Early Child Development and Care最新文献

{"title":"Early childcare setting in Israel: structural quality, caregiver sensitivity, and children's behaviour","authors":"Efi Stolarski, Dina Cohen, Chaviva Deitcher- Mizrachi, Avi Sagi-Schwartz","doi":"10.1080/03004430.2023.2267783","DOIUrl":"https://doi.org/10.1080/03004430.2023.2267783","url":null,"abstract":"The present study explored the association between the structural quality of child care, caregivers' sensitive responsiveness, children's involvement in play and activity in the setting, and childr...","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Borderline personality disorder in mothers, maternal sensitivity, and infant social withdrawal: a study on clinical dyads referred to perinatal mental health units","authors":"Jaqueline Wendland, Charlotte Castelnau, Alexandra Déprez, Didier Rabain, Claire de Carmantrand, Antoine Guédeney","doi":"10.1080/03004430.2023.2266151","DOIUrl":"https://doi.org/10.1080/03004430.2023.2266151","url":null,"abstract":"ABSTRACTBehavioural, cognitive and emotional dysregulation related to parent borderline personality disorder (BPD) may have a major impact on parent–infant interactions. We investigated the ways in which infant social withdrawal and mother sensitivity may be associated to a BPD diagnosis in mothers. Two groups of clinic-referred mother–infant dyads were set up: one in which consulting mothers were diagnosed with BPD. Infant social withdrawal and maternal sensitivity were assessed during free-play interactions videotaped within a clinical setting. Mothers with BPD showed lower maternal sensitivity, while their infants displayed higher levels of social withdrawal behaviour when compared to dyads with no maternal psychiatric diagnosis. Infants of mothers with BPD appear at particular risk of adverse developmental outcomes from their very first months of life. Early interventions should concentrate on improving maternal interpretation and response to infant cues, such as identifying nonverbal behaviours and regulating the infant’s emotional states, and on promoting mentalization.KEYWORDS: Borderline personality disorderearly interactionmaternal sensitivityinfant social withdrawal Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJaqueline WendlandJaqueline Wendland, Full Professor of infant and perinatal clinical psychology and psychopathology at the Institute of Psychology, Université Paris Cité, Paris, France. She works as a clinical psychologist and supervisor at the Vivaldi Parent-Infant Mental Health Unit at the Pitié-Salpêtrière University Hospital in Paris. Her research focuses mainly on the parenting process in its typical and atypical aspects, particularly in situations where the parent-child interactions are exposed to psychopathological, psychosocial and/or somatic risk factors.Charlotte CastelnauCharlotte Castelnau is a clinical psychologist trained in attachment and parenting. She works in childcare centres in Noisy le Roi and Guyancourt, France.Alexandra DéprezAlexandra Déprez is Doctor of Psychology, head of the b-families consultation, training and expertise center, in Luxemburg.Didier RabainDidier Rabain is a child and adolescent psychiatrist, specialized in perinatal psychopathology. He is the former head of the Vivaldi Parent-Infant and Parenthood Unit, Pitié-Salpêtrière University Hospital, in Paris, France.Claire de CarmantrandClaire de Carmantrand is a child and adolescent psychiatrist. She is the head of the COLIBRI Parent-Infant Unit, Plaisir Hospital, in Saint-Cyr l'Ecole, France.Antoine GuédeneyAntoine Guédeney is Professor Emeritus of child and adolescent psychiatry at Université Paris Cité. He si the former head of the Department of child and adolescent psychiatry, Bichat University Hospital, in Paris, France.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘It’s Very Spooky in Here’: young children’s fears and anxieties in the natural environment","authors":"Carie Green","doi":"10.1080/03004430.2023.2264529","DOIUrl":"https://doi.org/10.1080/03004430.2023.2264529","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing 3–4-year-old rural Chinese children’s theory of mind: a randomized control trial to evaluate a parent-involved school-based dialogic reading intervention programme","authors":"Jie Wang, Yunpeng Wu, Jianfen Wu, Yu Gong, Yali Dong, Li Li, Heyue Fang","doi":"10.1080/03004430.2023.2264524","DOIUrl":"https://doi.org/10.1080/03004430.2023.2264524","url":null,"abstract":"ABSTRACTThis study examined the effect of dialogic reading intervention on improving the theory of mind of rural Chinese children. A 12-week-randomized controlled trial design with two intervention groups, i.e. school practice intervention (SPI), parent-involved intervention (PII), and one control group with traditional reading intervention (TRI) that provided data at pre-, mid-, post-test, and follow-up tests, was adopted. Seventy-five children participated in the study, with twenty-five participants in each group. Results indicated the gain scores of ToM score from pre to mid-tests and pre- to post-tests of the two intervention groups were higher than the control group. The PII group showed higher gain scores in the mid- and post-test than the SPI group. The intervention effects were well maintained in the SPI and PII groups during the two-month follow-up assessment. The findings indicated school-based dialogic reading can effectively promote ToM development and has a maintenance effect, especially when parents are engaged.KEYWORDS: Dialogic readingtheory of mindparental involvementyoung childrenintervention Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJie WangJie Wang, a graduate student in Pre-school Education at Jing Hengyi School of Education, Hangzhou Normal University. Her research direction is child psychological development.Yunpeng WuYunpeng Wu, a PhD of Psychology, a Lecturer at School of Teacher Education, Dezhou University. His areas of interest in study are child mental health, personality and social development. His most recent research focuses on preschoolers' social and emotional development.Jianfen WuJianfen Wu is a professor at the Jing Hengyi School of Education, Hangzhou Normal University, China. She obtained her PhD degree from the East China Normal University in 2006. Her current and previous research interests include children's cognitive development, child bullying, peer communication, theory of mind, mixed-age education, and adolescent development. She is the deputy director and secretary-general of the Professional Committee of Pre-School Family and Social Education of Zhejiang Pre-School Education Research Association.Yu GongYu Gong, a graduate student in Pre-school Education at Jing Hengyi School of Education, Hangzhou Normal University. She focuses on the cognitive and social development of children in her study.Yali DongYali Dong, a graduate student in Pre-school Education at Jing Hengyi School of Education, Hangzhou Normal University. She focuses on the cognitive and social development of children in her study.Li LiLi Li, a graduate student in Pre-school Education at Jing Hengyi School of Education, Hangzhou Normal University. Her research direction is child psychological development.Heyue FangHeyue Fang, a graduate student in Pre-school Education at Jing Hengyi School of Education, Hangzhou Normal University. Her research direction i","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association among motor skills and fluid intelligence in children aged from 5 to 7 years with different sports skill learning","authors":"He Jing, Li Fangfang, Xue Yuan, Ma Rui","doi":"10.1080/03004430.2023.2262774","DOIUrl":"https://doi.org/10.1080/03004430.2023.2262774","url":null,"abstract":"ABSTRACTThis study aimed to investigate the relationship between motor skills and fluid intelligence in children aged 5–7 years. In this cross-sectional study, 115 children between 5 and 7 years of age (preschool children with sports skill learning) were included (51 boys, 44.34%), and fluid intelligence was measured using the Wide Range of Intelligence Test; motor skills were assessed via the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition Gross Motor Record Form (BOT-2). Motor skills differed significantly among different sports skill learning groups. A significant positive relationship was found between fluid intelligence and bilateral coordination (β = 0.196, p = 0.030) and balance (β = 0.556, p = 0.000), whereas no significant correlation was found between fluid intelligence and running speed and agility (β = 0.026, p = 0.737). In conclusion, two motor skill components (bilateral coordination and balance) were related to fluid intelligence in 5–7-year-old children with sports skill learning, implying that they may be valuable indicators of fluid intelligence.KEYWORDS: Motor skillsfluid intelligencepreschool children AcknowledgementsWe are grateful to all the teachers, preschool children, and parents who made this study possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Ministry of Education of the China Liberal Arts and Social Sciences Foundation [grant number: 19YJA890019].Notes on contributorsHe JingDr. He Jing is a Master Supervisor in the College of Physical Education at the Shanghai Normal University. Her research focuses on theory and practice of physical education and training.Li FangfangLi Fangfang is a research staff at Shanghai Education Commission Teaching and Research Office, Her research focuses on physical education teaching and student physical development.Xue YuanDr. Xue Yuan is an Professor and Master Supervisor in the College of Physical Education at the Shanghai Normal University. His research focuses on theory and practice of school physical education.Ma RuiDr. Ma Rui is an Professor and Doctoral Supervisor in the College of Physical Education at the Shanghai Normal University. Her research focuses on theory and practice of Exercise and health for preschool children.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationships between the COVID-19 fears of mothers and their mother-infant bonding and breastfeeding self-efficacy in the postpartum period*","authors":"Merve Polat, İlknur Yildiz","doi":"10.1080/03004430.2023.2257003","DOIUrl":"https://doi.org/10.1080/03004430.2023.2257003","url":null,"abstract":"ABSTRACTMothers who are in more sensitive and in a different state in the postpartum period may think that the COVID-19 pandemic will affect the health of their babies. This study was carried out to investigate the relationship between the COVID-19 fears of mothers in the postpartum period and their mother-infant bonding and breastfeeding self-efficacy levels. This descriptive study included 258 mothers who had given birth at a state hospital in Turkey. The data were collected an information form, the Fear of COVID-19 Scale, the Mother-to-Infant Bonding Scale, the Breastfeeding Self-Efficacy Scale and analyzed. It was found that the mothers had moderate COVID-19 fear levels, they did not experience mother-infant bonding problems, and their breastfeeding self-efficacy levels were high. There was a negative relationship between the COVID-19 fear scores and breastfeeding self-efficacy scores. It may be recommended to provide education programs the relationships between breastfeeding, mother-infant bonding, and COVID-19 on mothers.KEYWORDS: COVID-19mother-infant bondingbreastfeedingpostpartum period AcknowledgementsWe would like to thank the mothers who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Authorship statementMP and İY designed the study. İY and MP were responsible for data management and data analysis. All authors drafted and revised the manuscript.Funding or sourcesThe authors did not receive any special funding for this study.Additional informationNotes on contributorsMerve PolatMerve Polat, is a nurse in Baby Monitoring And Follow-Up Center, Sivas Numune Hospital, Sivas, Turkey. She completed her master's degree in Sivas Cumhuriyet University, Institute of Health Sciences in 2022.İlknur Yildizİlknur Yıldız, is an assistant professor in Pediatric Nursing Department, Faculty of Health Sciences, Sivas Cumhuriyet University, Sivas, Turkey. Her research interests focus on infant, child and adolescent health.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136373966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating children’s mathematical learning during block play: a video observation research","authors":"Hui Qiao, Jin Huang","doi":"10.1080/03004430.2023.2256992","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256992","url":null,"abstract":"ABSTRACTThis article describes and analyzes the findings of children's observation records of block play with a focus on the wide range of mathematical outcomes resulting from children’s block play. To this end, children’s mathematical learning was analyzed in five areas: set and classification; pattern and symmetry; number and arithmetic; comparison and measurement; and geometry and space. It is found that symmetry accounts for the biggest proportion of mathematical concepts articulated, followed by attribute features and comparison, and graphic feature recognition. In comparison, children performed poorly in the categories of arithmetic, pattern expansion and creation, and measurement. Based on the performed analyses, it is found that investigating the types and frequency of mathematical knowledge that children acquire through block play is helpful to clarify the value and significance of block play in facilitating children’s mathematical learning.KEYWORDS: Mathematical learningblock playpreschool childrenvideo observation Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical standards and informed consentAll procedures followed were in accordance with the ethical standards of the East China Normal University Human Research Ethics Committee (HR 215-2019). Informed consent was obtained from all participants for being included in the study.Additional informationFundingThis work was supported by Collaborative Innovation Center of Assessment towards Basic Education Quality, China (Grant No. BJZK-2023A1-20013).Notes on contributorsHui QiaoHui Qiao is a Ph.D. candidate in the department of Early Childhood Education, Faculty of Education, East China Normal University. Her fields of work include early childhood mathematical development and education, and the quality of early childhood education and care.Jin HuangJin Huang, Ph.D., is a professor in the department of Early Childhood Education, Faculty of Education, East China Normal University. She is the president of the Professional Committee on Preschool Education of the Chinese Society of Education. Her research interests centre around early childhood mathematical education and curriculum.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings","authors":"Charlotte V. Farewell, Lisa D. Gonzales, Alicia Privett, Emily Maiurro, Jini E. Puma","doi":"10.1080/03004430.2023.2256995","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256995","url":null,"abstract":"ABSTRACTThe purpose of this study was to (1) explore demands and resources among centre-based and Family, Friend and Neighbor (FFN) early childhood education (ECE) caregivers, and (2) investigate how these factors are associated with the quality of caregiver-child relationships. ECE caregivers (n = 257) completed a survey that assessed demands, resources, and the quality of caregiver-child relationships. Analyses included univariate and bivariate analyses and hierarchical linear regression modelling. Centre-based caregivers (n = 173) reported higher stress, less knowledge related to wellness, and lower confidence related to self-care practices compared to FFN caregivers (n = 84) (all p < .05). Mindfulness was associated with higher reported closeness with children in their care (p < .05). Centre-based caregivers may experience more demands and less resources compared to FFN caregivers which could impact the quality of care. Mindfulness strategies may help to mitigate demands and bolster the well-being of ECE caregivers and healthy early childhood development.KEYWORDS: Early childhood developmentmindfulnessmental health promotion Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData is available from the authors upon request.Additional informationFundingThis work was supported by the Temple Hoyne Buell Foundation, The Colorado Springs Health Foundation, and the Colorado Health Foundation (no grant numbers).Notes on contributorsCharlotte V. FarewellDr. Charlotte V. Farewell is an assistant professor with the Rocky Mountain Prevention Research Center and Director of the Population Mental Health and Well-being concentration at the Colorado School of Public Health. She implements interventions rooted in community-based participatory research as well as research and evaluation projects that utilize a unique combination of mixed methods in national and international settings. Dr. Farewell leads intervention projects which focus on promoting the well-being of low-resourced population (e.g. pregnant and postpartum individuals, early care and education caregivers).Lisa D. GonzalesLisa D. Gonzales is a senior health promotion coordinator with the Rocky Mountain Prevention Research Center. She is responsible for implementing early childhood interventions and participates in partnership meetings to continue fostering academic-community partnerships.Alicia PrivettAlicia Privett is a Master of Public Health who supports this early childhood work by conducting interviews, analyzing data and engaging in oral and written dissemination opportunities.Emily MaiurroEmily Maiurro is a senior professional research assistant and research manager of early childhood work at the Rocky Mountain Prevention Research Center. She oversees the implementation of all programmatic components and supports data collection and reporting activities.Jini E. PumaJini E. Puma is the associate director of the Rocky Mountain Preve","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics","authors":"Franka Baron, Anja Linberg, Simone Lehrl","doi":"10.1080/03004430.2023.2256997","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256997","url":null,"abstract":"ABSTRACTThe present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural support (EBS) and engaged support for learning (ESL). The EBS domain showed higher quality ratings (M = 5.33, SD = .59) than the ESL domain (M = 3.23, SD = .70). Structural equation modelling was applied to estimate associations between those domains and structural characteristics within classrooms. Structural characteristics predicting interaction quality were teachers' age (for EBS), teachers' education (for ESL) and children's age composition in the classroom (for EBS and ESL). Overall, the two-factor structure of CLASS Toddler could be replicated. For high-quality interactions, teacher and classroom characteristics are crucial but need to be carefully distinguished. Beyond their limitations, these findings have implications that are discussed.KEYWORDS: Early childhood education and care (ECEC)toddler classroomsteacher–child interactionsinteraction qualitystructural qualityclassroom assessment scoring system CLASS Toddler Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe Ethics Committee of the University of Bamberg approved the project.Additional informationFundingThis work was supported by the German Research Foundation [grant numbers DO 2304/1-1, LE 3245/1-1, LI 3487/1-1, RO 820/18-1, and WE 1478/13-1].Notes on contributorsFranka BaronFranka Baron (from January 2020 to July 2023) was a scientific associate and a PhD-student at the German Youth Institute, Department of Social Monitoring and Methodology. From August 2023she has been a scientific associate at the University of Bern, Interfaculty Centre for Educational Research (ICER).Anja LinbergAnja Linberg (from December 2010 to March 2013) was a scientific associate at the National Educational Panel Study (NEPS), From November 2012 to September 2017 she was a scientific associate at the University of Bamberg, department of elementary and family education. From October 2017 to January 2019: Anja was a PostDoc at the Leibniz Institute for Educational Trajectories (LIfBi), Center of Excellence for Early Childhood Education. Since February 2019 she has been the Head of the Child Competence Team at the German Youth Institute, Department of Social Monitoring and Methodology.Simone LehrlSimone Lehrl (from April 2008 to April 2019) was a scientific associate at the University of Bamberg, department of elementary and family education. From January 2018 to April 2019, Simone was a scientific associate at the University of Bamberg, department psychology I - Developmental Psychology. From May 2019 to December 2021 she was a temporary academic councilor at the University of Bamberg, department of psychol","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Active commuting to early childhood education and care institutions among toddlers (2–3 years)","authors":"Vladimir E. Martínez-Bello, Herminia Vega-Perona, Isaac Estevan, María del Mar Bernabé-Villodre, Cristina Menescardi-Royuela, Javier Molina-García","doi":"10.1080/03004430.2023.2256993","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256993","url":null,"abstract":"Little is known about the modes of active commuting to and from school (ACS) in toddlers (2–3 years old). The aims of the present study are threefold: (a) to describe the modes of transport to and from early childhood education and care (ECEC) institutions in toddlers; (b) to analyze the role of different barriers and neighbourhood characteristics, as perceived by parents, in ACS; and (c) to examine the contribution of ACS on levels of PA. Parents provided written input through a questionnaire about the modes of transport to school they use with their young children, the weekly use-frequency of each mode, as well as the barriers they perceived to walking or riding a bike to ECEC institutions. The final sample consisted of 154 young children from Valencia (Spain). In a randomly selected subsample of 44 children, PA was measured using accelerometers. Cars and strollers were the most common modes of transport in toddlers. Perceived distance to school was negatively correlated to ACS, whereas parents’ perceptions around planning/psychosocial barriers was also negatively associated with ACS. There was a significant and positive association between ACS and total PA. However, ACS contributes positively to toddlers’ overall PA levels. This study provides information about planning/psychosocial barriers as significant predictors of ACS in toddlers.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135733569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}