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Understanding the Perceptions, Practices, and Barriers of Physical Activity Opportunities in Toddler Classroom: A Qualitative Study in Toddler Childcare Providers

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Abstract

Despite childcare providers’ substantial interaction with toddlers, very little is known about providers’ perception of toddlers’ physical activity (PA) and how to facilitate toddler PA. This qualitative study examines facilitators, barriers, and components of a PA intervention to improve toddlers’ PA within the childcare setting. Providers from three childcare centers completed Qualtrics survey and participated in focus group meetings. Semi-structured focus group meetings were recorded, transcribed, and systematically analyzed. Providers viewed PA as essential for toddlers’ health. Providers felt that toddlers’ classroom behavior, attention span, and basic needs should be considered when engaging toddlers in PA. Providers expressed that a PA intervention targeting toddlers should be non-structured, include music and motor skill-related activities, occur 2–3 days/week, and last 10–30 min. However, structured activities should last < 5 min. This study highlights our understanding of providers’ perceptions of PA, challenges they faced in getting toddlers to be active, and intervention components needed improving toddlers’ PA.

Résumé

Malgré l'interaction substantielle des fournisseurs de services de garde avec les tout-petits, on sait très peu de choses sur la perception des fournisseurs de l'activité physique (AP) des toutpetits et sur la façon de faciliter l'AP des tout-petits. Cette étude qualitative examine les facilitateurs, les obstacles et les composants d'une intervention d'AP pour améliorer l'AP des tout-petits dans le cadre de la garde d'enfants. Les prestataires de trois garderies ont répondu au sondage Qualtrics et ont participé à des réunions de groupes de discussion. Des réunions de groupes de discussion semi-structurés ont été enregistrées, transcrites et analysées systématiquement. Les prestataires considéraient l'AP comme essentielle pour la santé des tout-petits. Les prestataires ont estimé que le comportement des tout-petits en classe, la durée d'attention et les besoins de base devraient être pris en compte lors de l'engagement des tout-petits dans l'AP. Les prestataires ont indiqué qu'une intervention d'AP ciblant les tout-petits devrait être non structurée, inclure de la musique et des activités liées aux habiletés motrices, se dérouler 2 à 3 jours par semaine et durer de 10 à 30 minutes. Cependant, les activités structurées devraient durer moins de <5 minutes. Cette étude met en lumière notre compréhension des perceptions des prestataires concernant l'AP, les défis auxquels ils sont confrontés pour amener les tout-petits à être actifs et les composantes de l'intervention nécessaires pour améliorer l'AP des tout-petits.

Abstracta

A pesar de la interacción sustancial de los proveedores de cuidado infantil con los niños pequeños, se sabe muy poco sobre la percepción de los proveedores de la actividad física (AF) de los niños pequeños y cómo facilitar la AF de los niños pequeños. Este estudio cualitativo examina los facilitadores, las barreras y los componentes de una intervención de AF para mejorar la AF de los niños pequeños dentro del entorno de cuidado infantil. Los proveedores de tres centros de cuidado infantil completaron la encuesta de Qualtrics y participaron en reuniones de grupos focales. Las reuniones de los grupos focales semiestructurados fueron grabadas, transcritas y analizadas sistemáticamente. Los proveedores vieron la AF como algo esencial para la salud de los niños pequeños. Los proveedores sintieron que el comportamiento de los niños pequeños en el aula, la capacidad de atención y las necesidades básicas deben tenerse en cuenta al involucrar a los niños pequeños en la AF. Los proveedores expresaron que una intervención de AF dirigida a niños pequeños debe ser no estructurada, incluir música y actividades relacionadas con las habilidades motoras, ocurrir 2-3 días a la semana y durar 10-30 minutos. Sin embargo, las actividades estructuradas deben durar menos de <5 minutos. Este estudio destaca nuestra comprensión de las percepciones de los proveedores sobre la AF, los desafíos que enfrentaron para lograr que los niños pequeños sean activos y los componentes de intervención necesarios para mejorar la AF de los niños pequeños.

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Data Availability

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

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Acknowledgements

We thank the teachers and families from the participating childcare centers and Pediatric Physical Activity Lab staff who made this study possible.

Funding

This study was funded by internal university funding. The funding source had no involvement in the study design, conducting the study, or in the preparation of this article.

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Author notes

  1. Sarah Burkart

    Present address: University of South Carolina, Columbia, USA

Authors and Affiliations

  1. Department of Kinesiology, University of Massachusetts Amherst, 110 Totman Building, 30 Eastman Lane, Amherst, MA, 01003-9258, USA

    Sofiya Alhassan, Melanna F. Cox, Christine W. St. Laurent, Sarah Burkart, Marcos A. Amalbert-Birriel & Luke M. Sudarsky

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  1. Sofiya Alhassan
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  2. Melanna F. Cox
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  3. Christine W. St. Laurent
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  4. Sarah Burkart
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Correspondence to Sofiya Alhassan.

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Alhassan, S., Cox, M.F., St. Laurent, C.W. et al. Understanding the Perceptions, Practices, and Barriers of Physical Activity Opportunities in Toddler Classroom: A Qualitative Study in Toddler Childcare Providers. IJEC 53, 315–331 (2021). https://doi.org/10.1007/s13158-021-00304-9

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