn, 2017. "Movement integration in elementary classrooms: Teacher perceptions and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 61(C), pages 134-143.
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