Non-productive

Physical activity and early childhood

Geraldine Naughton Filling the Gaps Team – RCH CoPAAL – Australian Catholic University

Presentation outline Re-thinking the value of play Recommendations Supportive statements Reprioritising play challenges

Re-thinking the value of active play The importance of MOVEMENT from birth to one year: keep bodies and minds active develop senses /natural curiosity develop good posture, strength and balance allow children to feel loved and secure develop language and communication learn about the world around them

Consider the value of: Tummy time Independent function

Understanding sounds Developing touch and sight

Outdoor active play

The importance of movement for children aged 1 to 5 years Improve the health of the muscles, bones, heart and mind

Develop skills fundamental to movement

Creativity, decision making, imagination Self-confidence, coping, communicating Interacting, sharing, taking turns,

Consider the value of: Structured and unstructured play Active transport /reducing stroller time Everyday physical tasks Prompts for play / risk aversion / supervision? Types of equipment for: upper body lower body climbing balancing building creative movement outdoor play

Barriers to resources absence of supportive or educative processes in disseminating resources to communities in highest needs need for culturally inclusive photos networks for additional referrals when parents request further information

Barriers to physical activity? • time poor

• other higher priorities • social isolation • transport • too expensive • health problems •safety concerns

Facilitators for effective resources well-informed and culturally inclusive resource dissemination parents values and attitudes to health & change practical ideas for everyday tips internet accessibility for some but not all families using networks closest to families in high need

Facilitators for physical activity • play buddies • non competitive activities • low cost or free activities • family modeling • opportunities to play in and out of child care services

• local community activities

• family encouragement / priorities

• child-centred play

• variety of play items • better transport • safe play environments

Consider making the most of ‘awake’ times - reduce sedentary time: Non-productive

Productive

• playing video games • television • sleeping in • talking on telephone

• books, art, quiet play • computers • doing home work • work/chores

• 1 in 3 children (5-12 yrs) spent excessive time (>2 hrs) watching TV or using a computer for leisure Spinks et al. 2006 • Excessive TV and computer use associated with insufficient activity levels Spinks et al. 2006

Why reduce sedentary behaviour in young children? Often competes with time that could be spent being more active Sub-optimal development of bones, muscles, heart

Poorer social skills Slower development of language??? Not helpful for children at risk of being overweight ?

Consider replacing sedentary time with: Active outdoor play options Reduced time in passive transport/strollers Increasing everyday tasks that need activity e.g. walking, carrying, tidying

Setting limits to electronic screen time from an early age

Recommendation 1 For healthy development in infants (0 to1), physical activity

– particularly floor-based play in safe environments – should be encouraged from birth

Recommendation 2 Toddlers (1 to 3 years of age) and pre-schoolers (3 to 5 years of age) should be physically active every day for at least three hours, spread throughout the day

Recommendation 3 For children 2 to 5 years of age, sitting and watching television and the use of other electronic media should be limited to less than one hour per day

Recommendation 4 Children younger than two years of age should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games)

Recommendation 5

Infants, toddlers, and pre-schoolers should not be sedentary, or kept inactive, for more than one hour at a time, with the exception of sleeping

Supportive statements These physical activity recommendations apply to children of all abilities and ages How can children be active before they can walk?

Once mobile, what types of activity are possible?

For toddlers and preschoolers, physical activity should occur primarily through physically active play but also as part of games, getting to and from places, free time, structured activities Not all activity needs to be lead by adults

Activities for infants and children should develop enjoyment of outdoor physical activity

Toys may not be accessible, but loose materials are almost always available, low cost, and just as much fun

Parents/carers are important role models and can help foster their child’s involvement in, and enjoyment of physical activity and play.

For children 0-5, competitive sport is developmentally less appropriate than less structured or infant-oriented programs

The benefits in the challenges of play, far outweigh the serious health risks of not being active in early childhood

Parents should select child-care providers who prioritise and promote physical activity.

Re-prioritising challenges Developmentally and socially appropriate activity: -

Age? Sex? Background? Parents- working, low income, issues? Siblings? Family priorities?

Living arrangements- high rise, large family?