Preschoolers Learning & Active in Play (PLAY)

项目总结 幼儿时期的体育活动对儿童健康和发展的许多方面都很重要。 学龄前儿童被认为非常活跃，但之前的研究表明，他们在儿童时期久坐不动。 大多数时间，没有得到足够的机会从事积极的发挥。专家建议 在早期学习环境中促进体育活动的战略，并让家长参与努力促进 从小就积极生活。通过早期学习环境，我们可能能够在很大程度上改变行为 儿童群体，尤其有利于更脆弱的儿童，他们在户外活动的机会较少 在家里或附近玩耍和锻炼身体。然而，来自家庭的有意义的参与是 同样重要的是，研究表明，在沟通方面存在差距，也许在 教育工作者和家长就学龄前儿童的体育活动主题进行了讨论。我们建议进行使用可穿戴设备的研究 监控儿童身体活动的技术，激励父母和教育工作者帮助创造积极的游戏 机会，并创建一个沟通和分担这一重要健康问题的责任的平台 行为。我们将特别关注低收入家庭的儿童，他们在 包括健康和教育成果。在为期2年的R21阶段，我们建议评估可行性， 6个月学龄前多层次干预的可接受性和潜在有效性 学龄前儿童使用可穿戴技术的体力活动和渐进式密集行为改变 提高家长和教育工作者参与度的技巧。在我们研究的第一种情况下，学龄前儿童和 他们的教育人员将配备一种名为Sqord的手腕活动跟踪器来监控日常活动水平。在第二个 情况，我们将研究是否也给父母活动跟踪器和每周反馈报告 自己和孩子的活动有助于促进更多的体力活动。最后，在第三种情况下，我们将添加 对幼儿教育工作者进行培训和指导，使体力活动干预与指标保持一致 他们是从早期学习的角度来熟悉和评估的。我们将使用R21的结果 为了告知干预策略，我们在为期3年的R33阶段纳入并进行了更严格的测试。我们的初选 令人感兴趣的结果是加速计测量的体力活动。在R33中，我们还将探索如何改变 学龄前儿童的体力活动与幼儿园准备情况的认知和行为指标有关，其中 对于幼儿教育工作者、政策制定者和家长来说，这是一个具有重要意义的话题。

PROJECT SUMMARY Physical activity in early childhood is important for numerous aspects of children's health and development. Preschoolers are thought to be very active but previous studies have shown that they are sedentary for the majority of time and not getting adequate opportunities to engage in active play. Experts have recommended strategies to promote physical activity in early learning settings and to involve parents in efforts to promote active living from a young age. Through early learning settings, we may be able to change behaviors in large groups of children and particularly benefit more vulnerable children who have fewer opportunities for outdoor play and physical activity at home or in their neighborhoods. However, meaningful engagement from families is also important and research suggests that there is gap in communication and perhaps alignment between educators and parents on the topic of preschoolers' physical activity. We propose research that uses wearable technology to monitor physical activity in children, motivate parents and educators to help create active play opportunities, and create a platform for communication and shared accountability about this important health behavior. We will focus particularly on children from lower income backgrounds who suffer from disparities in both health and educational outcomes. In the 2-year R21 phase we propose to evaluate the feasibility, acceptability, and potential efficacy of a 6 month preschool-based, multi-level intervention to promote preschoolers' physical activity using wearable technology and incrementally intensive behavior change techniques to enhance engagement of parents and educators. In the first condition we study, preschoolers and their educators will get wrist-worn activity trackers called Sqord to monitor daily activity levels. In the second condition, we will study whether also giving parents activity trackers and weekly feedback reports about their own and their child's activity help promote more physical activity. Finally, in the third condition, we will add on training and coaching for early childhood educators to align the physical activity intervention with the metrics they are familiar with and evaluated on from an early learning standpoint. We will use the results from the R21 to inform the intervention strategies we include and test more rigorously in the 3-year R33 phase. Our primary outcome of interest is accelerometer measured physical activity. In the R33, we will also explore how changes in preschooler's physical activity relate to cognitive and behavioral indicators of kindergarten readiness, which are topics of great significance to early childhood educators, policy makers and parents.